Daresh John C.

In an era in which standardized test scores and legislation are benchmarks for school success, other characteristics of effective schooling and learning can take a back seat. As John Daresh argues in this timely text, however, that headteachers can achieve these imperatives while simultaneously centralizing student learning. Each chapter opens with a real-world scenario designed to coach headteachers on how to become leaders who reach school goals while placing student needs in the foreground. Daresh also provides "next steps" to help headteachers understand what effective supervision and learning look like in action, while recognizing different and equally effective styles of instruction among a diverse teaching staff. By demonstrating how school leaders can enhance their instructional, supervisory, evaluation, and coaching skills, this text reveals how headteachers can: o Attain student-centred practice while supporting those staff members responsible for achieving a school's goal and vision o Bring out the best in teachers by coaching them to achieve their teaching goals o Rethink personal definitions of teaching, learning, and supervision o Develop an openness and greater understanding of different instructional styles This text serves as an insightful and practical addition to existing supervision and instructional leadership literature by emphasizing the link between leadership and student-centred learning.

In an era in which standardized test scores and legislation are benchmarks for school success, other characteristics of effective schooling and learning can take a back seat. As John Daresh argues in this timely text, however, that headteachers can achieve these imperatives while simultaneously centralizing student learning. Each chapter opens with a real-world scenario designed to coach headteachers on how to become leaders who reach school goals while placing student needs in the foreground. Daresh also provides "next steps" to help headteachers understand what effective supervision and learning look like in action, while recognizing different and equally effective styles of instruction among a diverse teaching staff. By demonstrating how school leaders can enhance their instructional, supervisory, evaluation, and coaching skills, this text reveals how headteachers can: o Attain student-centred practice while supporting those staff members responsible for achieving a school's goal and vision o Bring out the best in teachers by coaching them to achieve their teaching goals o Rethink personal definitions of teaching, learning, and supervision o Develop an openness and greater understanding of different instructional styles This text serves as an insightful and practical addition to existing supervision and instructional leadership literature by emphasizing the link between leadership and student-centred learning.

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`An inspiring resource for Headteachers, deputy Headteachers and any primary teacher who desires a leadership rile. All teachers who want to lead, or want to make themselves aware of problems faced by leaders, will not only find this book useful and informative but will learn a lot from it too' - Junior Education `This book is full of so many practical ides that new heads will surely be enthused to try something new and put energy into their new role, especially as this is supported by an outstanding detailed analysis of the frequent problems that those new to headship will face, enhanced by interesting and well-chose case studies. I am sure that this is one of books whose reputation will grow by word of mouth by those who have used it, to their colleagues. It deserves to be, and I am sure will be come a classic' - The International Journal of Educational Management `A Practical Guide to New School Leaders will be appreciated by those taking up new posts as head or deputy and should be part of their personal collections' - Tim Brighouse, Times Educational Supplement `In summary, this book makes an excellent contribution to the current debate on Leadership from a practical point of view. It provides an important resource for many aspects of leadership development programmes at a variety of levels. As a resource for both the newly appointed headteacher and those involved in their training it contributes to ensuring that the new headteacher will become a reflective thinker in terms of his/her early career as school leader. The book offers concrete strategies, case studies and checklists to help the new school leader to develop an individual action plan in order to survive and thrive' - Stephen Merrill, Edge Hill College of Higher Education, Journal In-Service Education New head teachers need help as they walk the tightrope between surviving the first years in the job and becoming strong and effective instructional leaders. John C Daresh and Trevor Arrowsmith offer concrete strategies, case studies and a personal leadership checklist to help the new school leader develop an individual plan to thrive and survive. Key features include: Real-life concerns facing new school leaders; technical and managerial skills to survive socializing to the role of a leader; strong leadership through self-awareness; the road to school leadership - making the most of being an assistant or deputy; developing personal portfolios and action plans. The book also provides answers to questions that concern new school leaders. This is a practical and essential resource for head teachers, deputy head teachers and all those aspiring towards a leadership role in schools. John C Daresh is currently professor of educational leadership at the University of Texas at El Paso. He has served as a consultant for universities and departments of education across the USA, Europe, Asia and Africa. Trevor Arrowsmith has been Principal of a Specialist Secondary School Language College in Northampton for 8 years. He is also LPSH national trainer and an External Advisor on heads performance management.

`Teachers Mentoring Teachers is timely, practical, and engaging - a welcome addition to the literature on retaining and providing meaningful professional development for teachers' - Sandra R Hurley, Associate Dean Program Director, Literacy Education, University of Texas, El Paso Teachers Mentoring Teachers is a guide for mentors, protégés, and schools. John C Daresh presents the role of a mentor not just as a SAGE guiding a novice, but as a responsive equal willing to listen and learn. He maintains this tone throughout the book, creating a foundation for reflection and critical analysis of the effectiveness of mentors and mentoring programmes. Chapters provide readers with an overview of the issues surrounding mentoring programmes, discussing various programmes, their benefits and their drawbacks. The book explores some of the major issues with planning, implementing, and evaluating mentoring programmes, and offers practical advice for professional development.

`Teachers Mentoring Teachers is timely, practical, and engaging - a welcome addition to the literature on retaining and providing meaningful professional development for teachers' - Sandra R Hurley, Associate Dean Program Director, Literacy Education, University of Texas, El Paso Teachers Mentoring Teachers is a guide for mentors, protégés, and schools. John C Daresh presents the role of a mentor not just as a SAGE guiding a novice, but as a responsive equal willing to listen and learn. He maintains this tone throughout the book, creating a foundation for reflection and critical analysis of the effectiveness of mentors and mentoring programmes. Chapters provide readers with an overview of the issues surrounding mentoring programmes, discussing various programmes, their benefits and their drawbacks. The book explores some of the major issues with planning, implementing, and evaluating mentoring programmes, and offers practical advice for professional development.

The purpose of this book is to help the reader make the important decision about whether or not you should pursue the principalship. Following an actual principal's first year, the chapters of this book present some of the most critical issues that you are likely to face as a principal. You will need to think about your personal values, exactly what types of jobs in educational administration appeal to you, and how you will personally define such major issues as the nature of administration and leadership. You will also be challenged to think how it will feel to be designated as the person with legal and formal authorityntrol of a school, and how you will deal with the inevitability of conflict as part of your life. Finally, you will be expected to review how you will cope with the fact that, as the leader of a public school, you will need to determine how to best serve the needs of a wide variety of actors who regularly seek control.

The purpose of this book is to help the reader make the important decision about whether or not you should pursue the principalship. Following an actual principal's first year, the chapters of this book present some of the most critical issues that you are likely to face as a principal. You will need to think about your personal values, exactly what types of jobs in educational administration appeal to you, and how you will personally define such major issues as the nature of administration and leadership. You will also be challenged to think how it will feel to be designated as the person with legal and formal authorityntrol of a school, and how you will deal with the inevitability of conflict as part of your life. Finally, you will be expected to review how you will cope with the fact that, as the leader of a public school, you will need to determine how to best serve the needs of a wide variety of actors who regularly seek control.

`This is truly a how-to book for designing and implementing a mentoring programme. John C Daresh pulls the reader in with a relaxed style and logical structure. The reader finds practical info about the possible pitfalls of starting a mentoring programme and how to deal with them. I highly recommend this book' - Frank Buck, Principal - Graham Elementary School, Talladega, Alabama This book is designed to help school administrators, principals, and assistant principals plan and implement a structured mentoring programme to support educational leaders within a district. It includes definitions and purposes of mentoring, benefits derived from mentoring, and the kinds of training programmes available to assist school system planners in the design of local mentor preparation programmes. A three-phase model is presented to lead the reader through initial planning, implementation, and evaluation issues. Chapters are filled with suggested issues and activities that are meant to assist readers in developing effective programmes at the local level.

This book provides those involved with the preparation of school administrators with andoverview of the internship as a central ingredient of effective pre-service programmesA critical assumption made throughout the book is that the goal of such programmes is to ensure that those who step into assistant principalships, principalships, central office posts and other administrative roles should be assisted to engage in learning processes which will make them transformational leaders, not simply organizational survivors.

This book provides those involved with the preparation of school administrators with andoverview of the internship as a central ingredient of effective pre-service programmesA critical assumption made throughout the book is that the goal of such programmes is to ensure that those who step into assistant principalships, principalships, central office posts and other administrative roles should be assisted to engage in learning processes which will make them transformational leaders, not simply organizational survivors.