Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention

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9781610483223: Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention
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A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high-performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

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Contents


Preface

The Authors

PART I  SCHOOL REFORM PROCESSES
1.         Four Types of School Culture             Laissez-FaireLow-Performing School
            Traditional Under-PerformingSchool
            Enlightened Traditional Average-Performing School
            A High-PerformingSchool
            The Role of Control in a High Performing Schoool
            Does The Concept Really Work?
            Suggested Plan for Phase I
            Conclusion
2. A Four-Step Process for Identifying and Reshaping the Culture of a School

            Servant Leadership
            The Need for School Reform
            How Does Our Approach Address the Need?
            The Expectations Diagnosis - Step One
            The Expectations Diagnosis - Step Two
            Getting Feedback on Faculty and Student Expectations - Step Three
            Culture and Climate Defined - Step Four
            Conclusion
3.  Implementing a Plan to Improve the Climate and Culture of the School             Deciding How to Proceed
            Appointing a Committee
            Analyzing the Data
            Getting Feedback from the Faculty on How to Improve the Culture
            Comparing the Pre-SIP Data with Post-SIP Data
            Conclusion
4.  Power and Authority: Nine Techniques for Motivating Faculty and Students             A Theory of Leadership and Motivation
            Chapter Purpose
Why Are Caring Behaviors and Control Important for an Effective School Culture?

            The Freeing Forms of Power
            The Nine Forms of Power
            Controlling Forms of Power
            Overuse/Misuse of the Nine Forms of Power
            Conclusion
5.  A Character Education Program That Is the Foundation of a High Performing School
            What is a Character education Program
Why is a Character Education Program Important for a High-Performing School?
Implementing a Character Education Plan
Identifying the Behaviors Associated with a Trait
The Role of Social Contracting
Conclusion
            Three Hypotheses
Part II ENHANCING A SCHOOL'S CULTURE AND CLIMATE
6. Seven Strategies for Enhancing a School's Culture and Climate
            Strategy #1 Visibility Before, During, and After school
            Strategy # Two: Create a Duty Free School
            Strategy #3: More-Effective Meetings
            Strategy #4 Hosting a Successful Open House
            Strategy #5: Maintaining a Volunteer and Mentoring Program
            Strategy #6: Develop a Mentoring Program for Beginning Teachers
            Strategy #7: Using the Sociogram
            Conclusion
PART III LEADERSHIP SKILLS NEEDED 7.  Cultivating Community, Culture, and Learning             Reframing the Role of the Principal
            Creating a Professional Learning Community
            Reinforcing the Mission
            Reinforcing the Vision
            Developing Value Statements
            Establishing Goals
            Developing a Culture: Learning for All
            Maintaining School Culture
            The Principal as Instructional Leader
                        Focusing on Learning
                        Encouraging Collaboration
                        Analyzing Results
                        Providing Support
                        Aligning Curriculum, Instruction, and Assessment
            Conclusion
8.  Professional Development             A Model for Professional Development
            Professional Development Activities
            Depth Unfoldment
                        Activity Number 1
                        Activity Number 2
                        Activity Number 3
                        Activity Number 4
                        Activity Number 5
            Instrumentation
                        Activity Number 6
                        Activity Number 7
            Brainstorming
                        Activity Number 8
            We Agree
                        Activity Number 9
            Conclusion
9.  Improving Levels of Openness and Trust             Activities That Improve Openness
            Positive, Minus, and Interesting
                        Activity Number 1
            Guess Who?
                        Activity Number 2
            Getting to Know You
                        Activity Number 3
            Name Tagging
                        Activity Number 4
            One Special Thing
                        Activity Number 5
            Depth Enfoldment Exercise
                        Activity Number 6
Activities That Improve Trust
            Trust Fall
                        Activity Number 7
            Blind Walk
                        Activity Number 8
            Experiment in Cooperation: The Squares Game
                        Activity Number 9
            Nonverbal Trust
                        Activity Number 10
Conclusion
10.  Conferencing: Reporting Student Progress             Three-Way Conferences
            Preparing for Conferences
            Pre-Conference Planning Activities
                        The Parent Information Worksheet
            Practicing the Conference
            The Conference Meeting
            Conference Format
            Post-Conference Meeting
            Summary

                       

About the Author:

Cletus R. Bulach, a retired Ohio school superintendent and college professor, has conducted research on principal leadership, character education, teacher caring behaviors, bullying behavior, school climate and culture, and group openness and trust. He has also developed surveys to collect data on these areas of research and has numerous publications based on these data.

Fred C. Lunenburg is the Jimmy N. Merchant Professor of Education and Senior Research Fellow in the Center for Research and Doctoral Studies in Educational Leadership at Sam Houston State University. Prior to moving to the university, he served as a teacher, principal, and superintendent of schools. He has authored or co-authored more than 100 articles and 20 books, including, Education Administration: Concepts and Practices (Thomson/Wadsworth, 1991, 1996, 2000, 2004, 2008), The Principalship: Vision to Action (Thomson/Wadsworth, 2006), Shaping the Future (Rowman & Littlefield, 2003), The Changing World of School Administration (with George Perreault) (Rowman & Littlefield, 2002), and High Expectations: An Action Plan for Implementing Goals 2000 (Corwin Press, 2000).

Les Potter is the author of over 70 educational publications and has been a school principal and professor for several universities. Potter will be contributing from the practical point of view as he has been principal of seven schools in four states and recognized in several states for his contributions to education.

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