what Great Princi pa Is Do Difle re

what Great Princi pa Is Do Difle re ntly
Our superstars are the cream of the crop—the top five to ten percent of our staff members. We may have only one or two teachers in this category; if we are lucky, we have as many as ten or twelve. The most effective principals understand that their school will go as far as their best teachers take it. They value their superstars.
What Will My Best Teachers Think?
Before making any decision or attempting to bring about any change, effective principals ask themselves one central question: “What will my best teachers think?” This does not mean that effective principals do not consider views from anyo ne else; but they always consider what their best teachers will think.
In a study of more effective and less effective middle school principals, Whitaker (1993) found three critical hallmarks of the best principals. One was that they routinely consulted informal teacher leaders for input before they ever made a decision. Why? Well, ask yourself these two questions:
• If my best teachers don’t think something is a good idea, what are the chances that the rest of the faculty will accept it?
• If my best teachers don’t think something is a good idea, what are the chances that it is a good idea?
As a principal, I regularly bounced ideas off a handful of my key staff members before I made a decision. Their acceptance was an important step toward implementation of any change.
Happily, we don’t have to guess what our best teachers will think of an idea; we can ask them. Our superstars will tell us the truth in a way that we can accept. Furthermore, they will keep our conversations confidential; if they were habitual gossipers, their peers would not respect them so highly.
Our best teachers also have a school-wide vision. Some teachers tend toward tunnel vision, focusing on their own programs.

Hasil (Bahasa Indonesia) 1:

apa tinggi besar pa adalah melakukan Difle kembali ntly Superstar kami adalah krim dari tanaman — atas lima sampai sepuluh persen dari anggota staf kami. Kita mungkin memiliki hanya satu atau dua guru dalam kategori ini; Jika kita beruntung, kami memiliki sebanyak sepuluh atau dua belas. Kepala sekolah paling efektif memahami bahwa sekolah mereka akan pergi sejauh guru-guru terbaik mereka bawa. Mereka menghargai superstar mereka. Apa yang akan guru-guru terbaik saya berpikir? Sebelum membuat keputusan apapun atau berusaha untuk membawa perubahan, kepala efektif bertanya pada diri sendiri satu pertanyaan utama: "Apa yang akan guru-guru terbaik saya pikir?" Ini tidak berarti bahwa kepala efektif tidak menganggap pemandangan dari ne anyo lain; tapi mereka selalu mempertimbangkan apa yang guru-guru terbaik mereka akan berpikir. Dalam studi lebih efektif dan kurang efektif tengah KS, Whitaker (1993) ditemukan tiga kritis keunggulan dari kepala sekolah terbaik. Satu adalah bahwa mereka secara rutin berkonsultasi pemimpin informal guru untuk masukan sebelum mereka pernah membuat keputusan. Mengapa? Yah, tanyakan pada diri sendiri dua pertanyaan ini: • Jika guru-guru terbaik saya tidak berpikir bahwa sesuatu adalah ide yang baik, apa yang kemungkinan bahwa sisa dari Fakultas akan menerimanya? • Jika guru-guru terbaik saya tidak berpikir bahwa sesuatu adalah ide yang baik, apa yang kemungkinan bahwa itu adalah ide yang baik? Sebagai kepala sekolah, aku secara teratur melompat ide beberapa anggota staf kunci saya sebelum saya membuat keputusan. Penerimaan mereka adalah merupakan langkah penting menuju pelaksanaan perubahan. Happily, we don’t have to guess what our best teachers will think of an idea; we can ask them. Our superstars will tell us the truth in a way that we can accept. Furthermore, they will keep our conversations confidential; if they were habitual gossipers, their peers would not respect them so highly. Our best teachers also have a school-wide vision. Some teachers tend toward tunnel vision, focusing on their own programs.