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Conflict is certain to show up in any school, so how do you as the leader know how to respond or when to intervene? Disagreements, friction, and even outright hostility are a common and unavoidable result of people working together, and not all conflict is necessarily bad; it can also provide an opportunity to learn and grow. Whether the situation involves students, parents, or staff, school leadership expert Jen Schwanke has specific advice to help you navigate conflict within a three-step cycle of decision making: * Anticipate and recognize different patterns of conflict. * Analyze the underlying causes and effects of any given conflict. * Act—or choose not to act—in a way that best helps the school. Managing conflict is a critical leadership skill that you can learn to accept, embrace, and make a healthy and productive part of your role. The Principal's Guide to Conflict Management describes the mindset skills you need and provides scenarios, strategies, and reflection activities to help you manage all kinds of conflict with clarity and confidence.

\"India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India's 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.\"--Back cover.

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions of self-efficacy and connectedness, as well as school-level contextual variables (e.g., suspension rate and urbanicity). Data were collected from 3,225 high school staff (e.g., teachers and paraprofessionals) in 58 high schools (grades 9-12) across Maryland. Multilevel analyses indicated that perceptions of connectedness, safety, and self-efficacy as well as staff demographics were significantly related to experiences of work-related burnout. At the school level, only school-wide suspension rates were significantly related to higher burnout. These findings highlight the importance of staff perceptions of the school context as factors that can potentially promote or diminish professional burnout among high school staff.

Strategic Management of Human Capital in Education offers a comprehensive and strategic approach to address what has become labeled as \"talent and human capital.\" Grounded in extensive research and examples of leading edge districts, this book shows how the entire human resource system in schools—from recruitment, to selection/placement, induction, professional development, performance management and evaluation, compensation, and career progression—can be reformed and restructured to boost teacher and principal effectiveness in ways that dramatically improve instructional practice and student learning. Strategic Management of Human Capital in Education guides educators towards putting more effective teachers, teacher leaders, and principals in the country’s schools—especially in poverty-impacted urban and rural communities—equipping those teacher and principals with instructional and leadership expertise, and rewarding and retaining those who are successful in attaining these objectives. Drawing from cases, experiences, and deliberations from a national task force, this book outlines a comprehensive framework for how to transform current human resource management practices into authentic, strategic talent management systems in order to improve student achievement. 1. Strategic Management of Human Capital in Education: A Framework 2. A Powerful Education Improvement Strategy 3. Staffing and Recruiting Top Talent 4. Performance Management in Education 5. Measuring Teacher Performance for Strategic Human Capital Management, Anthony Milanowski 6. Induction and Professional Development 7. New Policies for Licensure, Tenure, Evaluation and Dismissal 8. The Compensation Side of Strategic Talent Management 9. Strategic Talent Management for Principals, Steven Kimball 10. Organizing to Implement Strategic Talent Management in Education, Allan Odden, Anthony Milanowski, and Steven Kimball 11. The State Role in Strategic Management of Education Talent 12. The Policy and Political Environment for Change, James A. Kelly \"Rooted in improving student achievement, the book shows how strategy for developing people overlays with strategy for developing rigorous college ready curricula.\" —Teachers College Record \"This important new book clearly and comprehensively addresses the new work in school reform that is changing the face of human resources in school systems.\" -- From the Foreword by Carl A. Cohn, Professor and Co-Director, Urban Leadership Program, Claremont Graduate University \"All the reorganization and restructuring in the world cannot compensate for poorly selected and developed personnel. Allan R. Odden provides future education leaders a comprehensive foundation for ensuring that school systems recruit, select, retain, and develop educators capable of meeting the challenges of high-stakes schooling.\" -- Daniel L. Duke, Professor of Educational Leadership, University of Virginia Allan R. Odden is Professor of Educational Leadership and Policy Analysis at University of Wisconsin-Madison, Director of Strategic Management of Human Capital, and Co-Director of the Consortium for Policy Research in Education in the Wisconsin Center for Education Research.

While COVID-19 made it necessary for many workers to stay home when cases were high in communities, some people still needed to provide important services. Essential workers like paramedics, farmers, grocery store workers, delivery drivers, manufacturers, government leaders and many others are everyday heroes who continue to make sure the food, care, and information we need is still accessible.

Background: The prevalence of Internet addiction (IA) among employed adults has not been reported using a large sample. To clarify the actual status of addictive Internet use among employed adults, this study aimed to evaluate the prevalence and the risk factors of IA and at-risk IA among employed adults in Japan. Methods: This cross-sectional study surveyed all junior and senior high school personnel in Shimane Prefecture, a rural area in Japan. Eligible participants included 3,211 junior and senior high school personnel (1,259 men and 1,952 women). Participants completed a questionnaire on their activities and factors related to Internet use. Results: The prevalence of IA and at-risk IA was 0.03% and 4.82%, respectively. Furthermore, game playing was shown to be the Internet activity most closely associated with at-risk IA. Conclusions: This study showed that around 5% of school personnel in a rural area in Japan are at risk for developing addiction to the Internet and that using the Internet for game playing is related to at-risk IA. Our results suggest that employed adults should be instructed to use the Internet properly.

In The Courage to Collaborate, school turnaround expert Ken Futernick makes the case that collaboration between school management and teacher unions is a necessary condition for educational improvement. The author cites evidence showing that collaboration often leads to increased trust, stronger professional relationships, better policies, better implementation of programs and, ultimately, to better outcomes for students. Drawing on new research, his own experience, and the experience of dozens of other district and union leaders, Futernick details key features and benefits of labor-management collaboration. He also identifies and addresses several obstacles preventing its widespread adoption, including resistance to change, myths about what collaboration really means, skepticism about unions, lack of technical support, and misguided education policy. The Courage to Collaborate recommends strategies and tactics for educators, policy makers, and others interested in embracing collaboration over confrontation. Both sides-unions and management-must make changes so that collaboration becomes the norm, rather than the exception, Futernick argues. While not sufficient in itself, labor-management collaboration is a necessary ingredient for creating an education system in which all students have an opportunity to attend good schools. -- Provided by publisher.

The broad success of the 2018–2019 #RedforEd (“Red for Education”) movement in achieving more equitable outcomes for not only teachers but also other constituents in the community has generated interest in the role of teacher strikes in defending the common good. My article contributes to this conversation by interpreting the demands made by teachers and paraprofessionals and school-related personnel (PSRPs) in the 2019 Chicago Public Schools (CPS) strike through an ethics of care. Enlisting the notions of caring-for, completion, and competence from care ethics, this analysis elucidates the strike demands–namely, smaller class sizes, more bilingual education teachers and special education teachers, and adequate staffing of PSRPs providing wraparound services for high-needs students–as aiming at securing conditions for CPS faculty to provide better care for their students. This article also brings to light the varied and complex requirements placed on CPS faculty in their caring work in schools and as such, proposes an educator’s ethical commitment to care for students as one plausible reason for some educators to leave the classroom for the picket line. I suggest, further, that educators, by striking, are enacting a political form of caring termed caring-with alongside fellow citizens and advocating collective responsibility in caring for all persons as care receivers and care givers. The 2019 CPS strike can therefore be seen as a response not only to disinvestment in public schools and teachers, but to the broader crisis of care deficit and democratic deficit in society.