Solutions for Promoting Principal-Teacher Trust - Gimbel, Phyllis A.
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Solutions for Promoting Principal-Teacher Trust is a quick read for busy practitioners. This book serves as a resource for current and aspiring principals, other school administrators, and teachers who want to know how to develop and maintain collaborative relationships between staff and principals. In an age of accountability, change is often mandated. School leaders cannot effect change without enlisting belief in their leadership. This book offers school administrators an opportunity to gain insight into principal and teacher perspectives on what particular behaviors are most effective in…mehr

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Produktbeschreibung
Solutions for Promoting Principal-Teacher Trust is a quick read for busy practitioners. This book serves as a resource for current and aspiring principals, other school administrators, and teachers who want to know how to develop and maintain collaborative relationships between staff and principals. In an age of accountability, change is often mandated. School leaders cannot effect change without enlisting belief in their leadership. This book offers school administrators an opportunity to gain insight into principal and teacher perspectives on what particular behaviors are most effective in promoting trust. With three easy-to-read tables summarizing the meaning of trust in schools, the most commonly identified principal and teacher trust-building behaviors, and a list of suggested trust enhancers for principals, the solutions proposed here can be a way for overworked administrators to gather practical information quickly. This resource offers school leaders a chance to focus their leadership on building and maintaining faculty trust early in their tenure, paving the path for school improvement.
Autorenporträt
Phyllis A. Gimbel currently serves as Coordinator of Project Open, a university-public school collaborative with Boston College, Boston University, Brandeis University, Lesley University, and the Watertown, Massachusetts public schools. She has enjoyed a diverse career in education. She has worked in independent, suburban, and urban settings as a French and Spanish teacher, department chair, middle school principal and consultant, and superintendent intern. She spent her junior year of college in Paris, France and Santander, Spain, studying both at the Sorbonne and at the Universidad Menendez Pelayo. Obtaining a Bachelor of Arts degree in French and Spanish from Hood College, Frederick, Maryland, she later received a Master of Arts in French from Columbia University, New York, New York. After her children were grown, she returned to graduate school and earned a Master of Education degree in 1995 from Harvard University Graduate School of Education. In 2001, she received a Doctorate in Education, specializing in Leadership in Schooling, from the University of Massachusetts Lowell Graduate School of Education.