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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Instructional LeadershipJournal Articles (CIJE)Teacher Evaluation, Leadership and Learning Organizations. Author: David, Douglas R.; Ellett, Chad D.; Annunziata, Joyce Availability: Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com. Journal Citation: Journal of Personnel Evaluation in Education, v16 n4 p287-301 Dec 2002 Publication Date: 2002 ISSN: 0920-525X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Conducted case studies of two principals involved in a new teacher evaluation, assessment, and professional growth system. Discusses implications of the findings for linking teacher evaluation, newer conceptions of school leadership, and school improvement. (SLD) EJ666061 EA540767 Building a Professional Learning Community. Author: DuFour, Richard Availability: http://www.readingmatrix.com Journal Citation: School Administrator, v60 n5 p13-18 May 2003 Publication Date: 2003 ISSN: 0036-6439 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJSEP2003 Abstract: Details a strategy for district improvement that establishes discernible parameters and then provides each school with the autonomy to chart its own course and lists four steps toward team engagement. Also former Principal Rebecca Burnette DuFour discusses how the central office can best promote learning communities. (MLF) Descriptors: Central Office Administrators; Cooperation; *Educational Improvement; Elementary Secondary Education; *Leadership Styles; *Organizational Culture; Professional Development; School Culture; School Districts; *Superintendents; *Teamwork EJ659786 PS533716 Making Leadership for Learning the Top Priority. Author: Clark, Sally N.; Clark, Donald C. Availability: Education Revolution, 417 Roslyn Rd., Roslyn Heights, NY 11577; Tel: 800-769-4171 (annual subscription $15.00 plus $3.50 for U.S. shipping; single issue $4.95 plus shipping). Journal Citation: Middle School Journal, v34 n2 p50-55 Nov 2002 Publication Date: 2002 ISSN: 0094-0771 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJMAY2003 Abstract: Argues that learning must be the number one leadership priority of middle school principals. Contends that principals need to find more effective ways to lead and to organize their schools for learning by reexamining school values, school vision, instructional practices, cultural traditions, organizational structures, curricular decisions, and use of time and resources. (SD) EJ653643 EA540024 Teachers' Perceptions of Principals' Instructional Leadership and Implications. Author: Blase, Jo; Blase, Joseph Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: Leadership and Policy in Schools, v1 n3 p256-64 Sep 2002 Publication Date: 2002 ISSN: 1570-0763 Language: English Document Type: Journal articles (080) Journal Announcement: CIJFEB2003 Abstract: Examines teachers' perceptions of the exemplary instructional leadership strategies, behaviors, attitudes, and goals of principals. Finds two major themes: talking with teachers to promote reflection and promoting professional development. Draws implications for instructional leaders and their preparation. (Contains 31 references.) (PKP) Descriptors: *Administrator Characteristics; Comparative Analysis; Elementary Secondary Education; *Instructional Leadership; Leadership Training; *Principals; *Professional Development; *Teacher Attitudes EJ640925 EA539304 Instructional Leadership: Learning on the Job. Author: Lael, Anita Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Principal, v81 n4 p65 Mar 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Describes how a new principal learned to be an instructional leader during her first year on the job at Kirbyville Elementary School in Kirbyville, Missouri. (PKP) Descriptors: Elementary Education; *Instructional Leadership; *On the Job Training; *Principals Identifiers: Missouri EJ626310 EA538334 Developing Principals as Instructional Leaders. Author: Fink, Elaine; Resnick, Lauren B. Availability: Journal Citation: Phi Delta Kappan, v82 n8 p598-606 Apr 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Over an 11-year period, Community School District in New York City amassed a strong record of successful school improvement in a diverse urban setting. Nesting learning communities and cognitive apprenticeships are keys to success. Principals are responsible for establishing a pervasive culture of learning and teaching in each school. (MLH) Descriptors: Accountability; Apprenticeships; *Educational Improvement; Elementary Secondary Education; Goal Orientation; *Instructional Leadership; *Leadership Training; Lifelong Learning; *Principals; Program Descriptions; *School Culture; Urban Schools Identifiers: Coaching; *Learning Communities; *New York (New York) EJ616273 EA537659 The Future of Middle Level Reform: A Conversation with the Authors of "Turning Points 2000." Availability: Journal Citation: Principal Leadership, v1 n2 p60-63 Oct 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAY2001 Abstract: "Turning Points 2000" places more emphasis than the original volume on teaching and learning and the principal's role in focusing reform efforts on improving curriculum, assessment, and instruction. Teachers and administrators must strive to create a developmentally appropriate and intellectually challenging instructional program. (MLH) Descriptors: Academic Standards; *Administrator Role; *Change Agents; Curriculum Development; *Instructional Leadership; *Intellectual Development; Mentors; Middle Schools; *Principals; *Professional Development; Student Evaluation; Trust (Psychology) EJ614582 EA537581 Finding Time To Lead. Author: Black, Susan Availability: Journal Citation: American School Board Journal, v187 n1 p46-48 Sep 2000 Publication Date: 2000 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2001 Abstract: The Policy Forum estimates that only about one-quarter of today's principals (20,000 out of 80,000) possess essential instructional leadership skills. Facing contradictory expectations, principals are often confused about whom to please and how to do their jobs. The Principal's Leadership Institute can help with specific improvement plans. (MLH) Descriptors: Elementary Secondary Education; Expectation; *Instructional Leadership; Job Skills; *Leadership Responsibility; *Leadership Training; *Management Development; *Principals; *Role Perception EJ614114 CE536729 Leslie's Lament: How Can I Make Teacher Supervision Meaningful? Author: Rettig, Perry R. Availability: Journal Citation: Educational Horizons, v79 n1 p31-37 Fall 2000 Publication Date: 2000 ISSN: 0013-175X Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAPR2001 Abstract: Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW) Descriptors: *Administrator Role; Elementary Education; *Leadership Qualities; *Principals; *Teacher Evaluation; *Teacher Supervision EJ612866 EA537465 Capacity Building of Beginning Teachers from Alternative Certification Programs: Implications for Instructional Leadership. Author: Ovando, Martha N.; Trube, M. Barbara Availability: Journal Citation: Journal of School Leadership, v10 n4 p346-66 Jul 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: Explored principals' role in building teacher capacity, identifying 134 Texas principals' perceptions of teachers' capacities, assessment methods, and capacity-building strategies. Most respondents perceived that traditionally certified teachers in their second year of teaching had greater capacity and working knowledge than second-year alternatively certified teachers. (Contains 47 references.) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; *Alternative Teacher Certification; *Beginning Teachers; Elementary Secondary Education; *Instructional Leadership; *Principals Identifiers: Administrator Surveys; *Capacity Building; Texas EJ606422 EA537041 Effective Instructional Leadership: Teachers' Perspectives on How Principals Promote Teaching and Learning in Schools. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Journal of Educational Administration, v38 n2 p130-41 2000 Publication Date: 2000 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: Over 800 American teachers responded to an open-ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what influences these characteristics had on them. The data revealed 11 strategies and 2 effective-leadership themes: talking with teachers to promote reflection and promoting professional growth. (Contains 44 references.) (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Instructional Leadership; *Leadership Qualities; *Principals; Professional Development; Questionnaires; *Reflective Teaching; *Teacher Attitudes; Teacher Surveys EJ603280 EA536961 Curriculum Leadership and Management in Secondary Schools: A Hong Kong Case Study. Author: Lee, John Chi-Kin; Dimmock, Clive Availability: Journal Citation: School Leadership & Management, v19 n4 p455-81 Nov 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: According to data from two Hong Kong secondary schools, principals did not significantly influence curriculum monitoring or innovation. However, the vice-principal and teachers in one school emphasized these duties more than counterparts at the other school. The difference may stem from students' greater demands on teachers. (Contains 41 references.) (MLH) Descriptors: *Administrator Role; Case Studies; Foreign Countries; *Leadership Responsibility; *Principals; *School Effectiveness; Secondary Education; Student Role; *Teacher Role Identifiers: *Curriculum Management; Hong Kong; *Student Expectations EJ601171 EA536809 School Leadership and the Bottom Line in Chicago. Author: Sebring, Penny Bender; Bryk, Anthony S. Availability: Journal Citation: Phi Delta Kappan, v81 n6 p440-443 Feb 2000 Publication Date: 2000 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: A study of Chicago school reform revealed that principals of productive elementary schools skillfully use various strategies to promote parents' and teachers' work with children. These include resolving highly visible problems quickly, focusing on the instructional core, adopting strategic orientation, attacking incoherence, involving parents, and advocating professionalism. (Contains 19 references.) (MLH) Descriptors: *Administrator Effectiveness; Educational Change; Elementary Secondary Education; *Instructional Leadership; *Principals; Problem Solving; *Productivity; Professional Development; *School Administration; Urban Schools Identifiers: *Chicago Public Schools IL; Management Practices EJ597053 EA536545 Assistant Principals: The Case for Shared Instructional Leadership. Author: Kaplan, Leslie S.; Owings, William A. Availability: Journal Citation: NASSP Bulletin, v83 n605 p80-94 Nov 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN2000 Abstract: Neglected in educational literature, assistant principals can nonetheless help principals by acting as vision codesigners, teacher coaches and evaluators, master schedule designers, program developers, instructional managers, and communicators. Shared instructional leadership allows for greater job control, flexibility, initiative, collegial support and affiliation, and visibility. Stressors are also common. (Contains 30 references.) (MLH) Descriptors: *Administrator Role; *Assistant Principals; Collegiality; *Instructional Leadership; *Management Teams; Participative Decision Making; *Principals; Secondary Education; *Work Environment EJ591119 EA536202 Effective Instructional Leadership through the Teachers' Eyes. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: High School Magazine, v7 n1 p16-20 Sep 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; Faculty Development; *Instructional Leadership; *Principals; *Teacher Administrator Relationship; *Teacher Attitudes; *Teacher Empowerment; Teacher Motivation; Teacher Surveys EJ589458 EA536129 Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Educational Administration Quarterly, v35 n3 p349-78 Aug 1999 Publication Date: 1999 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of instructional leadership. (100 references) (MLH) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Principals; *Professional Development; Questionnaires; Reflective Teaching; *Teacher Administrator Relationship; Teacher Response; *Teacher Supervision; Teacher Surveys EJ588926 TM521912 Demonstrated Actions of Instructional Leaders: An Examination of Five California Superintendents. Author: Petersen, George J. Availability: Journal Citation: Education Policy Analysis Archives, v7 n18 1999 Publication Date: 1999 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: CIJJAN2000 Abstract: Studied perceived and actual leadership of five school district superintendents in California who focused on curriculum and instruction as the core technology of education. Identified four attributes superintendents thought were essential to their success as instructional leaders. Responses of principals and school board members to a questionnaire support the articulated actions and behaviors of these superintendents. (SLD) Descriptors: Administrator Attitudes; *Administrator Role; *Educational Administration; Elementary Secondary Education; *Instructional Leadership; School Districts; *Superintendents Identifiers: California Descriptive Terms: Electronic journal available at http://epaa.asu.edu/epaa; 28 pages. Version of a paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). EJ585557 EA535795 Help Wanted: Principals Who Can Lead Professional Learning Communities. Author: DuFour, Richard P. Availability: Journal Citation: NASSP Bulletin, v83 n604 p12-17 Feb 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1999 Abstract: According to a former principal, the best strategies for improving schools are to delegate authority, enlist faculty in critical decisions, impose questions instead of solutions, and create an environment where teachers can continually grow and learn together. Principals must be focused on the future, but grounded in reality. (MLH) Descriptors: *Administrator Role; *Educational Improvement; Elementary Secondary Education; Goal Orientation; *Instructional Leadership; *Participative Decision Making; *Principals; Professional Development Identifiers: *Delegation of Authority; *Learning Communities; Management Practices EJ575244 EA535207 Are We Willing To Do What It Takes To Improve Reading? Author: McChesney, Jim Availability: Journal Citation: Principal, v78 n2 p28-29 Nov 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: A key to the success of the Just Read and other effective reading programs is complete involvement of the entire school. School leaders must be committed to reading improvement, support teachers' efforts, and give them time to succeed. Overcoming parent and/or teacher resistance to involving reluctant readers is essential. (MLH) Descriptors: Elementary Education; *Instructional Leadership; Primary Education; *Principals; *Reading Improvement; *Reading Strategies; *Resistance to Change; Time Factors (Learning) Identifiers: Success for All Program EJ568566 EA534814 Exploring the Principal's Contribution to School Effectiveness: 1980-1995. Author: Hallinger, Philip; Heck, Ronald H. Availability: Journal Citation: School Effectiveness and School Improvement, v9 n2 p157-91 Jun 1998 Publication Date: 1998 ISSN: 0924-3453 Language: English Document Type: Journal articles (080); Legal/Legislative/Regulatory materials (090); Reports--Evaluative (142) Journal Announcement: CIJMAR1999 Abstract: Reviews 1980-95 research exploring the relationship between principal leadership and student achievement. Principals exercise a measurable, but indirect, influence on school effectiveness and student achievement via vision, mission, and goals. Previously described discrepancies may be attributable to researchers' conceptual and methodological tools. Research on means and contextual forces is needed. (70 references) (MLH) Descriptors: *Academic Achievement; *Administrator Effectiveness; Elementary Secondary Education; Goal Orientation; Institutional Mission; *Instructional Leadership; *Principals; Research Problems; School Effectiveness Identifiers: Visioning EJ564457 RC512540 Instructional Leadership Practices of Small, Rural School District Superintendents. Author: Boone, Mike Availability: Journal Citation: Rural Educator, v19 n3 p15-19 Spr 1998 Publication Date: 1998 ISSN: 0273-446X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: A survey of superintendents in 10 small, rural school districts in Texas showed that they gave priority to the following leadership behaviors: (1) focusing all stakeholders' attention on instruction; (2) involving others in instructional planning; (3) communicating high performance expectations; (4) maintaining visibility; (5) supporting principals; and (6) holding principals accountable. (SAS) Descriptors: Administrator Attitudes; *Administrator Behavior; *Administrator Role; Educational Practices; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; Rural Education; *Rural Schools; School Districts; Small Schools; *Superintendents; Teacher Administrator Relationship Identifiers: Texas EJ563899 EA534600 Do Teachers Feel Empowered? Author: Shen, Jianping Availability: Journal Citation: Educational Leadership, v55 n7 p35-36 Apr 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV1998 Abstract: According to National Center of Educational Statistics data, principals perceive that their influence on schoolwide issues has increased slightly (from 75% in 1987-88 to 85% in 1993-94). Teachers perceive their own influence as remaining the same and primarily confined to classrooms. Only 35% of teachers said they had considerable influence in establishing curriculum and setting discipline policy. (MLH) Descriptors: Decentralization; *Educational Change; Elementary Secondary Education; *Power Structure; *Principals; School Based Management; *Teacher Attitudes; *Teacher Empowerment Identifiers: *Teacher Leadership EJ558182 EA534303 Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education. Author: Grantham, Tarek C.; Ford, Donna Y. Availability: Journal Citation: NASSP Bulletin v82 n595 p101-09 Feb 1998 Publication Date: 1998-00-00 ISSN: ISSN-0192-6365 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: Although black students represent 16% of the student population nationally, they comprise only 8% of the student population in gifted programs. Principals can rectify this situation by focusing on teacher supervision and evaluation, staff development, and quality control. Teachers must be held accountable for providing quality learning experiences and maintaining high academic expectations for all students. (18 references) (MLH) Descriptors: *Black Students; *Gifted; *Instructional Leadership; *Principals; Quality Control; Secondary Education; *Staff Development; *Teacher Supervision Documents (RIE)Leadership on Purpose: Promising Practices for African American and Hispanic Students. Author: Papalewis, Rosemary; Fortune, Rex Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (Hardbound: ISBN-0-7619-4547-4, $49.95; Paperbound: ISBN-0-7619-4548-2, $24.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2002 ISBN: BN- 0-7619-4548-2; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJUN2003 Abstract: This book demonstrates how high achievement can exist in high-poverty, high-minority schools. By drawing on the best practices of 13 exemplary schools, the book highlights the specific means by which ethnically diverse (namely, African American and Latino) students can attain educational success. The book offers seven strategies for principals to be effective leaders, eight tactics for successful curriculum and classroom instruction, and nine ways to make meaningful connections with parents. The five chapters are (1) "Promising Practices"; (2) "Principal Strategies" (clarity of mission, schoolwide scheduling of activities, and other scheduling and curricula priorities); (3) "School Curriculum and Classroom Instruction" (assessment, staff development, teacher collaboration, and instruction); (4) "Family and Community Connections" (school-home connection, school activities in the home, and parents in schools); and (5) "From Promising Practices to Action" (questions for school-site leaders, teachers, district administrators, school board members, and parents). Four resources include school-site information, overview of bibliography, research methodology, and a case for district leadership. Suggested readings are listed. (Contains 32 references.) (SM) Descriptors: *Academic Achievement; Administrator Role; *Black Students; Curriculum Development; Disadvantaged Youth; Elementary Secondary Education; Faculty Development; *Hispanic American Students; Homework; *Instructional Leadership; Parent Participation; Poverty; *Principals; Student Evaluation; Teacher Collaboration; Urban Schools Geographic Source: U.S.; California ED468534 EA031962 Staff Development: Practices That Promote Leadership in Learning Communities. The School Leadership Library. Author: Zepeda, Sally J. Availability: Eye On Education, 6 Depot Way West, Larchmont, NY 10538 (hardcover; $29.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com/. Publication Date: 1999 ISBN: BN- 1-883001-69-2; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAPR2003 Abstract: The school principal has a key role in working with teachers to enhance the school as a learning community. Chapter 1 discusses the standards that emanate from such organizations as the National Staff Development Council (NSDC) and National Council for Accreditation of Teacher Education (NCATE) and that serve as a basis for designing staff development initiatives. Chapter 2 focuses on the role of the principal as an instructional leader in providing opportunities for staff development. Chapter 3 focuses on the unique needs of adult learners and on how the principal can set the conditions that provide more appropriate staff development opportunities for teachers. Chapter 4 focuses on building learning communities for adults. Chapter 5 explores job-embedded learning and its essential ingredients: relevance, transfer of practice, time, and feedback. Chapter 6 describes the most commonly utilized staff development models and the processes inherent in them. Chapter 7 focuses on evaluating the results of staff development to assess these efforts and to assist in modifying and planning future staff development activities that will unify prior and future initiatives. Chapter 8 deals with the thorny issues surrounding funding and resource allocation. Most chapters have "Notes from the Field," a detailed "Case Study from the Field," and suggested readings. (Contains 167 references.) (RT) Descriptors: Elementary Secondary Education; *Faculty Development; Inservice Education; *Leadership; *Principals; *Staff Development Geographic Source: U.S.; New York ED468343 EA031947 What Principals Need to Know About Teaching Reading. Author: Shellard, Elizabeth; Protheroe, Nancy Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667) Availability: The National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 (Order No. PNKR; members, $50; non-members, $74.85). Tel: (703) 684-3345; Tel: 800-38-NAESP (800-386-2377) (Toll Free); Web site: http://www.naesp.org/nprc/wpntk.htm. Publication Date: 2001 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAPR2003 Abstract: This guide explains the essential elements of high-quality reading programs and provides suggestions for raising reading achievement in the elementary and middle grades. It is designed to promote the development of the principal as an instructional leader and focuses on the principal's role in the implementation of an effective reading program. Sections are titled as follows: (1) Issues in Reading Instruction Today; (2) Setting the Stage: Putting in Place the Essential Elements of a High-Quality Reading Program; (3) What Does Good Reading Instruction Look Like at the Classroom Level?; (4) Using Assessment Data to Inform Reading Instruction; (5) Providing Extra Support for Struggling Readers; (6) Observing and Evaluating Reading Instruction: The Principal's Role; (7) Educating and Supporting Teachers; (8) Working with Families; and (9) Moving Ahead with Your School's Efforts to Improve Reading Instruction. The guide also contains 93 references and 5 appendices: Suggested Books for Children; Teacher Observation Form; Evaluating Your Reading Program; Handouts for Parents; and Glossary of Terms Related to Reading Instruction. In addition, the guide contains forms, lists, checklists, and space to write notes, reminders, and ideas. (WFA) Descriptive Terms: With National Association of Elementary School Principals. Part of a series of research-based guides. Geographic Source: U.S.; Virginia ED457561 EA031290 Instructional Leadership in a Pacific Context. PREL Briefing Paper. Author: Chang, Juvenna Institutional Author: Pacific Resources for Education and Learning, Honolulu, HI.(BBB34498) Availability: Pacific Resources for Education and Learning, 1099 Alakea Street, 25th Floor, Honolulu, HI 96813. Tel: 808-441-1300; Web site: http://www.prel.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: May 2001 Language: English Pages: 17 Document Type: Collected works--Proceedings (021); Opinion papers (120) Journal Announcement: RIEMAR2002 Abstract: Principals in the Pacific region face a variety of challenges that may be different from those in other regions. In October 2000, principals of Pacific schools were invited to attend a regional summit to address questions on instructional leadership. Participants listed characteristics they felt were important in a Pacific school instructional leader: able to be a compassionate leader, culturally sensitive to and respectful of other cultures, and culturally sensitive to student and teacher needs; able to assimilate cultures in the school/community context; open to multiple perspectives; respected by and respectful of the community; knowledgeable of the language and culture of the community; able to understand community values and social/cultural events; and willing to share in school leadership. Some identified barriers to effective instructional leadership as leadership without vision, lack of planning, communication breakdown at various levels, limited resources, lack of experience/understanding of school functions, and lack of readiness for beginning the school year. Recommendations include having service providers partner with principals to provide technical assistance/training and to validate effective practices, identifying quality trainers, having policymakers revisit educational and governmental mandates and policies and update them as needed, and having school boards concentrate on policymaking, not "micromanaging." (RT) Descriptors: *Administrator Characteristics; *Administrators; Cultural Awareness; Cultural Context; Cultural Differences; Cultural Exchange; Cultural Pluralism; Culture Contact; Elementary Secondary Education; *Instructional Leadership; Pacific Americans; *Principals Identifiers: *Pacific Region Contract Number: ED02CO0024 Geographic Source: U.S.; Hawaii ED451587 EA030904 Discourses on Student Learning: Interviews with Outstanding Principals of Chicago Public Schools. Author: Erbe, Brigitte Mach; Holloway, Bernice E. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 26, 2000 Language: English Pages: 20 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2001 Abstract: This paper examines Chicago elementary school principals' views on the obstacles to student learning posed by the socioeconomic and racial/ethnic characteristics of students. The paper includes the principals' policy recommendations for overcoming these obstacles. It focuses on the discrepancies between the ideal and the reality of student failure as experienced in the principals' own schools and discusses the failure of American schools overall to educate disadvantaged students. The report is based on a qualitative study of 13 principals who received an outstanding leadership award in the Chicago public schools. School report-card data from each of the principal's schools were also used to discover the extent of change in student outcomes in each school over the past 3 years. Principals were asked to share their philosophy about educating urban students, particularly minority and low-income students; to discuss why there is an achievement gap between minority students and nonminority students; and to describe programs they have developed to boost the academic achievement of these students. All the principals held that every student can learn, and all were conscious of the many hurdles their students face when trying to learn. However, the principals were willing to search for ways to overcome these hurdles. (Contains 40 references.) (RJM) Descriptors: Academic Achievement; Educational Administration; *Educational Improvement; Elementary Education; *Instructional Leadership; *Minority Group Children; *Principals; Urban Schools Identifiers: Chicago Public Schools IL Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Geographic Source: U.S.; Michigan ED446351 EA030620 Leadership for Change in the Primary Grades To Improve Student Achievement: A Report on the Success for All Children Principals' Academy. Author: Mitchell, Anne W.; Seppanen, Patricia S. Institutional Author: Danforth Foundation, Clayton, MO.(BBB32794) Availability: EDRS Price MF01/PC06 Plus Postage. Publication Date: March 2000 Language: English Pages: 133 Document Type: Reports--Evaluative (142) Journal Announcement: RIEAPR2001 Abstract: The Principals' Academy, associated with the Success for All Children Initiative, grew out of the work and interest of participating superintendents. The initiative was designed to help members of the Forum for the American School Superintendent enhance their advocacy for children by addressing communitywide changes needed to ensure children's success, linking schools with community-based prekindergarten education and health and human services, and encouraging developmentally appropriate early care and education. It focuses on the early years, from birth through age nine, and principals are the primary target audience. The project described here was designed to assist seven districts that comprise the Success for All Children Initiative of the Superintendents' Forum. The project created a Principals' Academy to provide a cross-district learning community for potential early-childhood leaders and to assist participant districts in developing districtwide plans for implementation of responsive teaching. Results indicate that the academy was effective in five of the districts. Two districts achieved a high level of engagement at the individual, school, and district levels, whereas three districts were moderately successful in their implementation of the program at these three levels. Six appendices provide biographies of faculty and consultants, evaluation forms, and other information. (RJM) Descriptors: *Educational Administration; *Educational Improvement; *Instructional Leadership; Primary Education; *Principals; Program Descriptions; Program Effectiveness; Program Evaluation; School Administration Identifiers: Success for All Program Geographic Source: U.S.; Missouri ED437719 EA030198 The Principal and Curriculum Development. Author: Ediger, Marlow Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1999 Language: English Pages: 10 Document Type: Opinion papers (120) Journal Announcement: RIEJUL2000 Abstract: This paper describes the need for principals to stay abreast of trends in the curriculum. The principal is the leader of the school and should possess leadership abilities, in addition to understanding thoroughly the curriculum. The principal must set and accept relevant role expectations in determining objectives of instruction. He or she must help establish knowledge objectives and skills that students should be expected to learn, and these two components should mutually reinforce each other. Principals must also lead the way in developing in students a positive attitude about learning since quality attitudes help pupils to become increasingly proficient in attaining knowledge and skills ends. Principals should ensure that learning opportunities capture pupils' attention, that the purpose of each lesson be stated, that students be motivated to learn, that students' different intelligences be nourished, and that teachers be assisted in their pedagogical goals. The school leader should be prepared to teach a class, using the latest research, and should provide leadership in the school to help teachers use evaluation procedures. Since evaluation is continuous, principals can provide teachers feedback on what should be emphasized in ongoing lessons and can help teachers and students to prepare portfolios. (RJM) Descriptors: *Curriculum Development; Educational Administration; Educational Environment; Educational Objectives; Elementary Secondary Education; *Instructional Leadership; *Principals; Strategic Planning Geographic Source: U.S.; Missouri ED434324 CS013718 The School Principal as Leader in Reading Instruction. Author: Ediger, Marlow Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: October 13, 1999 Language: English Pages: 14 Document Type: Opinion papers (120) Journal Announcement: RIEMAR2000 Abstract: The school principal's role in assisting teachers to excel at various types of reading instruction is discussed. This paper addresses several types of reading instruction and principal involvement: (1) guiding primary grade instructors to value their students' personalized reading experiences through familiarity and with demonstration of new approaches; (2) developing and informing teacher proficiency with using Big Books; (3) guiding teachers to use quality basal readers to benefit and encourage student reading; (4) being aware of the merits and drawbacks of reading instruction philosophies in relation to remedial readers; and (5) leading teachers to use various types of poetry instruction and encouraging student interest and experience in writing poems. In conclusion, the paper suggests that the principal plays a key role in assisting teachers to enable each pupil to become a successful reader. Contains 10 references. (EF) Descriptors: *Administrator Role; Curriculum Development; *Instructional Improvement; *Instructional Leadership; Primary Education; *Principals; *Reading Instruction; Reading Materials; *School Supervision Identifiers: Reading Management; Reading Theories Geographic Source: U.S.; Missouri ED430277 EA029793 Standards Principles for Principals. Standards for Excellence in Education. Author: Paulus, Norma; Bartley, Marcia; White, Robbie; Welch, Thomas Institutional Author: Council for Basic Education, Washington, DC.(BBB00447) Availability: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714; Tel: 800-933-2723 (Toll Free); Web site: http://www.c-b-e.org/see.htm ($8, nonmember; $6.50, ASCD member). Sponsoring Agency: Pew Charitable Trusts, Philadelphia, PA. (BBB28123)@; John D. and Catherine T. MacArthur Foundation, Chicago, IL. (BBB25107)@; Carnegie Corp. of New York, NY. (QPX12280) Publication Date: 1998 ISBN: 0-931989-11-6 Language: English Pages: 31 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEOCT1999 Abstract: This booklet contains essays by three principals in which they describe why they chose to organize their schools around standards and the challenges and successes they encountered along the way. It details the themes associated with the successful implementation of standards, such as continuous learning, patience, resourcefulness, creativity, supportiveness, and advocacy. Present throughout the essays is the notion that principals are the ones who place standards at the center of teaching and learning. The document is intended to provide principals guidance for implementing standards-based education and encourages principals to view themselves as critical players in improving student performance. It recounts the stories of three principals, one from an elementary school, one from a middle school, and one from a high school, and their efforts to implement standards in their schools. Each principal's account details the difficulties in instituting standards-based education and the need for hard work, community support, and teachers' endorsement. The essays touch on participatory leadership, the establishment of goals, the need for conflict management and parental support, expectations for students, a rigorous process of assessment, schoolwide portfolio meetings, inclusive leadership, the use of academies, the importance of scheduling, and the positive changes attributed to standards. (RJM) Descriptors: *Academic Standards; Change Strategies; Elementary Secondary Education; *Excellence in Education; Instructional Effectiveness; *Instructional Leadership; *Principals; Resistance to Change Descriptive Terms: In: Standards for Excellence. {Multimedia Kit}., see EA 029 788. Geographic Source: U.S.; District of Columbia ED425522 EA029487 The Effects of Principal Succession in an Accelerated School. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper examines the effects of principal succession in a school-reform process. The report focuses on multiple changes in the principal's position at a primary school participating in the accelerated schools project. The text opens with an overview of the accelerated schools project followed by a description of the study's methodology. Data were collected at a rural elementary school comprised of 440 low-socioeconomic status youngsters in grades pre-kindergarten through second. Case-study methods were used to collect qualitative data through semistructured interviews. Interviewees included the three principals appointed to the school after the accelerated schools process began. A detailed analysis of each principal's time in office is presented. The results show that restructuring processes can withstand changes in principalship under certain circumstances and that changing principals is not in itself damaging to the restructuring process. Rather, the orientation of the new principal and his or her fit with the organization and its members are salient. New principals who do not know and/or do not support the process create obstacles that undermine progress, all of which emphasizes the importance of fundamental systemic change. (RJM) Descriptors: *Administrative Change; *Change Strategies; Early Childhood Education; Educational Change; Educational Environment; *Instructional Leadership; *Principals; School Administration Identifiers: *Accelerated Schools Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Louisiana ED422665 EA029352 Demonstrated Actions of Instructional Leaders: A Case Study of Five Superintendents. Author: Petersen, George J. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 38 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB1999 Abstract: The district superintendent's instructional leadership has emerged as a critical issue in ongoing efforts to reform schools. To elaborate on this trend, an exploratory case study that focused on the perceived and actual leadership characteristics and actions of district superintendents is presented here. For the study, indepth interviews were conducted with five district superintendents in California. Interview responses indicated that the superintendents perceived four attributes to be essential in their ability to be successful instructional leaders: (1) possession and articulation of an instructional vision; (2) the creation of an organizational structure that supports their instructional vision and leadership; (3) assessment and evaluation of personnel and instructional programs; and (4) organizational adaptation. By employing responses given by the superintendents and by scrutinizing their articulated roles, a preliminary model of perceived superintendent behaviors was constructed. To confirm perceptions, actions, and behaviors articulated by the superintendents, triangulation interviews were conducted with school principals and school board members in each of the participating districts. A 52-item questionnaire was also administered to every principal and school board member in these districts. The responses confirmed the articulated actions and behaviors of these superintendents in their promotion of the technical core of curriculum and instruction. (Author/RJM) Descriptors: *Administrator Effectiveness; Case Studies; Educational Change; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; Personnel Selection; *Superintendents Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Missouri ED422643 EA029328 The Principal's Guide to Raising Reading Achievement. Author: McEwan, Elaine K. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2219; web address: www.corwin.press.com (cloth: ISBN-0-8039-6627-X; $49.95; paper: ISBN-0-8039-6628-8; $21.95). Publication Date: May 1998 ISBN: 0-8039-6628-8 Language: English Pages: 119 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB1999 Abstract: Reading achievement and instruction receive wide attention in the popular press. Ways in which principals can increase reading levels in their schools are offered here. The text emphasizes the fact that principals have the power to create a "school of readers"; it offers current research in reading instruction and shares eight components needed to achieve this goal. The text opens with an explanation of why most students cannot read as well as they should and suggests that faculty concentrate only on things that can be changed. Chapter 2 summarizes the running debate between proponents of phonics and whole language and argues why reading cannot be an "either or" proposition. Chapter 3 then lays out the eight components needed for a reading school: (1) instructional leadership; (2) shared decision making; (3) planning to change; (4) instructional effectiveness; (5) parental involvement; (6) an articulated, balanced curriculum; (7) assessment and accountability; and (8) the 5-year plan. In chapter 4 the essential learning that needs to occur at each instructional level is detailed, and chapter 5 covers the topic of remedial reading and what principals can do to help the at-risk and learning-disabled child. The last chapter presents "30-plus" things that administrators can do immediately to raise reading achievement in a school. An 8-section resource list describes how to choose materials, how to teach cognitive strategies, and other information. (Includes an index and approximately 185 references.) (RJM) Descriptors: Academic Achievement; Elementary Secondary Education; *Instructional Leadership; Learning Strategies; Phonics; *Principals; *Reading Achievement; Reading Attitudes; Reading Skills; Reading Strategies; Standardized Tests Geographic Source: U.S.; California ED418496 EA028998 Seven Steps to Effective Instructional Leadership. Author: McEwan, Elaine K. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-8039-6665, $55.95; paper: ISBN-0-8039-6666, $24.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6666-0 Language: English Pages: 192 Document Type: Book(s) (010); Reports (141) Journal Announcement: RIESEP1998 Abstract: This book presents seven steps for principals to improve their leadership skills. These seven steps have been tested by practitioners and validated by research. Chapter 1 sets forth the differences between leadership and instructional leadership and defines the critical attributes of the latter. Chapters 2 through 8 describe the seven steps in detail, offering practical suggestions about how actual principals put the steps into action in a variety of school settings. The steps are as follows: (1) Establish and Implement Instructional Goals; (2) Be There for Your Staff; (3) Create a School Culture and Climate Conducive to Learning; (4) Communicate the Vision and Mission of Your School; (5) Set High Expectations for Your Staff; (6) Develop Teacher Leaders; and (7) Maintain Positive Attitudes toward Students, Staff, and Parents. Each chapter contains detailed behavioral indicators related to each step; these indicators should enable school leaders to perform self-evaluations and help them solicit feedback from teachers. Chapter 9 offers practical ways in which leaders can implement the seven steps. (RJM) Descriptors: *Administrator Role; Elementary Secondary Education; Faculty Development; *Instructional Leadership; Leaders Guides; *Leadership; *Principals; School Administration; School Effectiveness; Teachers Descriptive Terms: Supersedes ED 370 941. Level: 2 Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED418493 EA028994 Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning. Author: Blase, Jo; Blase, Joseph Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-8039-6553-2, $55.95; paper: ISBN-0-8039-6554-0, $24.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6654-0 Language: English Pages: 209 Document Type: Book(s) (010); Information Analyses (070) Journal Announcement: RIESEP1998 Abstract: This book is written for practicing and prospective instructional leaders who want to develop reflective, collaborative, problem-solving contexts for dialogue about instruction. Some school leaders, though, have discovered ways to effectively integrate such leadership into their schools, and these methods are presented. This book draws on information from a study of more than 800 K-12 classroom teachers who were asked how the best principals encourage teacher growth and professionalism. Teachers described in detail the strategies, behaviors, attitudes, and goals of instructional supervisors that influenced classroom instruction. The book opens with an overview of the literature on instructional leadership and supervision, as well as a brief description of the study on which it is based. Chapters 2, 3, and 4 focus, respectively, on three fundamental themes of instructional leadership: talking with teachers, promoting teachers' professional growth, and fostering teacher reflection. Chapters 5, 6, and 7 discuss principles' use of visibility, praise, and autonomy--as juxtaposed with abandonment, criticism, and control--and their affects on teachers. Chapter 8 summarizes the findings and presents a portrait of good instructional leadership. (Contains an index and approximately 225 references.) (RJM) Descriptors: *Administrative Principles; Change Strategies; *Educational Environment; Evaluation; Faculty Development; *Instructional Leadership; *Leadership Qualities; *Principals; School Administration; Self Evaluation (Groups) Level: 2 Geographic Source: U.S.; California |