The principal's guide to managing communication:
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Thousand Oaks
Corwin Press
2006
|
| Schriftenreihe: | Leadership for learning
|
| Schlagwörter: | |
| Links: | http://www.loc.gov/catdir/toc/ecip0516/2005019984.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014791604&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Includes bibliographical references and index |
| Umfang: | XXIV, 174 S. Ill. |
| ISBN: | 1412914620 1412914639 |
Internformat
MARC
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| 245 | 1 | 0 | |a The principal's guide to managing communication |c E. Joseph Schneider, Lara L. Hollenczer |
| 264 | 1 | |a Thousand Oaks |b Corwin Press |c 2006 | |
| 300 | |a XXIV, 174 S. |b Ill. | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Leadership en éducation | |
| 650 | 4 | |a Communication in education | |
| 650 | 4 | |a Educational leadership | |
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Datensatz im Suchindex
| _version_ | 1819364655917694976 |
|---|---|
| adam_text | Contents
List of Tables and Figures x
Series Foreword xi
Willis D. Hawley
Series Introduction xiii
Willis D. Hawley
Preface xv
Acknowledgments xix
Organization of the Book xvii
About the Authors xxiii
PART I: UNDERSTANDING
STAKEHOLDERS AND PUBLICS 1
Principals Roles Have Changed 2
1. Who Are the Stakeholders
and Publics in Your School? 3
It Takes Two to Communicate 4
Stakeholders Are People With Links to the Schools 5
Identifying Publics Among Stakeholders 13
Summary 17
2. Engaging Stakeholders in
Meaningful Communications 19
Using the Theory to Make Sense
of Communication Management 22
Sorting Out Likely Communication
Behavior of Publics 25
Summary 29
3. Four Approaches to Communication Management 31
Learning the Four Basic Communication Models 32
Different Kinds of Companies,
Different Communication Models 40
Today s Situation Requires a Different
Communication Model 43
When a Principal Has to Placate Two Critical Publics 45
How the Central Office Views the Principal 50
Communication Skills Empower the Principal 51
Summary 52
4. Strengthening School Family Community Partnerships 55
Understanding the Theory for Elementary Schools 56
Connecting Partnerships and Publics 61
Focusing on Middle and Secondary Schools 64
Creating Partnerships Is a Lot of Work 65
Summary 69
PART II: THE STRATEGIC
MANAGEMENT OF COMMUNICATION 71
5. Applying Communication
Management in Different Settings 73
Communication Management
Requires Good Planning and Execution 74
Putting It All Together: Using the Tools to
Move Aware Parents to Active Parents 81
Summary 85
6. Communicating Under Pressure 87
IDEA Legislation Creates Active Public 88
The Federal Government
Provides Funds and Mandates 91
Ambushing the NCLB Active Public 94
A Crisis May Never Occur, but What if it Does? 96
Technology and a Crisis 100
Generalizations About Active Publics 101
Summary 102
7. Thinking Strategically About Communication 105
Principals Can Use Any of
Several Communication Models 106
Leaders Cover for One Another 107
Principals Act as Boundary Spanners 109
Principals Should Be
Consultants to the Superintendent 111
Being a Boundary Spanner Can Have a Downside 112
Principals Need to Read and Understand Data 113
Principals Need to Be on Guard 116
Summary 119
8. Using Technology in Communication 121
Building a School Web Site 122
Making Effective Use of E Mail 132
Technology Issues Principals Should Be Aware Of 135
Using Cell Phones and More Telephones 135
Keeping Up With Technology 138
Summary 139
9. Implementing Effective Communication Practices 141
Principals Need a Communications Team 145
Principals Need to Be Communicating Constantly 146
School Newsletter Articles Need to Be Short 148
Sending Messages Home Should Be Routine 149
Principals Increasingly Are Marketing Their Schools 151
Good News Will Attract the Media 152
Summary 154
10. Answering the Call to Leadership 155
Policy Board Develops Administrator Standards 156
With Standards Comes Excellence 159
References 161
Index 165
List of Tables
and Figures
Table 2.1 General Behavior of Publics According to Situation
Variables 24
Table 3.1 Characteristics of Four Communication Models 38
Table 4.1 Framework of Six Types of Involvement for Comprehensive
Programs of Partnerships for Elementary Schools 58
Table 4.2 The Influence of High School Outreach on Family 66
Table 4.3 Framework of Six Types of Involvement for Comprehensive
Programs of Partnerships for Middle and Secondary
Schools 67
Figure 1.1 The principal manages the communication between the
principal s office and the school s various stakeholders. 6
Figure 1.2 The school s stakeholders make up three different kinds
of publics with three different kinds of communication
behavior. 14
Figure 1.3 Different issues and problems will sort stakeholders into
different publics. 16
Figure 2.1 Principals learn that their communication behavior must be
different with stakeholder publics who are active on all issues
than it is with those who are apathetic on all issues or active on
only certain issues. 26
Figure 3.1 Principals will use an asymmetric model of communication
when they want to convince stakeholders to adopt the district s
way of thinking. Likewise, the stakeholders can use this model
to convince he district to adopt the views of the parents,
students, teachers, and community. A symmetric model
enables both the principals and their stakeholders to
communicate with one another to reach agreement on
issues and problems. 39
Figure 3.2 The principal and the partners can engage occasionally in
mixed motive communication practices as long as they
remember that both sides win only if they commit to the
two way symmetric communication model. 48
y
|
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| discipline | Pädagogik |
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| id | DE-604.BV021575858 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T12:36:50Z |
| institution | BVB |
| isbn | 1412914620 1412914639 |
| language | English |
| lccn | 2005019984 |
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| oclc_num | 61130709 |
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| physical | XXIV, 174 S. Ill. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Corwin Press |
| record_format | marc |
| series2 | Leadership for learning |
| spellingShingle | Schneider, Joe Hollenczer, Lara L. The principal's guide to managing communication Communication en éducation Leadership en éducation Communication in education Educational leadership Kommunikation (DE-588)4031883-7 gnd Schulklima (DE-588)4180169-6 gnd Schulleitung (DE-588)4053524-1 gnd |
| subject_GND | (DE-588)4031883-7 (DE-588)4180169-6 (DE-588)4053524-1 |
| title | The principal's guide to managing communication |
| title_auth | The principal's guide to managing communication |
| title_exact_search | The principal's guide to managing communication |
| title_full | The principal's guide to managing communication E. Joseph Schneider, Lara L. Hollenczer |
| title_fullStr | The principal's guide to managing communication E. Joseph Schneider, Lara L. Hollenczer |
| title_full_unstemmed | The principal's guide to managing communication E. Joseph Schneider, Lara L. Hollenczer |
| title_short | The principal's guide to managing communication |
| title_sort | the principal s guide to managing communication |
| topic | Communication en éducation Leadership en éducation Communication in education Educational leadership Kommunikation (DE-588)4031883-7 gnd Schulklima (DE-588)4180169-6 gnd Schulleitung (DE-588)4053524-1 gnd |
| topic_facet | Communication en éducation Leadership en éducation Communication in education Educational leadership Kommunikation Schulklima Schulleitung |
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