A school is only as good as its principal. This quip forms the thesis of Better Principals as it provides a bird’s eye view on the enactment of Haberman’s eleven core functions of a star principal. Better Principals is imperative for two main reasons. First, the achievement gap between 20 million children in poverty and their mainstream counterparts is continuing to become even wider. Many students are constantly subjected to inequality of educational opportunity, which limits their future opportunities. Second, Haberman is one of the most prolific producers of administrators of the twentieth century (and into the twenty-first century). He reminds us that quality school systems, with quality leaders, benefit our society. Haberman explained that there is often selection blindness when it comes to identifying school leaders, and this deficiency has many negative consequences for education in general, and learners in particular. Haberman has generated theories, training programs and tools to engender substantive changes needed to produce better schools. Each chapter in this volume contains reflection questions for discussion to remind us all why selecting quality principals must be paramount when hiring school leaders. These illustrative book chapters emphasize the execution of Haberman's star principal ideology. Praise for Better Principals, Better Schools “Not every educator is suited to leading – or teaching – in the most challenging urban schools. Yet, nowhere else is excellence in leading – and teaching -- more critical to the success of students. This volume based on the pioneering work of Martin Haberman offers a practical response to those who say the task of instructional leadership is beyond the capability of principals. The authors offer concrete examples of how successful urban school leaders find the time and capacity to inspire and manage learning under difficult conditions. Just as important, the authors ground their examples in a set of clear justifiable principles that can be used by others to guide their own practice.” Dr. Philip Hallinger Professor, Chulalongkorn University (Thailand) “If great teaching and more of it are the key ingredients for any successful school, then great leadership is the critical path. Better Principals, Better Schools turns this theory into model lessons for all current and aspiring school leaders.” Mike Feinberg Co-founder KIPP Schools

Richard Koch has made over £100 million from spotting 'Star' businesses. In his new book, he shares the secrets of his success - and shows how you too can identify and enrich yourself from 'Stars'. Star businesses are ventures operating in a high-growth sector - and are the leaders in their niche of the market. Stars are rare. But with the help of this book and a little patience, you can find one, or create one yourself. THE STAR PRINCIPLE is a vital book for any budding entrepreneur or investor (of grand or modest means). It is also invaluable for any ambitious employee who realises the benefits of working for a Star venture - real responsibility, fast personal development, better pay, great bonuses and valuable share options. Whoever your are, identifying and investing in Stars will make your life much sweeter and richer in every way.

Addressing the six standards created by the Interstate School Leaders Consortium (ISLLIe, Seifert and Vornberg employ case studies to discuss those issues faced by practicing elementary and secondary principals. Each chapter concludes with student activities that address the concepts discussed in the chapter. An instructor's manual is also available as a separate purchase.

In his groundbreaking work, Martin Haberman identified key dispositions of "star" teachers that help them work successfully with students in poverty. More than two decades later, Maureen D. Gillette and Djanna A. Hill build on Haberman’s seminal work, considering contemporary issues such as social justice, technology, and the political environment, and moving beyond the classroom to focus on teachers as leaders and advocates for all students. Given the high-stakes nature of ensuring that students in high-poverty urban and rural areas receive an excellent education, this new edition provides concrete suggestions for what readers can do to implement culturally relevant pedagogy and to forge a path to becoming a star teacher. Co-published with Kappa Delta Pi, Star Teachers of Children in Poverty offers teachers research-based strategies for action so that they can practice socially just and culturally relevant teaching toward the success of every student. New to the second edition: Updated statistics on school demographics, poverty, and teacher turnover in urban and rural areas. Added discussion that demonstrates the interrelated nature of poverty, health, safety, trauma, and power, and the cumulative effects of these factors on learning. Examination of the role of federal and state government in education and the necessity for teachers to be leaders beyond the classroom. Vignettes for experiential learning and analysis, and end-of-chapter questions and resources for further exploration.

Best Leadership Practices for High-Poverty Schools presents both the practice and theory of best leadership practices in high-poverty schools. Authors Linda Lyman and Christine Villani take a unique approach by inviting readers into two high-poverty elementary schools where they will experience, through in-depth case studies, how two extraordinary principals model and practice their beliefs in the ability and worth of all children. Lyman and Villani demonstrate that a successful learning community for children of low-income families is based on the beliefs and attitudes of the school leader and the entire school community. Preparation programs for school principals typically do not provide for study of the complexity of poverty or the leadership practices that contribute to successful learning and achievement for children in high-poverty schools. The concluding questions that the authors pose provide a guide to developing best leadership practices that make a difference to the learning, achievement, and lives of children who live in poverty.This book offers: an insightful overview of research about leadership strategies and beliefs in high-poverty schools, causes and remedies for the achievement gap, evidence of continuing racial and ethnic prejudice, the widespread deficit thinking that limits learning. The authors challenge leaders, teachers, staff members, and others to examine their own attitudes and beliefs and then to commit to creating successful learning communities for all children from low-income families. This book is written as a resource for aspiring and practicing principals, or anyone interested in improving educational opportunities for children from families living in poverty.