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	<title>School of Educators &#187; Principal</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>Tips for writing School Mission</title>
		<link>http://schoolofeducators.com/2012/05/tips-for-writing-school-mission/</link>
		<comments>http://schoolofeducators.com/2012/05/tips-for-writing-school-mission/#comments</comments>
		<pubDate>Sun, 13 May 2012 02:30:32 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Advertisements]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[School Prospectus]]></category>
		<category><![CDATA[Mission Statements]]></category>
		<category><![CDATA[school mission]]></category>
		<category><![CDATA[Writing School Mission]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=4160</guid>
		<description><![CDATA[A mission can be defined as ‘Purpose, reason for being’. Mission states that ‘Who are we and what we intend to do’. Mission statements state the core values of your educational institutions. Educational Mission Statements should be generally short, clear, vivid, inspiring and concise without using complicated words.A good definition for a Mission Statement is a sentence or short paragraph which is written by an Educational establishment which reflects its core purpose, identity, values and principle aims. The most successful Educational Mission Statements are inspiring, powerful and compelling. Educational Mission Statements contain important information about the Educational establishment, but in a nutshell. This should include what the college or school does, its achievements and who attends. If you are about to write Mission statement for your educational establishment and you need useful tips for writing it, follow the below mentioned tips for writing an effective and meaningful educational mission statement. • Start thinking about the role of your school or college, its purpose and its achievements • Take your time when writing a Educational Mission Statement. Its a hard but very important task, learning how to write an Educational Mission Statement takes time! It needs to be both positive and inspirational • Get the &#8216;feel&#8217; of Mission Statements by checking out the Samples and Examples of Mission Statements of famous companies • Make separate lists of the following: ? Courses &#8211; What you do and how well you do it &#8211; the range and the quality ? Facilities &#8211; classrooms, ...]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Duties of a Principal</title>
		<link>http://schoolofeducators.com/2012/02/duties-of-a-principal/</link>
		<comments>http://schoolofeducators.com/2012/02/duties-of-a-principal/#comments</comments>
		<pubDate>Sun, 26 Feb 2012 10:18:29 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Duties]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[duties of a principal]]></category>
		<category><![CDATA[duties of a school principal]]></category>
		<category><![CDATA[Head of the School Duties Powers and Responsibilities]]></category>
		<category><![CDATA[school principal duties]]></category>
		<category><![CDATA[school principal job]]></category>
		<category><![CDATA[school principal power]]></category>
		<category><![CDATA[school principal work]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3676</guid>
		<description><![CDATA[Head of the School- Duties, Powers and Responsibilities       i.        Head of the School/Principal will be the ex-officio. Hony. Secretary of the School Managing Committee. ii.        Will function as, the Head of the office of the school under his charge and carry out all administrative duties required of a head of office. iii.        Be the drawing and disbursing officer for the employees of the school except that in the case of an unaided school, he may perform only such function, as drawing and disbursing officer as may be specified in the instructions issued by the Society. iv.        Be responsible for the proper maintenance of accounts of the school, school records, service books of teachers, and such other registers, returns and statistics as may be specified by the Society/Board. v.        Handle official correspondence relating to the school and furnish, within the specified dates, the returns and information required by the State Government/Board. vi.        Make all payments (including salaries and allowances of teachers and other non-teaching staff) in time and according to the instructions governing such payment. vii.        Ensure that the tuition fees, as levied, are realised and appropriately accounted for and duly appropriated for the purpose for which they were levied. viii.        Make purchases of stores and other materials required for the school in accordance with the rules governing such purchases and enter all such stores in stock register and shall scrutinize the bills and make payments. ix.        Conduct physical verification of school property and stock at least once a year ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<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>
		<description><![CDATA[]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2011/12/the-changing-role-of-the-school-principal/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<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>
		</item>
		<item>
		<title>Lectures to Parents &#8211; A. S. Makarenko</title>
		<link>http://schoolofeducators.com/2011/12/lectures-to-parents-a-s-makarenko/</link>
		<comments>http://schoolofeducators.com/2011/12/lectures-to-parents-a-s-makarenko/#comments</comments>
		<pubDate>Tue, 06 Dec 2011 14:22:42 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Parents]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Speech]]></category>
		<category><![CDATA[A. S. Makarenko]]></category>
		<category><![CDATA[college]]></category>
		<category><![CDATA[lecture]]></category>
		<category><![CDATA[Lectures to Parents]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[speech]]></category>
		<category><![CDATA[teacher]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2790</guid>
		<description><![CDATA[Contents 1. General conditions for bringing up a family 2. Parental authority 3. Discipline 4. Play 5. The family economy 6. Work education 7. Sex education 8. Development of cultural interests]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<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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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>How school principals can build closer relationships with students</title>
		<link>http://schoolofeducators.com/2011/07/how-school-principals-can-build-closer-relationships-with-students/</link>
		<comments>http://schoolofeducators.com/2011/07/how-school-principals-can-build-closer-relationships-with-students/#comments</comments>
		<pubDate>Wed, 20 Jul 2011 09:01:35 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2676</guid>
		<description><![CDATA[The school principal is one of those people that live in infamy throughout some people&#8217;s lives. People tell tales for years about the time they were sent to the &#8220;principals office&#8221; and what was done to them once they arrived. Usually it is not described as a particularly pleasant experience. This puts the principal in a position where they are always fighting a historical reputation of being the &#8220;hammer&#8221; that falls on the disobedient student. Still, there is no reason why the principal cannot be liked or respected by the students, and sometimes they are in certain situations. Therefore, here are a few thoughts on how to the school principal can build closer relationships with students. Involvement One way for the school principal to build closer relationships with students is to be involved in the educational process somehow. Perhaps they do not have the time to teach a class or coach a team, but they may have enough time to advise a club, meet with certain student groups, or attend student events. If they were to do something like be an adviser for a club, they might not impact a huge number of students but they could impact enough that a reputation would spread to other student groups. Over time, the principal could move around and connect with various student groups in order to build relationships with more people. Public activity Another way to build relationships with students is to attend certain activities. These could include sporting events, concerts, and ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<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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