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Redefining Instructional Leadership

The Skills and Energy Required of an Instructional Leader
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Redefining Instructional Leadership: The Skills and Energy Required of an Instructional Leader focuses on how principals must be instructional leaders by first making building relationships a priority. Then, with those relationships that are built, the leader will earn trust from their teachers, which will give them the influence they need to lead them to better levels of performance-and better performance leads to greater depths of student achievement. Redefining Instructional Leadership goes beyond simply stating theory and summarizing research about what schools need from instructional leaders by emphasizing what instructional leaders should do and how to do it. This book explains the steps instructional leaders must learn and put into practice if their desire is to become a truly dynamic leader that will have a positive impact on teaching and learning.
John R. Jones has been in education for over fifty years as a public-school teacher and principal. He has also served as a professor on educational leadership as well as a university vice president, graduate dean, and dean of a college of education. Misty Henry has taught for many years in public schools and has dedicated herself to being a master teacher. She has written and published numerous articles on teacher and student performance as well as lectured on, conducted, and published research on teacher excellence and instructional leadership.
Foreword Preface Acknowledgments Introduction Chapter 1. Redefining Instructional Leadership Chapter 2. Teachers Expectations of Principals as School Leaders Chapter 3. Students Assessment of Quality Teaching Chapter 4. Is There an Instructional Leader in the School Chapter 5. Teachers Need More Supervision Not Evaluation Chapter 6. Redefining Professional Development Chapter 7. Movement and Learning in the Classroom About the Authors
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