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	<title>School of Educators &#187; Leadership</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>THE CHANGING ROLE OF THE SCHOOL PRINCIPAL</title>
		<link>http://schoolofeducators.com/2011/12/the-changing-role-of-the-school-principal/</link>
		<comments>http://schoolofeducators.com/2011/12/the-changing-role-of-the-school-principal/#comments</comments>
		<pubDate>Tue, 27 Dec 2011 14:22:11 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[school principal]]></category>
		<category><![CDATA[THE CHANGING ROLE OF THE SCHOOL PRINCIPAL]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2832</guid>
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		<slash:comments>0</slash:comments>
		</item>
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		<title>What is mentoring</title>
		<link>http://schoolofeducators.com/2011/12/what-is-mentoring/</link>
		<comments>http://schoolofeducators.com/2011/12/what-is-mentoring/#comments</comments>
		<pubDate>Sat, 24 Dec 2011 13:17:40 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[mentor]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[teacher]]></category>
		<category><![CDATA[What is mentoring]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2910</guid>
		<description><![CDATA[]]></description>
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		<slash:comments>0</slash:comments>
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		<title>HABITS OF LEADERSHIP-  RUBRIC</title>
		<link>http://schoolofeducators.com/2011/12/habits-of-leadership-rubric/</link>
		<comments>http://schoolofeducators.com/2011/12/habits-of-leadership-rubric/#comments</comments>
		<pubDate>Wed, 14 Dec 2011 15:42:02 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[HABITS OF LEADERSHIP]]></category>
		<category><![CDATA[RUBRIC]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2826</guid>
		<description><![CDATA[]]></description>
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		<slash:comments>0</slash:comments>
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		<title>A Communications Plan for Effective School Leadership</title>
		<link>http://schoolofeducators.com/2011/07/a-communications-plan-for-effective-school-leadership/</link>
		<comments>http://schoolofeducators.com/2011/07/a-communications-plan-for-effective-school-leadership/#comments</comments>
		<pubDate>Mon, 25 Jul 2011 07:28:58 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Education and technology]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2684</guid>
		<description><![CDATA[Communications Plan Want to develop a plan for communicating with your staff using a variety of methods? Interested in looking for a way to maximize your limited resources of time and energy to create an optimal school climate where communication is NOT your number one stumbling block? I have composed a “why and how to design” a plan, what key elements need to be considered in the plan design, and the different audiences and classifications of information that needs to be communicated. The work here has two components; the first takes a look at the semantics and systematic development of a communication plan. The second component is the direct application and transfer of plan development to the communication needs of the school setting. Values of a Communication Plan • Gives daily work a sharp focus as it provides direction for leadership and management duties/responsibilities as it allows dissemination of information • Helps leadership set priorities…short, moderate, and long range • Helps solicit and accrue support from “superiors” and staff to support the program and to buy into the mission and vision of leadership • Avoids or minimizes “last minute winging it” phenomena from staff and others • Provides a modicum of stress reduction and reduces the sense of being overwhelmed as demands “fly in” from all over • Communicates expectations, standards, and protocol The Communications Plan Document • Describes the mission, vision, and objectives of the school and team • Includes methods and processes by which these will be accomplished ...]]></description>
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		<title>10 tips for classroom discipline and management</title>
		<link>http://schoolofeducators.com/2011/07/10-tips-for-classroom-discipline-and-management/</link>
		<comments>http://schoolofeducators.com/2011/07/10-tips-for-classroom-discipline-and-management/#comments</comments>
		<pubDate>Tue, 19 Jul 2011 05:27:00 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2671</guid>
		<description><![CDATA[There are thirty of them and only one of you. The first time you stand at the front of your classroom you must gain the respect and co-operation of your students, if you&#8217;re to do the job you&#8217;ve been hired to do: teach the required curriculum for the grade level well enough that the majority of the children will pass the examinations at the end of the year. Time will pass quickly. The students have only five hours daily, five days a week, for nine months, counting holidays, to learn and practice many new skills. There is a vast store of new knowledge for them to comprehend and memorize. You must see that they accomplish all this, and you must do it without using physical punishment, without causing them undo stress or anxiety, and preferably without raising your voice. As you advance in your career, you will amass many strategies for managing your classroom well and practicing effective discipline strategies. In the meantime, here are a few suggestions you may find helpful: (1).Attach name cards to the desks before the students arrive the first day. Instruct them to sit in the seat with their name on it. If you need to reprimand someone, it&#8217;s much easier and more effective if you can address the child by name. Seating arrangements can be adjusted later. (2). Forget about group seating for the first few weeks at least. Arrange the desks in rows. Children are social beings, and like us, if they&#8217;re in ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Improving the Training of School Administrators</title>
		<link>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/</link>
		<comments>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/#comments</comments>
		<pubDate>Mon, 18 Jul 2011 06:52:25 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Training]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2665</guid>
		<description><![CDATA[Among the meager benefits of the, &#8220;No Child Left Behind&#8221; legislation has been the additional &#8220;training&#8221; that has been provided for practicing classroom teachers and school administrators. Additional training for classroom teachers has, deservedly, received a lot of attention because of the improved learning that it is likely to enable teachers, to facilitate for their students. Additional training for school administrators ( school principals and school superintendents and school teachers ) should also receive a lot of attention because of the improved effectiveness, with which it is likely to enable them, to operate their schools and school systems. Reportedly, some school administrators have been somewhat resistant to, and/or resentful of, mandates that they be provided with additional training. It is understandable how some, veteran, school administrators might consider that their ages, years of experience, accumulated knowledge and authority make them needless of additional training or preparation for their jobs. Hopefully, however, these persons will realize that rapid changes in, and increased vicissitudes of, school operations make it necessary for all school personnel to get the most up-to-date preparation and training that can be provided. The need for practicing school teachers and school administrators to get continual training is, in and of itself, a monumental change that needs to be recognized and acknowledged. The need of some practicing school administrators for improved training and preparation, in some specific areas, has escaped the notice of some persons, but is painfully evident to others. One particular area of needed improvement, in the training ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teachers must realize that teaching and school administrator roles are different</title>
		<link>http://schoolofeducators.com/2011/07/teachers-must-realize-that-teaching-and-school-administrator-roles-are-different/</link>
		<comments>http://schoolofeducators.com/2011/07/teachers-must-realize-that-teaching-and-school-administrator-roles-are-different/#comments</comments>
		<pubDate>Sat, 16 Jul 2011 04:27:02 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2662</guid>
		<description><![CDATA[Teachers transitioning to school administrator roles have factors to consider that teachers who decide to stay on teaching in a classroom may not need to be concerned with. These factors determine a happy transition or a sad failure that will be a detriment to the teacher&#8217;s future happiness, self-esteem and confidence in a profession he or she once loved so much. Teachers must realize that teaching and school administrator roles are different tracks albeit in the same location. While teachers are more concerned with one or a few classes of students, school administrators deal with whole school approaches, decision-making and the public. Teachers have the opportunity to impact students on a one-on-one basis whereas school administrators deal with matters that impact the student population and the opportunity to come face to face with individual students are much fewer. To make the transition a happier one, teachers must not view the transition as a dead end. Transitioning to a school administrator role should be viewed as temporal. While some rise in ranks, others may prefer to return to classroom teaching and focus on teaching rather than administrative roles. Both teachers and administrators play different but important roles in ensuring a successful and healthy school environment. Teachers should never look upon going back to being teachers as a form of demotion. Rather, with the experience of administration behind them, these teachers become more valuable staff as even if they had not been excellent administrators they would have gained more experience in management ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Factors to consider for teachers transitioning to school administrator roles</title>
		<link>http://schoolofeducators.com/2011/07/factors-to-consider-for-teachers-transitioning-to-school-administrator-roles/</link>
		<comments>http://schoolofeducators.com/2011/07/factors-to-consider-for-teachers-transitioning-to-school-administrator-roles/#comments</comments>
		<pubDate>Fri, 15 Jul 2011 05:24:35 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2659</guid>
		<description><![CDATA[Teachers often think that they can do a better job as a principal than their current supervisor is doing. So the decision awaits the classroom teacher. Should the teacher make the transition from classroom teacher to principal? Although one factor may be the increased salary, the teacher needs to take into consideration the demands and requirements of this position. Working with the school board For the most part a teacher works primarily with students and fellow teachers. If one becomes a principal, it will mean increased time at school board meetings and carrying out the decisions that are made by the school board. Sometimes these policy decisions are unpopular with staff and students. The principal needs to be able to coordinate the decisions of the school board with the opinions of the staff and students to create a positive learning environment. Before becoming a principal it is essential to consider whether working with individuals from the community is desirable. Working with the superintendent The principal will work closely with the superintendent of schools to provide the best possible learning environment and quality education for the students in that district. Despite the fact that the principal will have many executive capabilities within the school district, the superintendent will make the final decision on many matters. One needs to consider the factor of closely working with other administrators in this position. Working with teachers A major transition is going from being a member of the teaching staff to being the superior to ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The qualities a school principal should have</title>
		<link>http://schoolofeducators.com/2011/07/the-qualities-a-school-principal-should-have-2/</link>
		<comments>http://schoolofeducators.com/2011/07/the-qualities-a-school-principal-should-have-2/#comments</comments>
		<pubDate>Sat, 09 Jul 2011 05:24:25 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2646</guid>
		<description><![CDATA[The responsibility that comes with accepting the role of principal at an academic institution cannot be understated. The role of the principal demands a number of key characteristics to ensure that a person in such a position enjoys a successful tenure. As principal it is your task to craft the overall ethos and direction of your institution, as well as providing leadership and guidance to both the teaching faculty and the student in your care. Having come from a family of teachers, I have identified these above mentioned character traits as follows: Vision. A successful head will craft a strong vision as to the direction he wishes his school/institution to proceed in. This underlying goal or ethos will underpin every decision the principal makes, from staffing appointments to school policies. A clear and apparent direction engenders the loyalty of your staff and students, as they are more willing to work for an institution which has principal matching their own. Communication. Another fundamentally important aspect of leadership. There is no point in having a carefully crafted vision and strategic plan if you are unable to communicate it effectively to your staff and students. The art of leadership demands that a principal should be able to understand and take onboard the concerns of his subordinates while simultaneously impressing upon them the goals which he/she wishes for them to achieve. Charisma. Arguably a subset of communication. This quality refers to the heads ability to inspire respect and enthusiasm from the children and staff. ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>A good teacher relate to caring</title>
		<link>http://schoolofeducators.com/2011/06/a-good-teacher-relate-to-caring/</link>
		<comments>http://schoolofeducators.com/2011/06/a-good-teacher-relate-to-caring/#comments</comments>
		<pubDate>Wed, 08 Jun 2011 05:57:39 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2581</guid>
		<description><![CDATA[Benjamin Lomax All the characteristics of a good teacher relate to caring. This means caring out their subject matter, caring about their students, and caring about the world. We have created a world where it is certainly not profitable to be a teacher financially, so the motivation to be successful must come from the heart. There is a small but consistent progression of people who every year leave behind their careers in other fields to become teachers, usually taking sizable losses in income, but feel they want to contribute to making the world a better place. CARING ABOUT THE WORLD This is a pretty vague characteristic, but it is what makes those who would be successful in other more materially rewarding professions seek out teaching instead. They must have a desire to fill their soul and not their pockets. Very &#8220;Age of Aquarius&#8221; I know, but this is the greatest characteristic that contributes to talented individuals with lots of options choosing to share their talents with future generations. CARING ABOUT STUDENTS This characteristic is above and beyond the contribution to the future. This is caring about individuals who have not yet closed their mind, as so many adults have. In this era, talking down to students and dictating subject matter is completely ineffective (and was always the characteristic of a poor teacher). This characteristic contains all the wildly varying qualities that can be cited as contributing to good teaching; patience, respect, sense of humor, and so many others. Those who ...]]></description>
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