The Principal's Guide to Instructional Improvement: Theory to Practice,Used

Product Description Beginning with an abridged history of administrative and clinical supervision, The Principal's Guide to Instructional Improvement offers principals both background information, as well as comprehensive models and examples, to analyze and improve teacher instruction. Based on the principle of teacher growth, rather than teacher evaluation, this book explains both content and process, allowing for the establishment of principalteacher rapport, the very foundation of successful school supervision. The book offers six supervision models that translate the theory to applied practice. All models can be used separately or together, and they are thoroughly explained with sufficient examples for easy implementation. Beneficial for both novice and veteran principals, this guide will systematically improve the hierarchy within schools, allowing for vast improvement within the classroom. Review As a principal who was committed to building rapport/relationship with my teachers in an effort to motivate professional growth, improve instruction, and build a community of 'leaders and learners,' I utilized the clinical supervision model daily in my practice. As a result of our determined, collaborative efforts, our Title I, low socioeconomic school received numerous awards and recognitions: the National Blue Ribbon Award for Excellence, Title I Outstanding Performance, and Exemplary status in the State of Texas rating system. It is appropriate and timely that Bob Krajewski's book would enter the educational arena. Administrators and campus leaders need an indepth and thorough knowledge and understanding of how to guide teachers in this demanding time of accountability. The students are our primary focus and rightly so. But, if we do not take care of our teachers and provide the necessary guidance and direction, they will not be equipped to carry out their charge. Melva Matkin, former principal of Gregorio Esparza Accelerated Elementary School, San Antonio, TexasAs a principal who was committed to building rapport/relationship with my teachers in an effort to motivate professional growth, improve instruction, and build a community of 'leaders and learners,' I utilized the clinical supervision model daily in my practice. As a result of our determined, collaborative efforts, our Title I, low socioeconomic school received numerous awards and recognitions: the National Blue Ribbon Award for Excellence, Title I Outstanding Performance, and Exemplary status in the State of Texas rating system. It is appropriate and timely that Bob Krajewski's book would enter the educational arena. Administrators and campus leaders need an indepth and thorough knowledge and understanding of how to guide teachers in this demanding time of accountability. The students are our primary focus and rightly so. But, if we do not take care of our teachers and provide the necessary guidance and direction, they will not be equipped to to carry out their charge. Melva Matkin, former principal of Gregorio Esparza Accelerated Elementary School, San Antonio, Texas Vincent Murray, principal of Henry W. Grady High School, Atlanta, Georgia; adjunct professor at Central Michigan University, Atlanta, Georgia; winner of the 2006 Harold McGraw Prize in EducationResearch on the use of interaction analysis and microteaching is a dynamic concept in the field of student teaching and teacher education. This new and exciting endeavor in the field of supervisory education will improve the instructional practices of novice teachers and the skills of instructional leaders who mentor them. This is indeed a timely and useful concept that will lend tremendous support to new and veteran teachers at all instructional levels. Vincent Murray, principal of Henry W. Grady High School, Atlanta, Georgia; adjunct professor at Central Michigan University, Atlanta, Georgia; winner of the 2006 Harold McGraw Prize in EducationHaving successfully opened two large