Rowman & Littlefield Publishers
Pages: 182
•
Trim: 7¼ x 10½
978-1-4758-1787-4 • Hardback • April 2016 • $74.00 • (£57.00)
978-1-4758-1788-1 • Paperback • April 2016 • $38.00 • (£29.00)
978-1-4758-1789-8 • eBook • April 2016 • $36.00 • (£28.00)
W. George Selig, EdD, started as a special education director in Massachusetts before becoming professor, Dean of the School of Education, and Provost at Regent University. He was named as the George Selig Distinguished Chair of Educational Leadership. Dr. Selig has written many books and articles and has spoken frequently at professional conventions.
Linda D. Grooms, PhD, is currently professor and chair of the post-master’s programs at Regent University. Dr. Grooms previously served as a South Carolina high school band director and as an elementary school guidance counselor and K–6 building administrator in Virginia. She conducts leadership training and has authored and coauthored many articles and book chapters.
Alan A. Arroyo, EdD, is director of the School of Education at Clarion University of Pennsylvania. Prior Dr. Arroyo was dean and professor from 1996–2015 at Regent University and he served as an administrator for most of his fourteen years in Illinois K–12 school districts. He has coauthored several books, articles, and book chapters, and has funded grants.
Michael D. Kelly, EdD, is a clinical associate professor at Virginia Tech where he teaches in the educational leadership program. Prior to his tenure as an associate professor, Dr. Kelly was a principal and teacher in the Virginia Beach City Public School System where his school was identified as a “School to Watch” by the National Middle School Association.
Glenn L. Koonce, EdD, was a teacher, coach, principal, and assistant superintendent prior to his position as associate professor and chair of educational leadership programs at Regent University.
Herman Dee Clark Jr., served as principal and assistant superintendent in an inner city public school system in Norfolk, Virginia, where he proved that when communities and schools work together cooperatively, all students can succeed.
Preface
Chapter 1: Effective School Leadership
Chapter 2: Establishing an Open, Caring, and Positive School Climate and Culture
Chapter 3: Four Stages of Motivational Development
Chapter 4: Four Behavior Styles
Chapter 5: Quality Teaching Indicators
Chapter 6: Specific Problematic Teacher Issues
Chapter 7: The Foundation of the Individualized Intervention Strategy System
Chapter 8: How to Use the Individualized Intervention Strategy System
Chapter 9: Individualized Intervention Strategies
Chapter 10: Case Studies
Leading schools in today’s complex and interconnected world requires a skilled and artful leader. Rarely do you find such a comprehensive and practical toolkit as we do here. Whether you’re a seasoned leader or beginning your first year, through the culture development of our teachers, this book introduces a roadmap to leadership principles that develop student success.
— Joshua J. Garcia, EdD, deputy superintendent, Tacoma Public Schools, Tacoma, WA
As we transition from a traditional ‘stand and deliver’ model of instruction to an interactive child-centered model, this book provides valuable cues that can assist in molding teachers of the future. The traits described are grounded in creating a personalized experience for our students. Well done.
— Gary E. Maestas, EdD, superintendent of schools, Plymouth, Massachusetts
The authors have traveled a sizable distance to cover such diverse topics as is evident in reviewing the manuscript. Through the use of intervention strategies, it has become clear that the book offers many effective step-by-step solutions. Education has changed dramatically over the past few decades and it is good to know that research based best practices that are described in this book are relevant to today’s schools. You will enjoy this practical approach to dealing with challenges in a way that promotes growth and understanding.
— Timothy R. Jenney, PhD, MBA, School Support Officer, Houston Independent School District, Houston, TX
For educators, from educators who know schools, teaching and learning. The Individualized Intervention Strategy System (IISS) is a communication tool for leaders, supervisors AND teachers, who often don't know what supervisors are expecting to see in their classrooms. It is a roadmap that can lead to more highly effective teaching, at any level. These strategies can enhance teaching effectiveness, both individually and in professional development groups. The book speaks to the heart of improving learning for all students. Get it today, use it tomorrow.
— Sally Miller, PhD, West Lafayette Community School Corporation, West Lafayette, Indiana
Enhancing Teacher Performance is an important book in our ongoing conversation about the “problems “ in our schools. Most of the literature on school improvement focuses on learning, student performance, teacher credentials, and training. On the other hand, much of American business has understood Peter Drucker’s dictum that leadership and culture are pivotal to the success of any organization but we educators have passed over these important concepts. Enhancing Teacher Performance argues that the school environment textured by outstanding leadership is the major driving force in school improvement. The authors do not believe leadership is simply management but is a caring that demands a “head and heart.” This is a leadership of communication, accountability, listening, and authenticity. In an age when our colleagues in leadership too often draw success in jumping from one solution to another every two or three years, these authors warn against the “ tyranny of [ the] immediate…” Enhancing Teacher Performance is refreshing and opens us to new point of view for student success: the culture and the leadership are the cornerstone of student success.
— Peter Bittel, Ed.D., CEO, Futures HealthCorp
Acknowledging that it is often difficult to lead in the midst of complex tensions and crises, Enhancing Teacher Performance provides foundational principles, insightful guidelines, and practical suggestions as to how to best handle common situations such as handling complaints, building teacher motivation, and dealing with the problematic teacher. At the end of each chapter, the authors provide thought-provoking questions that can be used for self-reflection and classroom discussion. The text is not a series of unrelated chapters, but rather is an integrated guide wherein each chapter connects to previous sections and builds a holistic, relational approach culminating in specific individualized intervention strategies linked to some of the most common teacher problems. Enhancing Teacher Performance will prove to be an invaluable resource to anyone committed to improving their school.
— James A. Swezey, associate professor of education, Liberty University, Lynchburg, VA