Theodore High School: Positive Attitudes

Autor/inn/en	Rourke, James; Boone, Elizabeth
Titel	Theodore High School: Positive Attitudes
Quelle	In: Principal Leadership, 9 (2009) 10, S.40-43 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Program Effectiveness; Educational Change; School Personnel; Secondary School Teachers; Teacher Attitudes; Principals; Academic Achievement; Instructional Leadership; Teacher Expectations of Students; Data; Decision Making; Curriculum Development; Technology Uses in Education; Student Evaluation; Alabama + Suchen Sie Ihr Suchwort? Bildungsreform; Schulpersonal; Lehrerverhalten; Principal; Schulleiter; Schulleistung; Instruction; Leadership; Bildung; Erziehung; Führung; Daten; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulnote; Studentische Bewertung
Abstract	"You have a choice every day regarding the attitude you will embrace for that day," observes Theodore (Alabama) High School's Web site, effecting the faculty and staff members' belief that raised expectations lead to improved student performance. "Your attitude will make or break our school...," the site continues. "The one tool we have to deal with others is our attitude." Rowell believes that one of the most important moves he made was to realign staff assignments to support data-driven instruction. Rowell adheres to three basic leadership principles that have served him well: ensure that all stakeholders have a voice and are allowed to help plan and execute initiatives, provide staff members with the professional development and resources they need to individualize instruction, and promote the objective examination of data to identify the programs that work and revise those that don't. Those principles have helped Rowell work with and guide others to implement, evaluate, and adapt programs that foster high levels of achievement. Staff members focus on the belief that students have an innate desire to learn--and that their role is to facilitate that learning. Finding the approach to instruction that taps into that desire to learn requires teachers to collaborate. Cooperation and collaboration have raised expectations among faculty members as well as students. For Theodore, raised expectations mean improved student performance--in the classroom and out. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10