Über den Autor
Phyllis A. Gimbel currently serves as Coordinator of Project Open, a university-public school collaborative with Boston College, Boston University, Brandeis University, Lesley University, and the Watertown, Massachusetts public schools. She has enjoyed a diverse career in education. She has worked in independent, suburban, and urban settings as a French and Spanish teacher, department chair, middle school principal and consultant, and superintendent intern. She spent her junior year of college in Paris, France and Santander, Spain, studying both at the Sorbonne and at the Universidad Menendez Pelayo. Obtaining a Bachelor of Arts degree in French and Spanish from Hood College, Frederick, Maryland, she later received a Master of Arts in French from Columbia University, New York, New York. After her children were grown, she returned to graduate school and earned a Master of Education degree in 1995 from Harvard University Graduate School of Education. In 2001, she received a Doctorate in Education, specializing in Leadership in Schooling, from the University of Massachusetts Lowell Graduate School of Education.
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Chapter 5 1 Struggles in Fostering Trusting Principal-Teacher Relationships Chapter 6 2 Principal and Teacher Perceptions about the Meaning of Trust in Schools Chapter 7 3 Trust-Promoting Leader Behaviors Chapter 8 4 Making Sense of Principal-Teacher Perceptions of Trust Chapter 9 5 What Does All this Mean for Practitioners? Chapter 10 6 Conclusion Chapter 11 7 Afterword Chapter 12 References Chapter 13 Index Chapter 14 About the Author
Providing a quick read for busy practitioners, this books serves as a resource for current and aspiring principals, other school administrators and teachers who want to know how to develop and maintain collaborative relationships between staff and principal.