https://padlet.com/mmansfield5/mw27qvrr0j2q Provide information about your section of the article here. en-us 2018-09-07 15:08:32 UTC 2026-02-05 08:19:28 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280819752 A) Our section described how administrators and teachers both need to work together to be more organized and successful when teaching students. Also, when principals include teacher's input, teachers have a better guideline of what to teach students which makes them feel comfortable and confident. 
B) No title
C) - Federal Programs, "Reading First," and "No Child is Left Behind." 
- "The challenges that educators face in under performing high-poverty schools are complex and call for leadership by everyone not just a select few. "
 ]]> 2018-09-13 13:34:33 UTC https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280819752 https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280819897 A. Angelou Elementary School and Thoreau High School were both struggling academically and they weren't in the best shape. Both principles took different approaches on how to better the schools. Angelou had teachers conduct home visits for each student and their principle took the more unconventional way of doing things. Thoreau incorporated a block schedule and their principle wasn't open to any of their teachers' suggestions.

B. Schools in Transition: Inclusive and Instrumental Leadership Mix at Angelou Elementary and Thoreau High Schools

C. Something surprising was that Thoreau's principle had no experience with administration before.]]> 2018-09-13 13:34:48 UTC https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280819897 https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820021 A. Our sections discussed how limited both teachers and administrators views are depending on their position. It also discussed how there should be a greater push for teachers to be leaders within the school and among their peers. Some administrators disagree greatly on this, limiting their leadership ability in the school as well as classroom. 
B. Study Methods
C. Something surprising was the lack of leadership among the faculty and staff. Especially when teachers are pushing for a leadership role in the schools, the administrators are not supporting it. ]]> 2018-09-13 13:35:06 UTC https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820021 https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820087 A. The study delivered many examples of different levels of success and ideas about authority. The main conclusion being that programs for growth and change will go over better and be implemented the best when teachers and principals work together all throughout the process.
B. Conclusion
C. Willingness of teachers to be involved in bettering the school, realization that working alone doesn't work, Smith and Berg's observations "potential to be greater than the sum of their parts" ]]> 2018-09-13 13:35:13 UTC https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820087 https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820126 A) This article compared two different ways principles can run their schools. It showed the inclusive teachers had more positive outcomes than the teachers who were required to follow just what the principal wants. 

B) Title- Findings 

C) Mr. Gilmore and Ms. Sterling were the two principals being compared. Gilmore was more open minded to new ideas and let his teachers have a lot more freedom and his school had a lot more success. Ms. Sterling was much less open minded and did not really let her teachers have any freedom and her school had a lot less success than Mr. Gilmore's. The two main concepts in the readings were inclusive and instrumental approaches. Inclusive approaches lets the teachers collaborate on new ideas and instrumental approaches kind of forces teachers to do what the principal wants.]]> 2018-09-13 13:35:17 UTC https://padlet.com/mmansfield5/mw27qvrr0j2q/wish/280820126