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Essay / Research Paper Abstract
This 14 page paper discusses several issues in the main topic, beginning with a discussion of school supervision in terms of the effective principal. Other discussions include: the ineffective teacher and what to do; how to tell if a teacher does adequate planning; Gardner's multiple intelligences; improving school culture; clinical supervision, peer supervision, developmental supervision and differentiated supervision. Bibliography lists 18 sources.
Page Count:
14 pages (~225 words per page)
File: MM12_PGsctcsp.rtf
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Unformatted sample text from the term paper:
diverse with a multitude of responsibilities. School supervision must be discussed in terms of school leadership. "Today the school leader is expected simultaneously to be a servant-leader, an organizational
and social architect, an educator, a moral agent, a child advocate and social worker, a community activist and a crisis-negotiator-all while raising students standardized-test performance" (Fenwick and Blackman, cited by
Rosenthal, 2003). Rosenthal (2003) follows by saying "A principal balances all these roles while keeping his chief responsibility, that of being the instructional leader of the school, in the forefront."
Each individual school has a different set of needs (Wilmore and Thomas, 2001). The principal in a small rural school must do things differently than the principal in a
large urban school, for instance and both will do things differently than a principal in an upper middle-class suburban school (Hausman, Crow and Sperry, 2000). Peterson and Kelley (2001) noted
that principals have always needed to have vast and diverse knowledge and skills to carry out a multitude of activities, including: 1. Identifying and articulating the mission of the school
(Peterson and Kelley, 2001, p. 8). 2. Providing instructional leadership (Peterson and Kelley, 2001, p. 8). 3. Administering and managing procedures and policies (Peterson and Kelley, 2001, p. 8). 4.
Developing annual budgets and coordinating the use of other resources (Peterson and Kelley, 2001, p. 8). 5. Organizing efforts to improve the schools outcomes (Peterson and Kelley, 2001, p. 8).
6. Supervising and evaluating staff (Peterson and Kelley, 2001, p. 8). 7. Evaluating school programs (Peterson and Kelley, 2001, p. 8). 8. Developing parent involvement programs and activities (Peterson and
Kelley, 2001, p. 8). 9. Monitoring student achievement (Peterson and Kelley, 2001, p. 8). Hausman, Crow and Sperry (2000) suggest there are "three things that good principals do: understand the
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