Joseph Blase - Böcker

Updated Edition of Best Seller!

"Heartwarming and motivating! Strategies are brought to life by teachers' descriptions of specific principal behaviors and how their principals helped them grow as professionals." Educational Leadership

"Should be read by all practicing principals! An extraordinary, perceptive account of how a principal can influence teachers and make an impact on school culture." Richard R. Tranter, Principal Murray High School Murray, Utah

New insights into creating willing and motivated teachers—from the teachers' point of view!

Joseph and Jo Blase provide a unique opportunity for principals to learn what really works in empowering teachers to be their best. Based on interviews with over 800 teachers who describe in detail what their principals do on a daily basis to influence and empower them, the authors show the transformative effects principals can have on teachers' work both in the classroom and in the wider school setting. And now, an expanded and updated edition makes this critically acclaimed book more valuable than ever.

In this considerably expanded second edition, the Blases have added—

Learn what successful principals do—

The authors present descriptions of what successful principals do—from teachers' actual experiences—that leads to such impacts as improved self-esteem, confidence, commitment, innovation, autonomy, and reflection. Relevant concepts, models, and strategies from the literature help practitioners think through their approach to implementing shared governance.

For both the practicing and prospective principal who want to construct meaningful ways of working with teachers—this book offers critical reflection about leadership using a relevant knowledge base—the teachers themselves.

Joseph Blase is professor of educational leadership at the University of Georgia. He has published widely in the areas of teacher stress, principal-teacher relationships, and shared governance leadership. Blase earned the Memorial Award given by the University Council for Educational Administration, and in 1999 he was recognized by the American Educational Research Association as an elite scholar.

Jo Blase is professor of educational leadership at the University of Georgia and a former public school teacher, middle and high school principal, and director of staff development. She has published widely in the area of preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Blase is winner of the 1997 University of Georgia College of Education Teacher Educator Award and the 1983 American Association of School Administrators Outstanding Research Award.

Updated Edition of Best Seller!

"Heartwarming and motivating! Strategies are brought to life by teachers' descriptions of specific principal behaviors and how their principals helped them grow as professionals." Educational Leadership

"Should be read by all practicing principals! An extraordinary, perceptive account of how a principal can influence teachers and make an impact on school culture." Richard R. Tranter, Principal Murray High School Murray, Utah

New insights into creating willing and motivated teachers—from the teachers' point of view!

Joseph and Jo Blase provide a unique opportunity for principals to learn what really works in empowering teachers to be their best. Based on interviews with over 800 teachers who describe in detail what their principals do on a daily basis to influence and empower them, the authors show the transformative effects principals can have on teachers' work both in the classroom and in the wider school setting. And now, an expanded and updated edition makes this critically acclaimed book more valuable than ever.

In this considerably expanded second edition, the Blases have added—

Learn what successful principals do—

The authors present descriptions of what successful principals do—from teachers' actual experiences—that leads to such impacts as improved self-esteem, confidence, commitment, innovation, autonomy, and reflection. Relevant concepts, models, and strategies from the literature help practitioners think through their approach to implementing shared governance.

For both the practicing and prospective principal who want to construct meaningful ways of working with teachers—this book offers critical reflection about leadership using a relevant knowledge base—the teachers themselves.

Joseph Blase is professor of educational leadership at the University of Georgia. He has published widely in the areas of teacher stress, principal-teacher relationships, and shared governance leadership. Blase earned the Memorial Award given by the University Council for Educational Administration, and in 1999 he was recognized by the American Educational Research Association as an elite scholar.

Jo Blase is professor of educational leadership at the University of Georgia and a former public school teacher, middle and high school principal, and director of staff development. She has published widely in the area of preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Blase is winner of the 1997 University of Georgia College of Education Teacher Educator Award and the 1983 American Association of School Administrators Outstanding Research Award.

Recognize destructive behavior and cultivate constructive support!

The detrimental effect of abusive principal behavior not only deteriorates teacher morale and performance, but also erodes school effectiveness, student learning, and quality of life for everyone involved. Unfortunately, this type of mistreatment—with its devastating implications—has largely been ignored and treated as a taboo subject.

In this groundbreaking book, Blase and Blase begin the critical dialogue about abuse by exposing the various manifestations of mistreatment, and offering practical solutions for its prevention and correction. The invaluable information presented is based on findings from the first-of-its-kind study conducted by the authors, in which they interviewed elementary, middle/junior high, and high school teachers from rural, suburban, and urban areas across the United States and Canada.

The text masterfully provides the tools necessary to identify destructive behavior and raises awareness of this common phenomenon in order to break the cycle of abuse. It is the crucial first step toward preventing further mistreatment and fostering teacher development, student achievement, and school improvement.

Key features include

"'Shared governance helps me get up and come to work every day--I'm excited! . . . I've always loved schools . . . For a few years, though, I really struggled, but now the fire is back!' These words from a principal illustrate how vividly the book portrays exemplary principals' perspectives." From the Foreword by Sharon Conley University of California, Santa Barbara

You're thinking about implementing shared governance in your school, but where do you go for help? The answer? The Fire Is Back!, the third of a three-book series on democratic-principal leadership from the League of Professional Schools. In their new book, the Blases show you:

Presenting shared governance and democratic schooling from the principals' perspectives, the authors provide a step-by-step plan to help you bring "unleadership" to your school. If you want greater effectiveness and productivity for your school through shared decision making, this book is for you. It's a valuable resource that can make school-based, facilitative governance a reality for your school.

"'Shared governance helps me get up and come to work every day--I'm excited! . . . I've always loved schools . . . For a few years, though, I really struggled, but now the fire is back!' These words from a principal illustrate how vividly the book portrays exemplary principals' perspectives." From the Foreword by Sharon Conley University of California, Santa Barbara

You're thinking about implementing shared governance in your school, but where do you go for help? The answer? The Fire Is Back!, the third of a three-book series on democratic-principal leadership from the League of Professional Schools. In their new book, the Blases show you:

Presenting shared governance and democratic schooling from the principals' perspectives, the authors provide a step-by-step plan to help you bring "unleadership" to your school. If you want greater effectiveness and productivity for your school through shared decision making, this book is for you. It's a valuable resource that can make school-based, facilitative governance a reality for your school.

Boost teacher-to-teacher collaboration and learning as a means of informal, but powerful professional development! Most teachers have experienced some kind of formal mentoring or induction program. What these programs can miss is the meaningful daily interaction with peers that builds mutual trust and instructional collaboration-the organic, coachable moments that boost professional learning. Based on a unique investigative study of nearly 300 teachers, this powerful new resource provides informative teacher perspectives of informal, naturally occurring, teacher-to-teacher professional development. Jo and Joseph Blase use this research to identify the following five teacher behaviors that can positively influence other teachers' morale, teaching skills, and professional growth:

This excellent resource helps school leaders promote a culture that encourages lasting professional development. Each chapter presents practical concepts and strategies that can occur in and out of the classroom. Educators share specific experiences and examples, showing each skill in action. School leaders will learn what strong teacher peer "consultants" actually do that leads to improved teacher confidence and motivation, enhanced trust and mutual respect, and reflective instructional behavior among their colleagues. These cost-effective, authentic strategies will build camaraderie and leadership in your school, engaging colleagues as a team in the vital mission of all schools-educating our youth.

Boost teacher-to-teacher collaboration and learning as a means of informal, but powerful professional development! Most teachers have experienced some kind of formal mentoring or induction program. What these programs can miss is the meaningful daily interaction with peers that builds mutual trust and instructional collaboration-the organic, coachable moments that boost professional learning. Based on a unique investigative study of nearly 300 teachers, this powerful new resource provides informative teacher perspectives of informal, naturally occurring, teacher-to-teacher professional development. Jo and Joseph Blase use this research to identify the following five teacher behaviors that can positively influence other teachers' morale, teaching skills, and professional growth:

This excellent resource helps school leaders promote a culture that encourages lasting professional development. Each chapter presents practical concepts and strategies that can occur in and out of the classroom. Educators share specific experiences and examples, showing each skill in action. School leaders will learn what strong teacher peer "consultants" actually do that leads to improved teacher confidence and motivation, enhanced trust and mutual respect, and reflective instructional behavior among their colleagues. These cost-effective, authentic strategies will build camaraderie and leadership in your school, engaging colleagues as a team in the vital mission of all schools-educating our youth.

"Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!"—Pam Newell Bradley, PrincipalIrving Elementary School, Muskogee, OK

Teachers reveal how principals can empower them to perform their best!

What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves.

New material in this revised edition compares the authors' original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher's-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to

Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers.