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Real Leaders, Real Schools tells the stories of five urban public school principals who led their schools through profound and transformative changes. In each of these cases, their efforts resulted in dramatic improvements in student achievement—improvements that occurred within the current environment of high-stakes tests. The revealing and often gripping narratives that form the heart of this remarkable book offer unprecedented insights into the meaning and practice of effective school leadership. The stories themselves are often inspiring but they are never idealized. All of these principals met with frustrations as well as successes, setbacks as well as breakthroughs. All regularly reassessed their policies and practices, and all acknowledged—and learned from—their errors along the way. Yet all believed in their staffs and their students, and all found innovative ways to transform and improve their schools. These are true stories of successful leadership against enormous odds. They provide countless lessons for today’s school leaders and all who are committed to education reform.
Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed--and how you and your school can adopt the same practices--no matter what socio-economic climate students live in. Lessons learned and practical advice from seven of these high-performing/high-poverty (HP/HP) schools, along with hundreds of others that have been the subject of intensive research, are the focus of this book. Authors William Parrett and Kathleen Budge have synthesized the research, studied the schools in depth, and show you critical components that set these institutions apart from their struggling peers. After setting the context by examining poverty and its stunning effects on students, the authors then zero in on what HP/HP schools stopped doing or eliminated and what they started doing or improved on in three key areas of performance: * Building leadership capacity; * Fostering a safe, healthy, and supportive learning environment; and; * Focusing on student, professional, and system learning.; Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. The reality is that any school willing to refocus its efforts can become a high-performing school.
"Dr. Frisby focuses a bright light on issues that often remain obscured in a fog of polemics, deeply held convictions, and genuine concern for the plight of minority students. Meeting the Psychoeducational Needs of Minority Students cuts through this fog with intense, sharp, clear thinking and data-driven conclusions." —Jeffrey P. Braden, PhD, Professor of Psychology and Dean of the College of Humanities and Social Sciences, North Carolina State University "Going beyond superficial 'feel good' or 'feel bad' ideologies to probe what really makes a difference in meeting the needs of often underserved populations, Craig Frisby provides a comprehensive, rigorous, well-written, and entertaining (honest!) work that addresses the intersection of race, ethnicity, and education." —Betty Henry, PhD, School Psychologist, California School for the Blind "Dr. Frisby makes a perceptive and incisive assessment of much of the multicultural ideology currently propagated in professional psychology and education and directly confronts some of the major issues surrounding multiculturalism. Unlike many other critiques that have been proffered over the last few decades, however, Meeting the Psychoeducational Needs of Minority Students also provides many concrete solutions for how to begin changing the current milieu." —A. Alexander Beaujean, PhD, Associate Professor, Baylor University A practical, research-based guide to facilitating positive educational outcomes for racial, ethnic, and language minority students This timely book is written from the perspective of contemporary school psychology for a variety of school personnel, including school psychologists, teachers, guidance counselors, and administrators, with coverage of: The problem of quack multiculturalism Home and family Context for school learning General cognitive ability, learning, and instruction Testing and assessment School discipline and behavior management Crime, delinquency, and gangs School district resources
When the landmark book Collaborative Leadership was first published in 1994, it described the premise, principles, and leadership characteristics of successful collaboration. The book outlined an innovative way of building partnerships to solve the civic problems too big for anyone to solve alone as well as a new type of leadership that brings together diverse stakeholders to solve a community's problems. While that book provides a much-needed framework for working together, The Collaborative Leadership Fieldbook offers nonprofit practitioners, community leaders, and public officials a practical, hands-on resource. It presents the tools needed for applying the lessons learned, powerful approaches that get results, and guidance for solving complex community problems. In clear and concise terms, the Fieldbook * Presents a wide range of tools and concepts that can be readily applied * Provides a comprehensive guide to collaboration from conception to implementation * Describes how to establish effective civic leadership development programs to support collaborative efforts * Contains stories and examples that clearly illustrate the book's concepts and tools * Helps readers find-quickly and easily-what they need for their specific situations
The inspirational and touching story of Gonzaga's rise from college basketball obscurity to near mythic status as everyone's favorite underdog, this book was penned by acclaimed college basketball writer Bud Withers, who has covered the Zags since it all began. In dramatic fashion he reanimates the events of the last few years, adding flesh to the personalities and summoning the details, great and small, that make up this unforgettable story. Readers will meet players such as Blake Stepp, a blue chip high school recruit who selected Gonzaga because of what it wasn't; Dan Dickau, who became a first-round NBA pick in 2002 after becoming Gonzaga's first All-American player in the history of the men's basketball program; Dan Monson, the former coach who instilled a fearless attitude among the players and began Gonzaga's storied run; Mark Few, the current coach who has continued and expanded upon the program's great success; and Father Tony Lehmann, the school's longtime chaplain who died in March 2002, who was the inspirational leader of the basketball team. This book is a must read for any college basketball fan wanting to know more about Gonzaga, the team that makes deep runs into the NCAA tournament almost every year without compromising on the small-school values that still separate it from the basketball factories it terrorizes each March.
Last Chance High School is the incredible story of a caring and innovative principal and his staff who found ways to dramatically change the lives of behaviorally challenged teens. It describes the first two years of the successful transformation of an inner city special education school in New York City. From birth, many students in this school had been denied opportunities and had been given nothing to look forward to. General education schools could not find ways to cope with them. For most of these throwaway teens, Last Chance High was their only chance. At the end of two years, fights were drastically reduced, and vastly improved social skills were exhibited. It was the first time that students were given opportunities to return to general education schools and to earn high school diplomas. Many went on to enjoy happy, productive lives. The philosophy that drove this successful transformation emphasized that all humans, including troubled teens, have the same basic and genetic needs to succeed, to have options and choices, to belong and be loved, and to have fun and not be bored. When these needs are met, the philosophy explains, there is no need to misbehave. Furthermore, schools have the the capacity and responsibility to create social and academic cultures where these fundamental needs can be met. Schools have the power to make a difference in their students' lives and help them overcome histories of failure. The following fundamental principles were the driving force behind the successful transformation: 1. The use of punishments is not effective as a tool to change someone's behavior. The reality is that punishment and coercion cause youngsters to resist and even shut down. 2. Internal motivation is the secret to long range change. Teachers should not perceive their roles as change agents but, rather, as facilitators that help those who want to change. 3. Kids are not widgets on an assembly line waiting to pass tests. They are complex individuals with unique personalities, strengths and needs who desperately need to be surrounded by caring adults. The book shares success stories that translate this philosophy to practice. For example, how did a publishing center motivate students to improve their writing skills? How did students pass exit exams when their absence rate was so high? How did the dreaded pop quizzes become a welcome instructional approach? How did students meet the dissection requirement in biology without using scalpels? Last Chance High School is not a textbook, although thought-provoking concepts are presented throughout. It describes a journey packed with true stories of how students and adults worked together to turn a school around.

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