Supporting the Emotional Work of School LeadersSAGE, 5 de juny 2007 - 208 pàgines This practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals. |
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Resultats 1 - 5 de 10.
Pàgina 2
... organisational life are often noticed and felt at an intuitive level. They are less often acknowledged, understood and engaged with in ways that accept and affirm the underlying distress in schools and see it as symptomatic of something ...
... organisational life are often noticed and felt at an intuitive level. They are less often acknowledged, understood and engaged with in ways that accept and affirm the underlying distress in schools and see it as symptomatic of something ...
Pàgina 18
... organisational structures. As with all other 'shakings', whether natural or man-made, there are inevitably survivors, casualties, winners and losers. Despite the political investment in leadership, there is currently a crisis in the ...
... organisational structures. As with all other 'shakings', whether natural or man-made, there are inevitably survivors, casualties, winners and losers. Despite the political investment in leadership, there is currently a crisis in the ...
Pàgina 19
... (Harris and Crispeels, 2006). These three phases move from a 'one size fits all' focus on 'ownership' of organisational change (when schools were struggling to adjust to new powers and Leading in an emotionally challenging context 19.
... (Harris and Crispeels, 2006). These three phases move from a 'one size fits all' focus on 'ownership' of organisational change (when schools were struggling to adjust to new powers and Leading in an emotionally challenging context 19.
Pàgina 20
... organisational change coupled with classroom level change (for example, developing models of teaching and classroom observation protocols) and, more latterly, tailor-made school development with a focus on building capacity, developing ...
... organisational change coupled with classroom level change (for example, developing models of teaching and classroom observation protocols) and, more latterly, tailor-made school development with a focus on building capacity, developing ...
Pàgina 24
... organisational change and student learning (Hargreaves, 1998; Fullan, 2006; Fielding, 2006). Leaders and teachers have to challenge and transcend the instrumental and potentially damaging 'I–It' ways of engaging and replace them with ...
... organisational change and student learning (Hargreaves, 1998; Fullan, 2006; Fielding, 2006). Leaders and teachers have to challenge and transcend the instrumental and potentially damaging 'I–It' ways of engaging and replace them with ...
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Supporting the Emotional Work of School Leaders Belinda M Harris Previsualització no disponible - 2007 |
Frases i termes més freqüents
a-ha able accept activity adults Anna’s anxiety authentic behaviour brain capacity Carl Rogers Catherine Catherine’s challenging child Children Act 2004 children and young Chris Chris’s classroom climate colleagues create creative culture distress effective emotional competence emotional intelligence emotionally engage example Exercise experienced fear feel Feelings Books focus Glynn Harris head teacher highlights human I–It impact important individual’s individuals Introjection involved leaders and teachers learning Lisa’s manage mental health model of leadership moral negative Ofsted one’s organisational parasympathetic nervous system parents Perls positive Primary National Strategy problems professional projects psychotherapy recognise reflect relationships relax responsibility Retroflection rience role school community school improvement school leaders school leadership Scott Peck self-harm sense share social sustain SWOT analysis teacher leaders teachers and leaders teaching things tion tional trauma trust understanding values vulnerable whilst wounding
Passatges populars
Pàgina 105 - Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous?
Pàgina 105 - We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Pàgina 63 - I mean the directional trend which is evident in all organic and human life — the urge to expand, extend, develop, mature — the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self.
Pàgina 92 - You gain strength, courage and confidence by every experience in which you really stop to look fear in the face. You are able to say to yourself, "I lived through this horror. I can take the next thing that comes along." . . . You must do the thing you think you cannot do.
Pàgina 63 - ... develop, mature— the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self. This tendency may become deeply buried under layer after layer of encrusted psychological defenses; it may be hidden behind elaborate facades which deny its existence; it is my belief however, based on my experience, that it exists in every individual and awaits only the proper conditions to be released and expressed.
Pàgina 71 - That our life is not consistent with the demands of society is not because nature is at fault or we are at fault, but because society has undergone a process that has moved it so far from healthy functioning, natural functioning that our needs and the needs of society and the needs of nature do not fit together any more.
Pàgina 60 - Change does not take place through a coercive attempt by the individual or by another person to change him, but it does take place if one takes the time and effort to be what he is—to be fully invested in his current positions. By rejecting the role of change agent, we make meaningful and orderly change possible.
Pàgina 44 - Leadership is not the private reserve of a few charismatic men and women. It is a process...
Pàgina 40 - It is only through the recognition of your emotions that you can be aware, as a biological organism, either of what you are up against in the environment or of what special opportunities are at the moment presented.