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008			201001t20212021nyu b 001 0 eng
010			_a 2020032390
020			_a9780367374402 _q(Hardback)
020			_a9780367404574 _q(Paperback)
020			_z9780429356247 _q(eBook)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aLB2831.9 _b.E96 2021
082	0	0	_aGrad 371.2 _bE967 2021
245	0	0	_aExploring principal development and teacher outcomes : _bhow principals can strengthen instruction, teacher retention, and student achievement / _cedited by Peter Youngs, Jihyun Kim, and Madeline Mavrogordato.
263			_a2101
264		1	_aNew York : _bRoutledge, _c2021.
264		4	_c© 2021.
300			_axxii, 236 pages : _billustrations
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- Section 1. Principal Development and Evaluation. Growing your own leadership pipeline: The case of an urban school leadership residency -- Preparing educational leaders for adaptive leadership -- Changing principal supervision to develop principals' instructional leadership capacity -- Appraising principal evaluation and development: Current research and future directions -- Section 2. Principal Leadership Practices. Examining the time principals dedicate to interacting with teachers and other educational stakeholders -- Equity endeavors through the justice for bias framework: Principals addressing implicit bias in schools -- Using social network analysis to support improvement science approaches in education -- Section 3. Principal Leadership Practices and Teacher and Student Outcomes. Principal leadership and beginning elementary teachers' self-efficacy and valuing of ambitious instructional practices -- Improving instruction for students with disabilities: A call for effective principal leadership -- Principal leadership activities and teachers' workplace attitudes -- How principal leadership and teacher burnout are associated with early career teacher mobility: Insights from the beginning teacher longitudinal survey -- Principal leadership practices, organizational improvement, and student achievement -- Section 4. Next Steps for Leadership Practice and Research. How states use ESSA to support principal preparation, development, and quality -- Exploring principal development and teacher outcomes: Lessons learned and guidelines for practice.
520			_a"This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals' leadership practices affect teachers' instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders' use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers' workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a "must read" for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership"-- _cProvided by publisher.
650		0	_aSchool principals _xIn-service training.
650		0	_aEducational leadership.
650		0	_aTeacher-principal relationships.
700	1		_aYoungs, Peter, _eeditor.
700	1		_aKim, Jihyun _c(College teacher in education), _eeditor.
700	1		_aMavrogordato, Madeline Emily Clark, _eeditor.
776	0	8	_iOnline version: _tExploring principal development and teacher outcomes _bFirst Edition. _dNew York : Routledge, 2021. _z9780429356247 _w(DLC) 2020032391
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cCIR