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.
Chapter 1 A Four-Step Process for Identifying and Reshaping the Culture of a School Part 1 School Reform Processes Part 2 Enhancing a School's Culture and Climate Chapter 2 Implementing a Plan to Improve the Climate and Culture of the School Part 3 Leadership Skills Needed Chapter 3 Power and Authority: Nine Techniques for Motivating Faculty and Students Part 4 Intergroup Processes Chapter 4 Four Types of School Culture Chapter 5 A Character Education Program That Is the Foundation of a High Performing School Part 5 Program Planning Chapter 6 Six Strategies for Enhancing a School's Culture and Climate Part 6 Assessment Chapter 7 Community, Culture, and Learning Chapter 8 Professional Development Chapter 9 Management of the Program Chapter 10 Developing Interpersonal Relations Chapter 11 Self-Disclosure Chapter 12 Developing Trust Chapter 13 Values Clarification Chapter 14 Improving Communication Skills Chapter 15 Resolving Conflicts Chapter 16 Design for Learning Chapter 17 Assessing Students' Interests and Abilities Chapter 18 Conferencing: Reporting Student Progress Chapter 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.
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)*
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. Belanger, Ph.D., president, BB Consultants for Change
Ontario, Canada, and professor (retired) University of Ottawa*
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*
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*
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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