Collaborative School Leadership

Practical Strategies for Principals

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Leadership, Administration
Cover of the book Collaborative School Leadership by Ron Nash, Kathleen Hwang, R&L Education
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Author: Ron Nash, Kathleen Hwang ISBN: 9781475800593
Publisher: R&L Education Publication: November 6, 2012
Imprint: R&L Education Language: English
Author: Ron Nash, Kathleen Hwang
ISBN: 9781475800593
Publisher: R&L Education
Publication: November 6, 2012
Imprint: R&L Education
Language: English

In Collaborative School Leadership, Nash and Hwang provide administrators with clear and focused ideas on making the most of collaborative leadership while on the path to continuous improvement. Recognizing that classroom instruction is at the core of any plan of improvement, this book looks at the role and nature of powerful building-level professional development. Nash and Hwang provide answers to critical questions: As part of a school’s improvement efforts, what is non-negotiable? What are some barriers to progress, and how can they be overcome or removed? How can building administrators help teachers improve instruction? An extensive appendix provides principals and teacher leaders with ten lessons and an entire chapter is devoted to the kind of formative support that building administrators can provide in the pursuit of student progress. Finally, Nash and Hwang elaborate on the whole decision-making process, and differentiate between the kind of independent and interdependent reflection that is part of the relentless pursuit of continuous improvement at the building level.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In Collaborative School Leadership, Nash and Hwang provide administrators with clear and focused ideas on making the most of collaborative leadership while on the path to continuous improvement. Recognizing that classroom instruction is at the core of any plan of improvement, this book looks at the role and nature of powerful building-level professional development. Nash and Hwang provide answers to critical questions: As part of a school’s improvement efforts, what is non-negotiable? What are some barriers to progress, and how can they be overcome or removed? How can building administrators help teachers improve instruction? An extensive appendix provides principals and teacher leaders with ten lessons and an entire chapter is devoted to the kind of formative support that building administrators can provide in the pursuit of student progress. Finally, Nash and Hwang elaborate on the whole decision-making process, and differentiate between the kind of independent and interdependent reflection that is part of the relentless pursuit of continuous improvement at the building level.

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