Based on interviews with experienced principals, this book helps leaders examine the causes of negative staff behavior and build a culture of shared leadership, collegiality, and teamwork.
Based on interviews with experienced principals, this book helps leaders examine the causes of negative staff behavior and build a culture of shared leadership, collegiality, and teamwork.
Barbara L. Brock is an associate professor of education at Creighton University in Omaha, Nebraska. She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher. She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities. She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal's Guide to Keeping the Fire Alive, and Launching Your First Principalship. She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln.
Inhaltsangabe
Introduction Acknowledgments About the Authors Part I. Identification and Understanding 1. Understanding Difficult Teachers Who Are They? How Did They Get This Way? What Do Difficult Teachers Want? The Effects of Difficult Teachers 2. Difficult Teachers, Difficult Behaviors Chronic Comnplainers Negative Teachers Inflexible Teachers Noncompliant Gossipers Anarchists Snipers Bullies Noisemakers Selfish Teachers Part II. Solutions and Strategies 3. Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans Before a Problem Occurs How to Encourage Behavior Change When Conversations Fail 4. Am I Contributing to the Problem? Why Are Some Principals "Difficult"? Could Your Behavior Be Considered Difficult? Fertile Ground for Difficult Teachers Gender-Related Differences in Difficult Behaviors Strategies for Change Part III. Prevention 5. Interpersonal Skills That Help Listening to Understand Speaking for Understanding Body Language Defusing Emotionally Charged Conversations 6. Creating a Culture of Teamwork Building a Positive Culture Focusing on Positive Teachers Creating a Spirit of Teamwork Rewarding Positive People References Resources Index
Introduction Acknowledgments About the Authors Part I. Identification and Understanding 1. Understanding Difficult Teachers Who Are They? How Did They Get This Way? What Do Difficult Teachers Want? The Effects of Difficult Teachers 2. Difficult Teachers, Difficult Behaviors Chronic Comnplainers Negative Teachers Inflexible Teachers Noncompliant Gossipers Anarchists Snipers Bullies Noisemakers Selfish Teachers Part II. Solutions and Strategies 3. Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans Before a Problem Occurs How to Encourage Behavior Change When Conversations Fail 4. Am I Contributing to the Problem? Why Are Some Principals "Difficult"? Could Your Behavior Be Considered Difficult? Fertile Ground for Difficult Teachers Gender-Related Differences in Difficult Behaviors Strategies for Change Part III. Prevention 5. Interpersonal Skills That Help Listening to Understand Speaking for Understanding Body Language Defusing Emotionally Charged Conversations 6. Creating a Culture of Teamwork Building a Positive Culture Focusing on Positive Teachers Creating a Spirit of Teamwork Rewarding Positive People References Resources Index
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