Literaturnachweis - Detailanzeige
| Autor/in | Scarborough, Harriet Arzu |
|---|---|
| Titel | A Winding Path: Tucson Follows Circuitous Route toward Professional Learning for Principals |
| Quelle | In: Journal of Staff Development, 29 (2008) 2, S.21-23 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | Principals; Elementary Secondary Education; School Districts; Accountability; Professional Development; School Cadres; Academic Achievement; Intervention; Educational Improvement; Educational Practices; Teacher Effectiveness; Instructional Leadership; Arizona |
| Abstract | Principals manage schools, ensuring that nothing interrupts business as usual. They spend little time on instruction. A good principal is the one who works in a high-achieving school that has no significant management problems. Districts celebrate improved student results by recognizing an outstanding crop of students, rarely pointing to the quality of teaching in a school. Before accountability reached Tucson Unified School District (TUSD) in Arizona in 2003, it embodied this image. In 2000, TUSD's leadership set ambitious five-year goals for the district but failed to develop a blueprint for achieving those goals. Frustrated by the lack of progress towards the goals in three years, the district designed a plan of action in 2003 that focused on school-level interventions that would improve student achievements. This article describes the significant piece of that new action plan which was targeted professional learning for principals to support those interventions. (ERIC). |
| Anmerkungen | National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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