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.
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.
PART I: SCHOOL REFORM PROCESSES
1 A Four-Step Process for Identifying and Reshaping the Culture of
a School: Phase 1
2 Implementing a Plan to Improve the Climate and Culture of the
School: Phase 1 Continued
3 Power and Authority: Nine Techniques for Motivating Faculty and
Students
4 Four Types of School Culture
5 A Character Education Program That Is the Foundation of a
High-Performing School: Phase 4
PART II: ENHANCING A SCHOOL'S CULTURE AND CLIMATE
6 Six Strategies for Enhancing a School's Culture and Climate
PART III: LEADERSHIP SKILLS NEEDED
7 Cultivating Community, Culture, and Learning
8 Professional Development
9 Management of the Program
PART IV: INTERGROUP PROCESSES
10 Developing Interpersonal Relations
11 Self-Disclosure
12 Developing Trust
13 Values Clarification
14 Improving Communication Skills
15 Resolving Conflicts
PART V: PROGRAM PLANNING
16 Design for Learning
17 Assessing Students' Interests and Attitudes
PART VI: ASSESSMENT
18 Conferencing: Reporting Student Progress
19 Program Evaluation
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.
Faced with the outcry of accountability and school reform, this
book offers a practical, easy approach, which includes simple
strategies to reduce resistance to school reform and increase the
caring learning environment.
*Dr. Janet M. McGee, instructor and coordinator, Educational
Leadership for Regional Campuses, University of Central
Florida*
The well researched contents of this book are absolutely on target.
It provides a practitioner's map for effectively creating high
performing schools.
*Donald R. Thompson Ph.D, past president, American Association of
School Administrators (AASA)*
This book offers an extensive look at comprehensive school reform
and emphasizes how an organizational approach to school reform
creates a distinctly different school culture and climate that
addresses the needs of school administrators, teachers, and
students. This topic is crucial when creating a clear vision based
on appropriate strategies and diagnostic tools. It will reach
beyond current educational processes and provide insight and a
novel approach to culture and climate as we work together to
address comprehensive school reform.
*Dr. Diane Boothe, dean, college of education, University of
Idaho*
Dr. Bulach and his colleagues have tackled the big picture in
education, school climate, that subtle source of the learning that
shapes our whole society. But they do not stop there, they go on to
demonstrate how positive school climate enhances academic
achievement. Their book provides excellent guidance and practical
suggestions for professional educators who want to change school
dynamics and achievement.
*W.A. (Bill) Belanger Ph.D, president, BB Consultants for Change
Ontario, Canada, and professor (retired), University of Ottawa*
Much has been written about school reform recently but most fall
short when one is looking for a complete package. I find this work
to be very complete and would recommend it to any one looking for
an up to date text book. Comprehensive school reform requires a
positive climate, culture, clear mission, vision and personal
learning environment. This manuscript contains all the ingredients
necessary to build and maintain a high performing school that is
demanded in today's schools.
*Winston D. Pickett Ed.D, retired executive director of the
Tennessee Association of Middle Schools*
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