ERIC Number: ED351806
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Maximizing People Power in Schools: Motivating and Managing Teachers and Staff. Successful Schools: Guidebooks to Effective Educational Leadership. Volume 5.
Frase, Larry E.
Ways to motivate and manage teachers and staff are presented in this guidebook. Chapter 1 describes ways to staff a school and get it right the first time. Checklists for recruiting, screening, and hiring are included. Chapter 2 offers suggestions for operating successful teacher induction, professional development,and motivation programs to combat teacher burnout and mediocrity. The four stages of teacher development are described in the third chapter: preconference, observation, postconference, and the professional development plan. Checklists and examples of personal professional development plans are included. Chapter 4 explains a four-phase process for managing the marginal teacher, handling grievances, and gathering and filing documentation. Strategies for assisting the marginal teacher are described in the fifth chapter, which offers information on specific classroom problems and teacher behaviors. Legal problems in employer-employee relations, some of which involve tenure, due process rights, and personnel dismissal, are examined in chapter 6. The final chapter offers advice for evaluating support personnel. Eleven figures are included. References accompany the chapters. (LMI)
Descriptors: Administrators, Beginning Teacher Induction, Compliance (Legal), Elementary Secondary Education, Personnel Policy, Professional Development, School Administration, School Personnel, Teacher Administrator Relationship, Teacher Effectiveness, Teacher Evaluation, Teacher Motivation, Teacher Recruitment, Teacher Supervision
Corwin Press, Inc., P.O. Box 2526, Newbury Park, CA 91319-8526 (Stock No. D2031-6015-8; $16 prepaid plus $2 handling charge). Also available as part of a 10-volume set (Stock No. D2031-6031-X; $99).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A