Proficiencies for Principals. Elementary & Middle Schools, Kindergarten through Eighth Grade [electronic resource]
This report is designed for use by those specializing in the preparation of elementary and middle school principals and by those whose focus is on the inservice aspects of professional development. The paper identifies the proficiencies for K-8 principals and groups them into four major categories....
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Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED272972 | ||
| 110 | 2 | |a National Association of Elementary School Principals (U.S.) | |
| 245 | 1 | 0 | |a Proficiencies for Principals. Elementary & Middle Schools, Kindergarten through Eighth Grade |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 54 p. | ||
| 500 | |a ERIC Document Number: ED272972. | ||
| 500 | |a Availability: Publication Sales, National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 ($8.50). |5 ericd. | ||
| 520 | |a This report is designed for use by those specializing in the preparation of elementary and middle school principals and by those whose focus is on the inservice aspects of professional development. The paper identifies the proficiencies for K-8 principals and groups them into four major categories. The report elaborates on these categories, together with abilities and skills that K-8 principals develop with professional preparation and continuing activities. "Experience and Education" is the first of the four major categories of proficiencies; this section looks at the knowledge, expertise, and attitudes characteristic of the effective principal in four basic areas: child growth and development, training and learning processes, general knowledge, and school climate. Section 2,"Leadership Proficiencies," includes the categories of leadership behavior, communication skills, and group processes. "Supervisory Proficiencies," section 3, describes the principal's duties in relation to curriculum, instruction performance, and evaluation. The brief conclusion describes the principal's position as a continual learner. Appendixes provide two instruments to guide principals in assessing their own personal proficiencies and in establishing a plan for professional growth. Acknowledgments are included. (CJH) | ||
| 521 | 8 | |a Administrators. |b ericd. | |
| 521 | 8 | |a Researchers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Administrator Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 0 | 7 | |a Educational Administration. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Management Development. |2 ericd. |
| 650 | 0 | 7 | |a Middle Schools. |2 ericd. |
| 650 | 1 | 7 | |a Principals. |2 ericd. |
| 650 | 1 | 7 | |a Professional Development. |2 ericd. |
| 650 | 0 | 7 | |a Staff Utilization. |2 ericd. |
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