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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
PrincipalsJournal Articles (CIJE)Defining the Principalship. Author: Shellard, Elizabeth Availability: P.O. Box 7147, Charlottesville, VA 22906-7147. Tel: 800-444-2419; Fax: 434-220-3301. E-mail: order@pdcnet.org Journal Citation: Principal, v82 n4 p56-60 Mar-Apr 2003 Publication Date: 2003 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2003 Abstract: Describes how principals can balance their dual roles of managers and instructional leaders. Includes literature-derived qualities of leadership, time-management techniques, collaborative leadership, and strategies for effective management. (12 references) (PKP) EJ662657 EA540544 Co-Principals: A Double Dose of Leadership. Author: Chirichello, Michael Availability: P.O. Box 7147, Charlottesville, VA 22906-7147. Tel: 800-444-2419; Fax: 434-220-3301. E-mail: order@pdcnet.org Journal Citation: Principal, v82 n4 p40-44 Mar-Apr 2003 Publication Date: 2003 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2003 Abstract: Describes benefits of a leadership team consisting of co-principals and an assistant principal at two elementary schools in Mansfield, Massachusetts, the goal of which is to reduce time devoted to management and increase time devoted to instructional activities. (PKP) EJ662649 EA540536 Managing Acting Headship: A Safe Pair of Hands? Author: Draper, Janet; McMichael, Paquita Availability: P.O. Box 7147, Charlottesville, VA 22906-7147. Tel: 800-444-2419; Fax: 434-220-3301. E-mail: order@pdcnet.org Journal Citation: School Leadership & Management, v22 n3 p289-303 Aug 2002 Publication Date: 2002 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2003 Abstract: Report of a study of the appointment of acting heads (principals) in 24 Scottish school districts, which explored their effectiveness and reasons for being appointed. Offers suggestions for creating a pool of potential heads to take advantage of opportunities for personal, professional, and school development. (Contains 23 references.) (WFA) Descriptors: Beginning Principals; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Management Development; *Principals; School Administration; *School Supervision; Teacher Administrator Relationship; Teacher Discipline; Teacher Supervision EJ660892 EA540486 Challenges in Educational Administration: A Comparison of Rural and Urban. Author: Kneese, Carolyn; Pankake, Anita; Schroth, Gwen; Blackburn, Lew Availability: http://www.readingmatrix.com Journal Citation: Education Leadership Review, v4 n1 p11-17 Win 2003 Publication Date: 2003 ISSN: 1532-0723 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2003 Abstract: Report on a study of principals in rural and urban districts in Texas. Lack of time and resources, and changing demographics appeared as major challenges for the eight study participants. Findings agree with other reports appearing in the literature: the need to restructure the job of principal. (Contains six references.) (WFA) Descriptors: Administrator Attitudes; Administrator Behavior; Burnout; *Educational Administration; Elementary Secondary Education; *Instructional Leadership; Job Enrichment; Job Satisfaction; *Principals; *Rural Urban Differences EJ644975 EA539585 The Change Leader. Author: Fullan, Michael Availability: Available at: http://www.nasen.uk.com/ejournal. Journal Citation: Educational Leadership, v59 n8 p16-20 May 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2002 Abstract: Argues that concept of principal as instructional leader is too limited to sustain school improvement. Advocates that principals serve as change agents who transform the teaching and learning culture of the school. Describes how principals can bring about sustainable change in the school culture. (PKP) Descriptors: *Change; Elementary Secondary Education; *Instructional Leadership; *Principals; *School Culture; Teachers; EJ644927 EA539537 A Document Analysis of State-Mandated Principal Evaluation Programs in the North Central Association States. Author: Kempher, Linda; Cooper, G. Robb Availability: Naylor Publications, Inc., 5931 Northwest 1st Place, Gainesville, FL 32607. Tel: 800-369-6220 (Toll Free); Fax: 352-331-3525. Journal Citation: Journal of School Business Management, v14 n1 p30-35 Spr 2002 Publication Date: 2002 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJSEP2002 Abstract: Study examines the relationship between effective principal leadership characteristics gleaned from current literature on principal evaluation and certain tenets of principal evaluation statutes in 11 of the 19 North Central Association states. Finds that many state statutes do not list effective leadership characteristics. Makes six recommendations regarding the evaluation of principals. (PKP) Descriptors: *Administrator Effectiveness; *Administrator Evaluation; Elementary Secondary Education; *Leadership Qualities; *Principals; State Schools Identifiers: *Document Analysis; *North Central Association Commission on Schools EJ641656 JC509862 Rethinking Instructional Leadership Roles of the School Principle: Challenges and Prospects. Author: Wanzare, Zachariah; Da Costa, Jose L. Availability: Environmental Health Information Service, Tel: 800-315-3010 (back issues, $9.00 each). Online ordering: http://ehpnet1.niehs.nih.gov/docs/2001/109-12/toc.html. Journal Citation: Journal of Educational Thought/Revue de la Pensee Educative, v35 n3 p269-295 Dec 2001 Publication Date: 2001 ISSN: 0022-0701 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Argues that the school principal's tasks in meeting the needs and concerns of ever-changing schools are numerous, complex, and challenging. Identifies 38 major roles of the principal, including creating a visible presence in the school and supervising instructional activities of teachers. Examines the principal's instructional leadership roles, the major constraints inherent in this role, and strategies for alleviating problems. Contains 94 references. (NB) Descriptors: Administrator Responsibility; *Administrator Role; Administrators; *Elementary Secondary Education; *Instructional Effectiveness; *Instructional Leadership; *Leadership Responsibility; *Principals; School Personnel; School Supervision; EJ637122 EA539062 A Dozen Ways To Raise Students' Test Performance. Author: Hoover, James P. Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Principal, v81 n3 p17-18 Jan 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes 12 things principals can do to raise student performance on state tests, such as hiring quality teachers, making accountability a schoolwide responsibility, aligning the school curriculum with state standards, emphasizing higher level thinking skills, and integrating instruction on test-taking skills. (PKP) Descriptors: *Academic Standards; Accountability; *Educational Assessment; Elementary Secondary Education; *Leadership Responsibility; *Principals; *State Standards; Teacher Effectiveness; Test Wiseness; Thinking Skills Identifiers: Curriculum Alignment EJ637121 EA539061 The Accountability Challenge. Author: Lashway, Larry Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Principal, v81 n3 p14-16 Jan 2002 Publication Date: 2002 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes four ways that principals can provide leadership to overcome several school culture barriers to accountability: Be a champion for standards; emphasize learning, not performance; educate the public; and protect the things that matter. (PKP) Descriptors: Academic Achievement; *Accountability; Educational Assessment; Elementary Secondary Education; *Leadership Responsibility; Learning; *Principals; Public Relations; Standards; Teacher Motivation; EJ634842 EA538878 Teachers' Ratings of Effective Principal Leadership: A Comparison of Magnet and Nonmagnet Elementary Schools. Author: Hausman, Charles S.; Goldring, Ellen B. Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Journal of School Leadership, v11 n5 p399-423 Sep 2001 Publication Date: 2001 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2002 Abstract: Examines teachers' ratings of effective principal leadership in magnet and nonmagnet schools. Teachers in nonmagnet schools rated principals more effective than did teacher in magnet schools. Principals' efforts to deal with lower student SES, permeable school boundaries, and larger school size may account for their lower rating of leadership effectiveness in magnet schools. (39 references) (PKP) Descriptors: *Administrator Effectiveness; Class Size; *Elementary Schools; *Leadership; *Magnet Schools; *Principals; School Choice; Teaching Conditions Identifiers: Cincinnati Public Schools OH EJ634775 EA538811 Collective Leadership: Sharing the Principalship. Author: Chirichello, Michael Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Principal, v81 n1 p46,48,50-51 Sep 2001 Publication Date: 2001 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: To help alleviate the severe shortage of principals in the next 10 years, advocates principals sharing leadership with teachers as a strategy for recruiting teachers to the principalship. Also suggests several ways principal training programs can support and foster collaborative leadership. (PKP) Descriptors: Elementary Secondary Education; *Leadership; *Leadership Training; *Participative Decision Making; *Principals; Recruitment; Teacher Administrator Relationship; *Teacher Role Identifiers: Principal Shortage EJ630819 EA538486 Data Analysis and the Principalship. Author: Creighton, Theodore B. Availability: Journal Citation: Principal Leadership, v1 n9 p52-57 May-Jun 2001 Publication Date: 2001 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: The presentation of statistics in administrator preparation programs is often irrelevant to administrative realities, fails to integrate appropriate teaching technologies, and stresses inferential statistics over statistical strategies for improving skills in problem analysis, program and student evaluation, data-based decision making, and report preparation. Alternatives are discussed. (MLH) Descriptors: Administrator Education; *Administrator Effectiveness; *Data Analysis; Data Collection; Decision Making; Elementary Secondary Education; *Instructional Leadership; *Leadership Responsibility; *Principals; *Statistical Analysis; Theory Practice Relationship Identifiers: *Analytical Reasoning EJ624701 EA538157 Ten Principles for Principals. Author: Parsons, Randall B. Availability: Journal Citation: Principal, v80 n4 p49-51 Mar 2001 Publication Date: 2001 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJOCT2001 Abstract: Successful principals are goal-oriented, get control of paperwork, lead by consensus but take charge when appropriate, develop people skills, recognize and utilize others' expertise, keep in touch with the kids, communicate clearly, have a concrete discipline plan, celebrate success, and maintain a sense of humor. (MLH) Descriptors: *Administrator Effectiveness; *Communication Skills; Discipline; Elementary Education; Goal Orientation; Guidelines; Humor; *Leadership Qualities; *Principals; *Success Identifiers: *Survival Skills EJ624697 EA538153 Surviving the Principalship. Author: Chapko, Mary Ann; Buchko, Marian Availability: Journal Citation: Principal, v80 n4 p38-39 Mar 2001 Publication Date: 2001 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2001 Abstract: Two experienced elementary principals leading challenging suburban schools believe principals' greatest responsibility is helping others. To survive, principals should maintain a sense of humor, grow thicker skin, regard parents as potential allies, team with staff and respect their individual talents, hire the best teachers, and act in students' interests. (MLH) Descriptors: *Coping; Disadvantaged; Elementary Education; Guidelines; Humor; *Interpersonal Competence; *Leadership Qualities; *Principals; Suburban Schools; Women Administrators; *Work Experience Identifiers: *Commitment; *Survival Skills EJ624695 EA538151 The Principal Shortage: Crisis or Opportunity? Author: Fenwick, Leslie T.; Pierce, Mildred Collins Availability: Journal Citation: Principal, v80 n4 p24-25,27-28,30,32 Mar 2001 Publication Date: 2001 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJOCT2001 Abstract: For principals, a teaching or educational leadership background is crucial for performing their instructional leadership and democratic governance responsibilities. Schools' experience with alternatively certified teachers (likely to be less effective, committed, or permanent than traditionally trained teachers) should raise cautionary flags about seeking private-sector candidates. (MLH) Descriptors: *Administrator Qualifications; Alternative Teacher Certification; Elementary Secondary Education; *Instructional Leadership; *Leadership Responsibility; *Principals; *Problems; Teaching Experience; Work Experience Identifiers: *Administrator Supply and Demand EJ623017 EA538166 The Myth of the Superprincipal. Author: Copland, Michael A. Availability: Journal Citation: Phi Delta Kappan, v82 n7 p528-33 Mar 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2001 Abstract: Expectations for the principalship have mushroomed during the past 20 years. Principals are key reform agents and held mercilessly accountable. Candidates are in short supply. Capable principals are great assets, not heroic beings. Leadership is not centrally vested and must be distributed more broadly. (Contains 36 references.) (MLH) Descriptors: Accountability; *Administrator Role; Elementary Secondary Education; *Expectation; Instructional Leadership; Job Performance; *Leadership Styles; *Misconceptions; *Principals; *Role Perception Identifiers: Administrator Supply and Demand; *Heroes; Transformational Leadership EJ621322 EA538026 Challenges for 21st-Century Elementary School Principals. Author: Ferrandino, Vincent L. Availability: Journal Citation: Phi Delta Kappan, v82 n6 p440-42 Feb 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: The 21st-century elementary principalship demands more than a compendium of skills. Qualified individuals are not applying, due to inadequate compensation, job-related stress, and time fragmentation issues. Meeting state-mandated standards while addressing child-welfare problems requires that schools regain importance as hubs of communities. (MLH) Descriptors: *Accountability; Child Welfare; Elementary Education; *Institutional Mission; *Leadership Responsibility; *Principals; Standards EJ621321 EA538025 The Artistry of Leadership: The Evolving Role of the Secondary School Principal. Author: Tirozzi, Gerald N. Availability: Journal Citation: Phi Delta Kappan, v82 n6 p434-439 Feb 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: The secondary school principal, as "artist in residence," establishes a climate for excellence, promotes a vision of continuous improvement, and must confront numerous challenges, including students' earlier puberty and growing diversity. The principalship has acquired more responsibilities without needed incentives to attract high-quality candidates. (Contains 12 references.) (MLH) Descriptors: *Administrator Role; Diversity (Faculty); *Instructional Leadership; *Leadership Responsibility; *Principals; Resource Allocation; School Construction; School Demography; Secondary Education; *Standards; Student Mobility; Teacher Shortage Identifiers: *Population Aging EJ620753 SP529352 The Principal as Study Group Leader. Author: Murphy, Carlene U.; Lick, Dale W. Availability: Journal Citation: Journal of Staff Development, v22 n1 p37-38 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Principals are key to the success of whole-faculty study groups. Successful study groups require principals to: sponsor and advocate for them; participate in training and planning sessions; plan time for study groups to meet; ensure that study groups communicate with each other; and chart the impact on student learning. Examples from several public schools are presented. (SM) Descriptors: Administrator Role; Elementary Secondary Education; *Faculty Development; *Leadership Responsibility; *Principals; Teacher Improvement Identifiers: *Study Groups EJ620751 SP529350 Ten Steps to Success. Author: Brewer, Harold Availability: Journal Citation: Journal of Staff Development, v22 n1 p30-31 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Ten suggestions for having a successful principalship include: focus on instruction; build a community of learners; share decision making; sustain the basics; leverage time; support ongoing professional development for all staff; assess and redirect resources necessary to support a multifaceted school plan; have integrity; remain competent; and develop a climate of inquiry and continuous improvement. (SM) Descriptors: *Administrator Role; Elementary Secondary Education; Faculty Development; Instructional Leadership; *Leadership Qualities; Participative Decision Making; *Principals; Time Management Identifiers: Learning Communities EJ620750 SP529349 Working from a Higher Rung. Author: Dosdall, Emery; Diemert, Norman Availability: Journal Citation: Journal of Staff Development, v22 n1 p26-29 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes how the public schools in Edmonton, Alberta, Canada, worked to empower principals by making them part of the management team, reporting directly to the superintendent. Three factors that have helped principals transition into their new role are described (e.g., separate leadership and training programs for these principals and ongoing support including principal teams and principal institutes). (SM) Descriptors: *Administrator Role; Elementary Secondary Education; Foreign Countries; *Leadership Responsibility; *Principals; Public Schools; Teacher Improvement Identifiers: Canada EJ620749 SP529348 The Teacher's Principal. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: Journal of Staff Development, v22 n1 p22-25 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Discusses what effective instructional leadership looks like, how principals can improve teaching, and how teachers' views of leaders affect what they do in the classroom. Highlights two major themes that principals exhibit in effective instructional leadership (talking with teachers to promote reflection and promoting professional growth). A sidebar describes the collegial school leader. (SM) Descriptors: Administrator Role; Collegiality; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; *Leadership Responsibility; *Principals; *Teacher Administrator Relationship; Teacher Improvement EJ620748 SP529347 The Roar of Complexity. Author: Peterson, Kent D. Availability: Journal Citation: Journal of Staff Development, v22 n1 p18-21 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: As principals' responsibilities increase, helping them learn to use and enjoy their daily managerial and symbolic challenges can increase their energy and make them more effective leaders. This includes learning to: change gears quickly; map their work; find tools for handling interruptions; become analysts; refine communication; and resolve discord. A sidebar presents strategies for working with the daily rush. (SM) Descriptors: *Administrator Qualifications; Administrator Role; Elementary Secondary Education; *Leadership Responsibility; Leadership Training; *Principals; Problem Solving; *Professional Development EJ620747 SP529346 In the Right Context. Author: DuFour, Rick Availability: Journal Citation: Journal of Staff Development, v22 n1 p14-17 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Discusses the role of the principal as staff developer, clarifying some things that principals must do to fulfill their responsibilities as staff development leaders. This includes: emphasizing a context of collaboration in their schools, promoting results-driven learning, and modeling a commitment to their own ongoing professional development in order to encourage teachers to commit to their development. (SM) Descriptors: Administrator Role; Elementary Secondary Education; *Faculty Development; *Leadership Responsibility; *Principals; *Teacher Collaboration; Teacher Improvement; Teamwork Identifiers: Learning Communities EJ619625 EA537894 Choosing a Rigorous Path. Author: George, Patricia Availability: Journal Citation: Principal Leadership, v1 n4 p36-41 Dec 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: In May 2000, 35 principals from across the nation met to define their role in implementing rigorous academic curricula to promote student achievement. Their observations concerning effects of school climate, resources, staffing, equal access, professional development, sustained leadership, and program assessment are discussed. (MLH) Descriptors: *Academic Standards; Access to Education; *Administrator Role; *Curriculum Development; Educational Environment; High Schools; *Instructional Leadership; *Principals; Professional Development; *Program Implementation Identifiers: Staffing Patterns EJ617251 TM523152 The Social Construction of School Failure. Author: Schuttloffel, Merylann J. Availability: Electronic journal available at http://olam.ed.asu.edu/apaa; 15 pages. Journal Citation: Education Policy Analysis Archives, v8 n45 2000 Publication Date: 2000 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2001 Abstract: Studied the barriers encountered by an urban school principal in implementing reforms within the context of the Kentucky Educational Reform Act. Results show how site-based decision making councils exemplify a policy decision that ignores the practical realities of distressed schools. (SLD) Descriptors: *Academic Failure; Case Studies; Disadvantaged Youth; *Educational Change; *Instructional Leadership; *Principals; *Program Implementation; *School Based Management; Urban Schools Identifiers: *Kentucky Education Reform Act 1990; *Reform Efforts EJ616311 EA537735 Manage Less: Lead More. Author: Supovitz, Jonathan A. Availability: Journal Citation: Principal Leadership, v1 n3 p14-19 Nov 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: The increasing complexity of the principal's job makes distributing leadership (among teachers, coaches, and literacy specialists) a survival tactic and a sound organizational strategy. Distributive leadership benefits principals who generally lack time to commit to particular initiatives and the content/instructional expertise to implement complex reforms. (MLH) Descriptors: *Instructional Leadership; Job Skills; *Leadership Responsibility; Models; *Participative Decision Making; *Principals; *Program Implementation; Secondary Education Identifiers: Barriers to Implementation; Teacher Leaders; University of Pennsylvania EJ616310 EA537734 Who's in Charge? The Accountability Challenge. Author: Lashway, Larry Availability: Journal Citation: Principal Leadership, v1 n3 p8-13 Nov 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: State and federal policymakers have recently upgraded accountability rules, thrusting school leaders into uncharted, uncomfortable territory. In this scenario, principals must adopt flexible, facilitative leadership styles, model core school values, develop organizational capacity, accept heightened public scrutiny, and represent the school's mission and accomplishments. (Contains 10 references.) (MLH) Descriptors: *Academic Standards; *Accountability; *Administrator Responsibility; Federal Legislation; High Stakes Tests; *Leadership Styles; *Principals; Professional Development; Secondary Education; State Legislation Identifiers: *Capacity Building; *Facilitative Leadership EJ612893 EA537522 Mentoring Leadership. Author: Hibert, Kirsten Mikel Availability: Journal Citation: Phi Delta Kappan, v82 n1 p16-18 Sep 2000 Publication Date: 2000 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJMAR2001 Abstract: An assistant principal describes longterm benefits from her mentoring relationship with the principal of Santa Monica (California) High School. Chagrined at her principal's close, hands-on supervisory style, the assistant principal gradually gained experience and confidence. She learned that leadership is about serving others, compassion, and social justice. (MLH) Descriptors: *Assistant Principals; Equal Education; High Schools; *Leadership Responsibility; *Mentors; Peer Mediation; *Principals; Public Service; Racial Factors; *Role Models; Supervision; Women Administrators Identifiers: *Beginning Administrators; *California (Santa Monica); Social Justice EJ612885 EA537514 The Power of Leadership in a Global Environment. Author: Flanary, Richard A.; Terehoff, Irina I. Availability: Journal Citation: NASSP Bulletin, v84 n617 p44-50 Sep 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2001 Abstract: Effective principals must deal with challenges (such as local, national, and international school comparisons) arising from global changes in economics, politics, and demography. Comparative NASSP-sponsored international programs in Russia, China, Ireland, and other countries provide advantages for practicing principals and insights for aspiring ones. (MLH) Descriptors: Competition; Diversity (Student); Economic Factors; *Environmental Influences; *Global Approach; *International Educational Exchange; *Leadership Responsibility; *Politics of Education; *Principals; School Demography; Secondary Education Identifiers: *National Association Secondary School Principals EJ612881 EA537510 What Is Your Priority? Author: Whitaker, Todd; Turner, Elizabeth Availability: Journal Citation: NASSP Bulletin, v84 n617 p16-21 Sep 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: A survey of 1,801 public- and private-school principals in Indiana revealed disparities among rankings of perceived job priorities and actual priorities. Only three items were rated comparably: school climate, curriculum expansion, and improved staff morale. Improving time management is an important factor. (MLH) Descriptors: *Administrator Attitudes; *Administrator Effectiveness; *Educational Environment; Elementary Secondary Education; *Leadership Responsibility; *Principals; Private Schools; Public Schools; *Time Management Identifiers: Administrator Surveys; Indiana; *Priorities EJ612880 EA537509 Portrait of the "Ideal Principal": Context and Self. Author: Hausman, Charles S.; Crow, Gary M.; Sperry, David J. Availability: Journal Citation: NASSP Bulletin, v84 n617 p5-14 Sep 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2001 Abstract: The "ideal" principal is facing a world of decentralized school structures, increasing and changing environmental boundaries and roles, less homogeneous schools, closer contact with stakeholders, and a market-driven view of education. Principals should view themselves as environmental negotiators, not merely school-system managers. (Contains 32 references.) (MLH) Descriptors: Accountability; *Administrator Role; *Context Effect; Decentralization; Educational Change; Elementary Secondary Education; Interpersonal Competence; *Leadership Responsibility; Participative Decision Making; *Principals; *Role Perception; School Administration; School Choice; School Community Relationship; Standards; *Work Environment Identifiers: *Self Awareness EJ610801 UD522404 The Urban School Principalship: Take This Job and...! Author: Kimball, Kathy; Sirotnik, Kenneth A. Availability: Journal Citation: Education and Urban Society, v32 n4 p535-43 Aug 2000 Publication Date: 2000 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJAN2001 Abstract: Discusses how difficult the job of urban school principal, as currently conceived and structured, has become, making the case that administrator preparation programs of improved scope, quality, and impact, together with a reconsideration of the notion of educational leadership, would have a salutary effect on the viability of the urban school principalship. (SM) Descriptors: Administrator Education; Educational Improvement; Elementary Secondary Education; *Instructional Leadership; *Principals; School Administration; *Urban Schools EJ603275 EA536956 Words from "the Trenches": Principals' Perspectives on Effective School Leadership Characteristics. Author: Daresh, John C.; Gantner, Myrna W.; Dunlap, Karen; Hvizdak, Marianne Availability: Journal Citation: Journal of School Leadership, v10 n1 p69-83 Jan 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: A survey of over 30 "expert" Southwest principals revealed several characteristics of effective principals: possessing technical skills influenced by human relations and legal mandates, creating an inviting culture, building community, being ethical practitioners, and understanding relationships. Respondents also identified 28 components of an effective administrator preparation program. (Contains 38 references.) (MLH) Descriptors: *Administrator Attitudes; *Administrator Education; *Administrator Effectiveness; Community; Delphi Technique; Elementary Secondary Education; Ethics; Interpersonal Competence; *Leadership Qualities; *Principals; *School Administration; School Culture; Urban Schools Identifiers: Administrator Surveys; *United States (Southwest) EJ603252 EA536920 The Principal and the Centre of Reform: Some Lessons from the Field. Author: Clarke, S. R. P. Availability: Journal Citation: International Journal of Leadership in Education, v3 n1 p57-73 Jan-Mar 2000 Publication Date: 2000 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: Describes how a principal of an Australian parochial school tackled an onsite enterprise bargaining process. Indepth interviews suggested that to succeed, principals must be opportunists and reassurers, initiators and communicators, researchers and information providers, learners and responders, and standard-bearers and pragmatists. (Contains 25 references.) (MLH) Descriptors: *Collective Bargaining; Elementary Secondary Education; Foreign Countries; *Labor Relations; *Leadership Qualities; Parochial Schools; *Principals; *Productivity Identifiers: *Australia EJ601183 EA536821 Principals: Too Quiet, Too Long. Author: Kennedy, Carole Availability: Journal Citation: High School Magazine, v7 n6 p21-23 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2000 Abstract: Because principals are respected, they are in a unique position to affect policy and legislation at all levels. It is time for principals to influence state-level legislative priorities and policies. Principals should establish political contacts, keep informed via state associations, and seize opportunities to advocate for students. (MLH) Descriptors: *Advocacy; Educational Policy; Elementary Secondary Education; *Leadership Responsibility; Lobbying; Policy Formation; *Politics of Education; *Principals; Professional Associations; *Public Policy; *State Legislation EJ601181 EA536819 The Principal as Political Leader. Author: Howe, Mary Lee; Townsend, Rene Availability: Journal Citation: High School Magazine, v7 n6 p11-16 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: CIJAUG2000 Abstract: Principals deal with a range of people, issues, and forces represented by individuals, factions, and special-interest groups. Principals must develop a framework; analyze problems quickly, develop alternative plans, make sound decisions, and communicate resolutions clearly and sensitively to all parties. A political-awareness inventory is included. (MLH) Descriptors: *Administrator Effectiveness; Conflict Resolution; Elementary Secondary Education; *Interpersonal Competence; *Leadership Responsibility; Planning; *Politics of Education; *Principals; Problem Solving; *Public Relations Identifiers: Pressure Groups 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 EJ601165 EA536801 Principal Role in Magnet Schools: Transformed or Entrenched? Author: Hausman, Charles S. Availability: Journal Citation: Journal of Educational Administration, v38 n1 p25-46 2000 Publication Date: 2000 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: Compares self-reported survey data from magnet-school principals to those of neighborhood school principals to ascertain if administrator roles differ in choice environments. Despite market theorists' predictions, findings suggest that magnet schools do little to alter principal roles (as entrepreneurs, middle managers, or instructional leaders). (Contains 37 references.) (MLH) Descriptors: *Administrator Role; Elementary Education; Entrepreneurship; *Influences; Instructional Leadership; *Leadership Styles; *Magnet Schools; Marketing; Middle Management; Neighborhood Schools; *Principals; School Choice Identifiers: Administrator Surveys; *Cincinnati Public Schools OH; Rules and Regulations; *Saint Louis City School District MO; Self Report Measures EJ599118 EA536888 Principal Role Changes and Implications for Principalship Candidates. Author: Whitaker, Kathryn S. Availability: Journal Citation: International Journal of Educational Reform, v8 n4 p352-62 Oct 1999 Publication Date: 1999 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: A principal who exchanged jobs with a university professor explores changing principal roles, using a case-study approach. Principals' working world is characterized by overwhelming responsibilities, information perplexity, and emotional anxiety. Principals would appreciate intrinsic and extrinsic rewards, support networks, university-school partnerships, and improved preparation programs. (Contains 63 references.) (MLH) Descriptors: Administrator Education; *Administrator Responsibility; *Administrator Role; Anxiety; Burnout; Case Studies; Elementary Secondary Education; Information Management; Instructional Leadership; *Management Development; Networks; *Principals; *Role Perception; Social Support Groups; *Work Environment Identifiers: *Facilitative Leadership EJ594832 EA536364 What Makes Principals Feel Successful? Author: Donaldson, Gordon A., Jr.; Hausman, Charles Availability: Journal Citation: NASSP Bulletin, v83 n608 p64-76 Sep 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2000 Abstract: A study of 434 Maine principals explored determinants of principals' perceived success. Role clarity was a better predictor of success than time spent involved in 41 activities. Elementary principals felt more successful than secondary principals. Participants were busy managers, but lacked a sense of agency as school leaders. (16 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Effectiveness; Elementary Secondary Education; Instructional Leadership; *Leadership Responsibility; Planning; *Principals; *Role Perception; *Success Identifiers: Administrator Surveys; *Maine; Management Practices EJ592977 EA536346 Shared Governance Principals: The Inner Experience. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: NASSP Bulletin, v83 n606 p81-90 Apr 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2000 Abstract: A study of 18 exemplary Georgia principals found that major psychodynamic changes can result from developing a shared-leadership style. There were changes in motivation, role conflict, and use of power. Principals sometimes wondered if they were needed, but most reaped major rewards: satisfaction, pride of accomplishment, and good press. Contains 17 references. (MLH) Descriptors: Administrator Effectiveness; Elementary Secondary Education; *Leadership Styles; Motivation; *Participative Decision Making; *Power Structure; *Principals; Role Conflict; Satisfaction Identifiers: *Facilitative Leadership; *Georgia EJ592968 EA536337 Voices from the Field. Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p34-38 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2000 Abstract: In 1998, over 400 principals surveyed by EdSource reported they are struggling to satisfy increasing job demands. They would like to spend less time on budget, maintenance, and administrative details and more time on being instructional leaders and working with parents. Principals would like more budgetary control. (MLH) Descriptors: *Administrator Attitudes; Elementary Secondary Education; *Instructional Leadership; *Principals; *School Administration; *Work Environment Identifiers: Administrator Surveys; *California Descriptive Terms: Adapted by EdSource from its publication, "California's School Principals: At the Center of School Improvement Efforts." EJ592967 EA536336 Essential Skills for Principals. Author: Terry, Paul M. Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p28-32 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2000 Abstract: No matter what standards they follow, principals must be skilled team builders, instructional leaders, and visionary risk-takers. There are five emerging roles: historian, cheerleader, lightning rod, landscaper (environmental scanner), and anthropologist. To succeed, principals must be empowered by districts, become authentic leaders, and make time for reflection. Contains 10 references. (MLH) Descriptors: *Administrator Role; Elementary Secondary Education; Environmental Scanning; *Instructional Leadership; *Job Skills; *Leadership Responsibility; *Principals; School Culture; *Teamwork Identifiers: Paradigm Shifts; *Reflective Practice EJ592964 EA536333 Sink or Swim No More. Author: Bloom, Gary Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p14-17 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2000 Abstract: Elements of California's Beginning Teacher Support and Assessment Program, which provides new teachers with one-on-one mentoring and professional support in their first two years of practice, are being applied to UC Santa Cruz's pilot project for beginning principals. Principals need intensive coaching and support when assuming their duties. (MLH) Descriptors: *Beginning Principals; Elementary Secondary Education; Higher Education; *Leadership Training; *Management Development; *Mentors; Pilot Projects Identifiers: *California; *Coaching; University of California Santa Cruz EJ592963 EA536332 Developing Leaders from Within. Author: Lovely, Suzette Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p12-13 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2000 Abstract: Through a structured "grow your own" model, the Capistrano Unified School District in California is focusing on developing leaders from within. Strong teachers with leadership potential are actively recruited to enter the administrative arena as elementary-teaching assistant principals. Assistant principals are given principal-level responsibilities. (MLH) Descriptors: *Assistant Principals; Elementary Education; *Leadership Training; *Management Development; *On the Job Training; *Principals; Recruitment Identifiers: Teacher Leadership EJ591201 EC622983 Self-Perceived Competence of Secondary School Principals To Serve as School Leaders in Collaborative-Based Educational Delivery Systems. Author: Foley, Regina M.; Lewis, Julia A. Availability: Journal Citation: Remedial and Special Education, v20 n4 p233-43 Jul-Aug 1999 Publication Date: 1999 ISSN: 0741-9325 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: A survey of 230 secondary school principals found that they viewed their leadership skills for guiding collaborative-based programs to be within the average range. Predictors of their self-perceived competence were clock hours in noncredit-generative professional-development activities, academic degrees, and number of years teaching in general education. (Author/CR) Descriptors: *Disabilities; Educational Attainment; *Leadership Qualities; Predictor Variables; *Principals; Professional Development; *Regular and Special Education Relationship; Secondary Education; *Self Concept; Surveys; *Teacher Collaboration; Teaching Experience EJ585619 EA535865 Jump-Starting a New Principalship. Author: Quinn, Terrence; Troy-Quinn, Dolores Availability: Journal Citation: Principal, v78 n5 p22-23,26 May 1999 Publication Date: 1999 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1999 Abstract: New principals need a game plan for an orderly transition. This article outlines a plan organized by seven significant areas of school leadership: administration, curriculum and instruction, professional development and supervision, staffing, student issues, student activities, and communication with important school constituencies. Being organized is essential. (MLH) Descriptors: *Administrative Principles; *Beginning Principals; Elementary Education; *Leadership Responsibility; *School Administration; *Teacher Supervision; *Time Management 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 EJ582958 TM521721 School Improvement Policy: Have Administrative Functions of Principals Changed in Schools Where Site-Based management Is Practiced? Author: Tanner, C. Kenneth; Stone, Cheryl D. Availability: Journal Citation: Education Policy Analysis Archives, v6 n6 1998 Publication Date: 1998 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT1999 Abstract: Used the Delphi technique to explore the opinions of 24 experts from 14 states about the changing roles of elementary school principals under site-based management (SBM). Experts agreed on the dramatic impact of SBM on the roles of the principal in management and leadership. (SLD) Descriptors: *Administrator Role; Delphi Technique; *Educational Administration; Elementary Education; *Instructional Leadership; *Principals; *School Based Management Identifiers: Experts Descriptive Terms: Electronic journal article; 26 pages. EJ581502 EA535521 Exploring Principals' Dilemmas in Hong Kong: Increasing Cross-Cultural Understanding of School Leadership. Author: Walker, Allan; Dimmock, Clive Availability: Journal Citation: International Journal of Educational Reformv8 n1 p15-24 Jan 1999 Publication Date: 1999 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1999 Abstract: Builds a case for studying principals' dilemmas, discusses lack of studies in non-Western contexts, and briefly reviews Hong Kong schooling reforms. Describes how 15 Hong Kong principals managed various dilemmas and the managerial consequences. Although dilemmas may be generic across cultures, their formation and management seem culturally related. (32 references) (MLH) Descriptors: *Administrative Problems; *Cultural Influences; Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Principals; *School Administration Identifiers: *Hong Kong EJ579336 EA535316 The Role of the Urban Principal in School Restructuring. Author: Thomas, Cornell; Fitzhugh-Walker, Paulette Availability: Journal Citation: International Journal of Leadership in Education, v1 n3 p297-306 Jul-Sep 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: The restructuring process helps convert principals from instructional to transformational leaders who can identify and articulate a vision; foster acceptance of group goals; convey high performance expectations; provide appropriate models, intellectual stimulation, and individual support; and promote a strong school culture. Collaborative and top-down styles cannot mix. (23 references) (MLH) Descriptors: Action Research; *Administrator Role; Elementary Secondary Education; Instructional Leadership; *Principals; *School Effectiveness; *School Restructuring; Social Influences; *Urban Schools Identifiers: *Transformational Leadership EJ579332 EA535312 Preparing School Principals for Ethno-Democratic Leadership. Author: Maxcy, Spencer J. Availability: Journal Citation: International Journal of Leadership in Education, v1 n3 p217-35 Jul-Sep 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: University programs are failing to prepare school leaders for a culturally diverse America. Education needs a new vision of leadership based on cultural pluralism, humanistic ethnicity, a new view of ethno-democracy (embodying mutuality, nonfoundationalism, community, public discourse, and critical pragmatism), artistic experience, and revised notions of power. (35 references) (MLH) Descriptors: *Administrator Education; Citizen Participation; Community; *Cultural Pluralism; *Democratic Values; *Diversity (Student); Elementary Secondary Education; Graduate Study; Higher Education; Humanism; *Leadership Qualities; *Principals; School Administration Identifiers: Mutuality; Pragmatism; *Public Discourse EJ577240 EA535302 Heroic Principals and Structures of Opportunity: "Conjoncture" at a Vocational High School. Author: Goodson, Ivor; Anstead, Christopher Availability: Journal Citation: International Journal of Leadership in Education, v1 n1 p61-73 Jan-Mar 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG1999 Abstract: Explores the historical and social context in which leadership actions are embedded, focusing on the education and moral regulation of students at London Technical High School, a Canadian vocational high school established in 1912 to increase the pool of industrial laborers. Knowing the full historical context enhances understanding of change forces and the limitations and intentions of leadership. (MLH) Descriptors: Change Agents; *Context Effect; Foreign Countries; High Schools; *History; *Leadership; *Principals; *Social Structure; *Vocational Education EJ577204 EA535260 The Changing Principalship and Its Impact: Voices from Principals. Author: Portin, Bradley S.; Shen, Jianping; Williams, Richard C. Availability: Journal Citation: NASSP Bulletin, v82 n602 p1-8 Dec 1998 Publication Date: 1998 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG1999 Abstract: Legislators, school boards, and district administrators proposing more changes affecting schools and the principal's role should realize that many principals have little capacity to assume additional duties. Time constraints and external priorities are converting principals from instructional leaders to managers, while increasing their role's ambiguities and negatively affecting enthusiasm and morale. (10 references) (MLH) Descriptors: *Administrator Role; *Educational Change; Effective Schools Research; Elementary Secondary Education; *Leadership Responsibility; Morale; *Principals; *Work Environment Identifiers: *Role Shift EJ575255 EA535218 Where Have All the High School Administrators Gone? Author: Yerkes, Diane M.; Guaglianone, Curtis Availability: Journal Citation: Thrust for Educational Leadership, v28 n2 p10-14 Nov-Dec 1998 Publication Date: 1998 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Nationwide, widespread application shortages exist for high school principals. A 1998 Association of California School Administrators study of 11 representative districts found that positions went unfilled due to stress, salary, and shortage of qualified candidates. Dealing first with contextual concerns, then with personnel and institutional issues, is the best way to tackle this problem. (MLH) Descriptors: High Schools; *Institutional Mission; Instructional Leadership; *Labor Turnover; *Leadership Responsibility; *Principals; *Recruitment; *Work Environment Identifiers: *Administrative Stress; California Descriptive Terms: Article reprints available through "http://uncweb.carl.org" ($10 plus copyright fee). Journal availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010. EJ575254 EA535217 Taking Aim at Effective Leadership. Author: Davis, Stephen H. Availability: Journal Citation: Thrust for Educational Leadership, v28 n2 p6-9,37-38 Nov-Dec 1998 Publication Date: 1998 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Although "Jordanesque" checklists cannot describe the full dimension of effective school leadership, the literature has generated some commonly accepted principles categorized according to personal attributes, leader behaviors, and organizational outcomes. Sensitive to others' needs, effective principals are generally warm, caring individuals who extend themselves to all people, regardless of status. (MLH) Descriptors: *Administrator Behavior; *Administrator Characteristics; *Administrator Effectiveness; Elementary Secondary Education; Interpersonal Competence; *Leadership Responsibility; *Personality Traits; *Principals Identifiers: *Caring Descriptive Terms: Article reprints available through "http://uncweb.carl.org" ($10 plus copyright fee). Journal availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010. EJ575248 EA535211 Ten Commandments for the 21st Century. Author: Payne, Larry; Michailides, Mary Availability: Journal Citation: Principal, v78 n2 p43-45 Nov 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: A group of Edmonton (Alberta) principals developed 10 commandments for developing needed skills for the next millennium. Principals must be goal-directed, light others' way, have high expectations, foster empowerment, provide authentic educational experiences, be team members, value school community differences, encourage others' participation, take necessary risks, and focus on the classroom. (MLH) Descriptors: *Administrator Responsibility; Change Strategies; Elementary Education; Foreign Countries; Goal Orientation; *Job Skills; *Leadership Qualities; Leadership Styles; *Principals; School Restructuring; Teamwork Identifiers: *Alberta (Edmonton) EJ573445 EA535006 Leadership Skills in School and Business. Author: Stronge, James H. Availability: Journal Citation: School Administrator, v55 n9 p21-24,26 Oct 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: Explores principals' leadership role by examining the business and general leadership literature. Applies Robert Katz's framework of technical, conceptual, and human skills to key organizational concepts and themes described by several writers (James MacGregor Burns, John Gardner, Stephen Covey, James Kouzes and Barry Posner) and the U.S. Managers Study. Compares sets of professional leadership standards. (12 references) (MLH) Descriptors: *Business Administration; Definitions; Elementary Secondary Education; *Job Skills; *Leadership Qualities; Organizational Theories; *Principals; Professional Associations; *School Administration; *Standards; Theory Practice Relationship Identifiers: American Association of School Administrators; National Council for Accreditation of Teacher Educ EJ573442 EA535003 Holding Principals Accountable. Author: Reeves, Douglas B. Availability: Journal Citation: School Administrator, v55 n9 p6-9,4-12 Oct 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: A review of leadership evaluations and accountability systems in hundreds of schools revealed seven keys to effective systems: balance between achievement and improvement, specific demands, focus on student performance, frequency, adaptation to individual strengths, rewards for tough choices, and reflection. No system can succeed if leaders lack authority commensurate with responsibility. (MLH) Descriptors: Academic Achievement; *Accountability; *Administrator Evaluation; Elementary Secondary Education; Guidelines; Incentives; *Leadership Responsibility; *Principals; Program Implementation EJ571811 EA535012 The Paradox of School Leadership. Author: Eden, Devorah Availability: Journal Citation: Journal of Educational Administration, v36 n3-4 p249-61 1998 Publication Date: 1998 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: Principals operate in a tightly regulated system while attempting to lead teachers toward voluntary extracurricular activities. According to a case study of an Israeli senior school, leaders resolve this paradox by mobilizing teachers via behavior- and cognition-shaping strategies which cause them to redefine their work. Administrators succeed when sensibly combining transactional and transformational leadership styles. (23 references) (MLH) Descriptors: *Bureaucracy; Case Studies; *Educational Administration; Extracurricular Activities; Foreign Countries; High Schools; *Leadership Styles; *Principals; Teacher Motivation; *Teacher Supervision; *Work Environment Identifiers: *Israel; Management Practices; Transactional Leadership; Transformational Leadership EJ571810 EA535011 From Leadership Behavior to Cognitions: A Constructivist Theory of U.S. Principals. Author: Wirt, Frederick; Krug, Samuel E. Availability: Journal Citation: Journal of Educational Administration, v36 n3-4 p229-48 1998 Publication Date: 1998 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: Exploring cognitive school leadership elements, this study uses a set of 1200 U.S. principals and employs an earlier validated set of five leadership cognitions drawn from psychologists in educational administration. Regression analysis suggests these cognitions exist independently of many social and personal qualities typifying principals and are strongly predicted by a professional network and school size. (45 references) (MLH) Descriptors: *Administrator Behavior; Elementary Secondary Education; *Leadership Styles; Personality Traits; *Principals; Regression (Statistics); *School Administration; School Size; Social Networks Identifiers: *Social Constructivism EJ569052 JC508044 A Matter of Mindfulness. Author: Jacobs, Richard M. Availability: Journal Citation: Momentum, v29 n2 p20-21 Apr-May 1998 Publication Date: 1998 ISSN: 0026-914X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAR1999 Abstract: Advises Catholic school principals to find a quiet place each day where distractions can be placed aside for 15 minutes to contemplate spirituality. Argues that by allowing their relationship with God to permeate their busy administration, principals' mindfulness can help foster school spirituality by providing catechetical leadership for their faculty. (VWC) Descriptors: Catholic Educators; *Catholic Schools; Elementary Secondary Education; Instructional Leadership; *Leadership Responsibility; Leadership Training; *Principals; Religion; Religious Education; School Administration; School Prayer 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 EJ565095 EA534657 Approaches to Leadership: What Comes with Experience? Author: Macmillan, Robert B. Availability: Journal Citation: Educational Management & Administration, v26 n2 p173-84 Apr 1998 Publication Date: 1998 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC1998 Abstract: In a study investigating principals' career life cycles, five urban secondary principals were interviewed. When analyzing interviewees' perceptions of their leadership, different role perceptions emerged that appeared to be influenced by length of time in service. Experience may lead to a lessening of creative tension via intrusion of current reality into principals' vision of what is achievable. (15 references) (MLH) Descriptors: *Administrator Attitudes; Beginning Principals; *Career Planning; Interviews; *Leadership; *Principals; *Role Perception; Secondary Education; *Work Experience EJ563861 EA534545 "Should Nots" for School Principals: Teachers Share Their Views. Author: Bulach, Clete; Boothe, Diane; Pickett, Winston Availability: Journal Citation: ERS Spectrum, v16 n1 p16-20 Win 1998 Publication Date: 1998 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: Summarizes a study that gathered information from 375 teachers regarding the most harmful mistakes they believed their school principals made. The most significant mistakes included ineffective human relations, poor interpersonal communications, insufficient educational priorities, avoidance of conflict, failure to lead, lack of knowledge about instruction/curriculum, control orientation, lack of ethics/character, and inconsistency. (13 references) (MLH) Descriptors: *Administrator Behavior; Elementary Secondary Education; *Leadership Qualities; *Principals; Surveys; *Teacher Attitudes Identifiers: *Georgia EJ562549 EA534525 Principals and Managers and Leaders: A Qualitative Study of the Perspectives of Selected Elementary School Principals. Author: Cascadden, Dean S. T. Availability: Journal Citation: Journal of School Leadership v8 n2 p137-70 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: A qualitative study explored eight elementary principals' conceptions about leadership and management constructs; beliefs about the role of their personal philosophies; and language used to describe themselves, their work, and their schools. Principals identified four issues: conflicting roles, being there, evolving as leaders, and balancing culture and distributed decision making. Schools need democratic leadership. (40 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; Democratic Values; Elementary Education; *Language Usage; *Leadership; Participative Decision Making; *Principals; Role Conflict; *Role Perception; School Culture Identifiers: *Management Practices EJ562548 EA534524 Principals' Leadership, Antecedents, and Student Outcomes. Author: Bista, Min B.; Glasman, Naftaly S. Availability: Journal Citation: Journal of School Leadership v8 n2 p109-36 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: Uses a large random sample of California principals to determine the relationship of certain personal and organizational variables and principals' perceived use of four organizational leadership approaches. Explores the relationship between using these approaches and student outcomes. The political leadership approach strongly predicted schools' academic performance. The symbolic approach correlated negatively; structural and human-resource approaches were weak predictors. (69 references) (MLH) Descriptors: *Academic Achievement; *Administrator Characteristics; Elementary Secondary Education; *Leadership Styles; *Principals; School Size; Symbolism Identifiers: *California EJ559496 EA534308 Principals' Perceptions of Their Approaches to Organizational Leadership: Revisiting Bolman and Deal. Author: Bista, Min B.; Glasman, Naftaly S. Availability: Journal Citation: Journal of School Leadership v8 n1 p26-48 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJAUG1998 Abstract: Discusses a study that examined how a stratified random sample of California school administrators characterized their use of behavior strategies. Uses a four-approach framework and nine specific managerial functions to extract a total of 36 possible sets of behavior strategies. Principals perceived the human-resource approach as most extensively used and the political approach as least often used. (29 references) (MLH) Descriptors: *Administrator Attitudes; Administrator Behavior; Elementary Secondary Education; *Human Resources; *Leadership Styles; *Principals; *School Administration Identifiers: *California; *Management Practices 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 EJ558113 EA534149 The Principalship: An International Perspective. Author: McAdams, Richard P. Availability: Journal Citation: Principal v77 n3 p10-12,14,16 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0271-6062 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: A comparison of educational systems of several developed countries (England, Germany, Denmark, Japan, and the United States) shows that U.S. principals have a more frenetic work day than their international colleagues, shouldering heavier responsibilities for student discipline, teacher supervision, student activities, and community relations. Differences in autonomy, training, classroom teaching responsibility, school schedules, and compensation are also discussed. (MLH) Descriptors: *Administrator Role; *Comparative Education; Elementary Education; Foreign Countries; *Instructional Leadership; *Power Structure; *Principals; *Supervision Identifiers: Denmark; England; Germany; Japan; United States Documents (RIE)The Principal's Companion: Strategies and Hints To Make the Job Easier. Second Edition. Author: Robbins, Pam; Alvy, Harvey B. Availability: Corwin Press Inc. 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-4515-6, $32.95; hardcover: ISBN-0-7619-4514-8, $69.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. Publication Date: 2003 ISBN: BN- 0-7619-4515-6; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIESEP2003 Abstract: Despite the administrative leadership that most principals receive in university courses, their most useful learning occurs once they are on the job. The new knowledge--much of it the result of trial and error--is gained in relative isolation. This second edition provides ideas, approaches, strategies, resources, tools, techniques, and reflective opportunities for principals to facilitate educational improvement on a daily basis. It retains the essence of the first edition while adding new strategies for addressing state and national standards, incorporating social and emotional learning, supervising and evaluating teachers to enhance the quality of student work, developing a love for learning in students, using brain-compatible teaching practices to maximize learning, using technology in meaningful ways, making data-driven decisions, sustaining effective professional development, practicing ethical leadership, and managing crises. Chapters are divided into seven parts: (1) "The Principal's Role"; (2) "Critical Skills for Effective Leadership"; (3) "Honoring the School's Mission"; (4) "Working Together to Build a Learning Organization"; (5) "Keeping the Pipes from Leaking: Adding Meaning to Traditional Practice"; (6) "Understanding Your Constituencies"; and (7) Professional and Personal Issues." Each chapter concludes with a set of reflective questions. (Contains 138 references and 14 additional readings.) (RT) Descriptive Terms: Foreword by Kent D. Peterson. For first edition, see ED 385 915. Geographic Source: U.S.; California ED467060 EA031806 Principals of Change: What Principals Need To Lead Schools to Excellence. Institutional Author: National Association of State Boards of Education, Alexandria, VA.(BBB21902) Availability: National Association of State Boards of Education, 227 South Washington Street, Suite 100, Alexandria, VA 22314 ($12; plus 10% shipping and handling; $4 minimum). Tel: 703-684-4000; Tel: 800-220-5183 (Toll Free); Fax: 703-836-2313; Web site: http://www.nasbe.org. Publication Date: October 1999 ISBN: BN- 1-58434-042-8; Language: English Document Type: Guides--Non-classroom (055); Reports--Evaluative (142) Journal Announcement: RIEFEB2003 Descriptive Terms: Cover title: "Principals of Change: What Education Leaders Need To Guide Schools to Excellence." The Report of the NASBE Study Group on School Leadership. Geographic Source: U.S.; Virginia ED462732 EA031544 Rethinking the Principalship. Author: Lashway, Larry Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, National Principals Resource Center, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50; quantity discounts). Tel: 800-386-2377 (Toll Free). Journal Citation: Research Roundup, v18 n3 Spr 2002 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 Language: English Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIESEP2002 Abstract: The definition of the role of school principal is currently undergoing transformation in light of modern school issues and a shortage of qualified candidates. In "A Century's Quest to Understand School Leadership," Kenneth Leithwood and Daniel Duke conclude that recent thinking has focused on six forms of leadership: instructional, transformational, moral, participative, managerial, and contingent. In "Leadership for Student Learning: Reinventing the Principalship," the Institute for Education Leadership tells why many individuals with administrative credentials choose not to pursue jobs and suggests some solutions. In "Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do," the National Association of Elementary School Principals proposes six standards to provide a professional development agenda for practicing principals. In "Leadership in Education: Five Commonalities," Mark Goldberg distills five common traits from interviews with educational leaders. In "Trying to Stay Ahead of the Game: Superintendents and Principals Talk about School Leadership," Steve Farkas and others provide clues on how principals feel about their jobs. (RT) Descriptors: Administrator Attitudes; Administrator Role; Elementary Secondary Education; *Leadership; Leadership Qualities; *Leadership Styles; *Principals; School Administration; Standards; Descriptive Terms: Published four times during the school year. Theme issue. Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon ED461934 EA031528 The Assistant Principal: Essentials for Effective School Leadership. Author: Weller, L. David; Weller, Sylvia J. Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (Paper: ISBN-0-7619-7794-5, $34.95; Library Edition: ISBN-0-7619-7793-7, $74.95). Tel: 805-499-9734; Tel: 800-818-7243 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2002 ISBN: BN- 0-7619-7794-5; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAUG2002 Abstract: The role of assistant principal is one of the least researched and discussed topics in professional journals and books on educational leadership. The ambiguity of the role allows for the ineffective use of this position and makes it a particularly difficult role to fulfill. This book can be used as a guide for practicing assistant principals and as a self-contained staff-development program for aspiring school leaders. Chapter 1 focuses on knowledge and skills essential to effective leadership, and discusses the nature of leadership, types of power, and the practice of leadership through influence and persuasion. Chapter 2 explores the transition from manager to leader. Chapter 3 examines informal groups and their leaders as sources of power that compete with the formal leadership for control. Chapter 4 focuses on public relations and community power agents. Chapter 5 addresses the topic of effective communication and listening. Leadership for instructional improvement is the focus of chapter 6. Chapter 7 focuses on leadership for staff development. Examples of assessment instruments are provided that can be used to determine the effectiveness of staff-development programs and to develop strategies to help teachers master newly acquired knowledge and skills. An appendix contains practical tools and guidelines for assistant principals. (Contains 163 references.) (RT) Descriptors: Administrator Guides; Administrator Role; *Assistant Principals; Beginning Principals; Elementary Secondary Education; *Leadership Responsibility; *Leadership Training; Staff Development; Geographic Source: U.S.; California ED458322 UD034535 Principals' Struggle To Level the Accountability Playing Field of Florida Graded "D" and "F" Schools in High Poverty and Minority Communities. Author: Acker-Hocevar, Michele; Touchton, Debra Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2001 Language: English Pages: 33 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAR2002 Abstract: This study examined the perceptions of Florida principals from failing high poverty/minority schools regarding accountability measures placed upon their schools by state legislation. Data collection included field notes, observations, and interviews regarding principals' impressions of the state's accountability system, how their role was influenced by the system, and how they negotiated internal and external accountability. Four themes emerged: effects of poverty on teaching and learning, building organizational capacity, high stakes testing, and recruitment and retention of teachers. Principals felt they faced continual pressure to improve student performance and meet state and district mandates while supporting teachers and students. They believed their everyday problems were very different from those of peers in less diverse schools. Principals were not against Florida's standards or accountability but rather the inequity of using high stakes testing to compare students with different needs when grading schools. They believed they needed more time to raise student achievement levels. They recognized that their schools concentrated on short-term change due to the urgency of improving their failing grades. Principals felt threatened by mandates from the top. They reported losing teachers to other professions and schools because of poor teaching conditions. They fought districts for more teachers to reduce class size. (Contains 26 references.) (SM) Descriptors: Academic Achievement; *Accountability; Administrator Attitudes; Administrator Role; *Educational Improvement; Elementary Secondary Education; Equal Education; High Stakes Tests; *Leadership; *Minority Group Children; *Poverty; *Principals; School Effectiveness; State Legislation; State Standards; Teacher Persistence; Teacher Recruitment Identifiers: *Florida Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; Florida ED453591 EA031037 Principal Mentoring. Author: Malone, Robert Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 prepaid; quantity discounts). Journal Citation: Research Roundup, v17 n2 Win 2000-2001 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2001 Language: English Pages: 5 Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIENOV2001 Abstract: Increasing evidence shows that school leaders, throughout all stages of their careers, can benefit from a mentoring system in which a seasoned leader helps the protege combine theory and practice with experience. This research roundup reviews works that provide support for principal mentoring and share strategies for establishing mentoring relationships. "Finding One's Way: How Mentoring Can Lead to Dynamic Leadership" (Gary M. Crow and Joseph L. Matthews) discusses the parallels between mentoring and dynamic leadership; "Apprenticeships for Administrative Interns: Learning to Talk Like a Principal" (Paula A. Cordeiro and Ellen Smith-Sloan) examines the rise in mentorships and internships in educational administration and its impact on educational leaders; "Making Leadership Happen: The SREB Model for Leadership Development (Alton C. Crews and Sonya Weakley) describe a model for mentoring that allows for the systematic implementation of mentor/protege relationships, highlighting the importance of a peer coach; "Selecting Mentors for Principalship Interns (Thomas J. Geismar and colleagues) describe a method that assists in the selection of mentors for principal interns; and "Selecting Star Principals for Schools Serving Children in Poverty (Martin Haberman and Vicky Dill) detail the characteristics of star principals and steps needed to train others to become star principals. (RT) Descriptors: Administrator Education; Educational Administration; Elementary Secondary Education; *Leaders Guides; *Leadership Training; Management Development; *Mentors; *Principals Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon ED453576 EA031014 The Principal, Keystone of a High-Achieving School: Attracting and Keeping the Leaders We Need. Institutional Author: Educational Research Service, Arlington, VA.(FGK23985) Availability: Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock Number WS-0363, $12 for nonsubscribers, plus postage and handling). Tel: 800-791-9308 (Toll Free); Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. Publication Date: 2000 Language: English Pages: 85 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIENOV2001 Abstract: Education policymakers agree that the principal plays a key role in creating the high-performing schools that the public demands today. There is a growing concern, however, that the supply of quality candidates may not meet the increasing demand for new principals caused by retirements among the current ranks combined with new school openings. This report presents a brief review of what research has to say about the importance of effective principals to effective high-performing schools and identifies the characteristics of these principals. It discusses factors contributing to the concern about a shortage of quality candidates for the principalship, and describes programs designed to face some of these problems. While current principals are quick to talk about the satisfactions of their jobs, they also agree on aspects that tend to discourage others to apply for available positions. Long and often stressful days and compensation that many principals see as insufficient to balance these demands are disincentives to a career as a principal. Perspectives of current principals about these issues are presented to provide an important context--that of the successful practitioner. The report suggests "next steps," since without action directed toward addressing the barriers to attracting and retaining quality people in the principalship, shortages are likely to become more serious. (Contains 5 pages of references.) (DFR) Descriptors: Academic Achievement; *Academic Standards; *Administrative Organization; *Educational Change; Elementary Secondary Education; Job Satisfaction; *Leadership; *Principals; Public Schools; School Administration; *School Effectiveness Geographic Source: U.S.; Virginia ED452584 EA030932 Reconceptualizing the Principalship (as a Profession): dot.com. Author: Bogotch, Ira Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: November 2000 Language: English Pages: 16 Document Type: Opinion papers (120); Speeches/meeting papers (150) Journal Announcement: RIEOCT2001 Abstract: This essay argues in favor of extending the social construction of the role of the principal to include dot.com values and experiences, while being alert to identifying those values and experiences that are potentially educative. The premise is that the practical lived experiences of educators, particularly school administrators, are too narrow for professionalization as practiced outside schools. Therefore, what is recommended is a broader perspective of educational leadership as a field that encompasses new roles for principals, superintendents, professors, and policymakers, along with a concurrent shift in change and implementation strategies derived from policymaking to an innovative redevelopment strategy derived from pedagogy. (Contains 16 references.)(Author/TEJ) Descriptors: *Administrator Education; *Administrator Effectiveness; Administrator Evaluation; Educational Principles; Elementary Secondary Education; Instructional Leadership; Leadership; Leadership Qualities; *Leadership Responsibility; *Leadership Training; *Principals; *Professional Development Identifiers: Florida Atlantic University; *University Council for Educational Administration Descriptive Terms: Paper presented at the Annual Meeting of the University Council for Educational Administration (Albuquerque, NM, November, 2000). Geographic Source: U.S.; Florida ED451607 EA030951 If You Want To Lead, Not Just Manage: A Primer for Principals. Author: Dunklee, Dennis R. Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7647-7, $22.95; hardback: ISBN-0-7619-7646-9, $51.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2000 ISBN: 0-7619-7647-7 Language: English Pages: 171 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIESEP2001 Abstract: This book is premised on the conviction that being a successful principal is more than being a good manager. Becoming an effective school leader means understanding the culture as well as acquiring the technical skills. The book discusses the personalities and value systems that school leaders need to succeed. It is designed for first-year administrators and graduate students who will find it a gauge in determining what it takes to become a successful principal. In the textbook world, schools and school districts are described as a culture that places high value on, and supports and enhances, openness, high trust, caring, and sharing. It is a culture that strives for consensus but supports and values differences, and that advocates human growth and development. However, in the real world of schools and school districts, principals may eventually achieve the textbook definition, but they will have to earn and maintain that right. This book is designed to help the reader find the starting line to becoming an effective principal. It is designed to teach prospective and current administrators how to lead rather than just apply technical skills. Key issues include matching one's personality with the role of principal; navigating the school culture successfully; changing the organization without alienating the culture; and marketing oneself as well as the school. (Contains 16 pages of references.) (DFR) Descriptors: Academic Achievement; Accountability; *Administrative Organization; *Educational Environment; Elementary Secondary Education; *Leadership; Organizational Development; *Principals; Public Schools; *School Administration; *School Culture; School Organization Descriptive Terms: Foreword by Gerald W. Bracey. Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED451604 EA030947 Taking the Lead: The Role of the Principal in School Reform. Author: Trail, Kathleen, Ed. Institutional Author: Southwest Educational Development Lab., Austin, TX.(BBB00950) Availability: EDRS Price MF01/PC01 Plus Postage. Journal Citation: CSRD Connections, v1 n4 Oct 2000 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: October 2000 Language: English Pages: 9 Document Type: Collected works--Serials (022) Journal Announcement: RIESEP2001 Abstract: The lead article of this issue, "Taking the Lead: The Role of the Principal in School Reform" (Kathleen Trial), discusses the various roles of the principal: psychologist, teacher, facilities manager, philosopher, police officer, diplomat, social worker, mentor, PR director, coach, and cheerleader. A second article discusses making shared leadership work; several principals from a five-state region offer their perspectives on what it takes to encourage shared leadership within a school community as part of their efforts to implement reform. The issue also includes resources on shared leadership and "Mean Comparisons for Regional Analysis of CSRD Early Implementation Survey." (Contains 13 references.) (DFR) Descriptors: *Educational Change; Elementary Secondary Education; *Evaluation; *Leadership Qualities; *Leadership Training; *Principals; Public Schools; *School Administration Descriptive Terms: Theme issue; published three times a year. For Spring 2000 issue, see ED 443 149. Contract Number: RJ96006801 Geographic Source: U.S.; Texas ED450484 EA030918 Reconceptualizing the Role of the Principal: Giving Voice to the Silence. Author: Gantner, Myrna W.; Newsom, Janet; Dunlap, Karen Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 24 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEAUG2001 Abstract: The principal is the key to realizing educational reform on the K-12 campus, being the catalyst who creates a culture of enhanced teaching and learning. This atmosphere encourages adults and children to express their ideas, thoughts, and concerns about the education process. The paper present results from three collaborative studies undertaken in El Paso, Texas. Findings suggest that fostering relationships and valuing people are major components of a campus climate that supports authentic learning. The paper attempts to clarify the perceptions of teachers, parents, and students--stakeholders whose voices are traditionally silent when "experts" gather to discuss and define the role of the principal. (Contains 29 references.) (DFR) Descriptors: *Academic Achievement; *Administrator Role; Decision Making; *Educational Administration; Educational Change; Elementary Secondary Education; *Instructional Leadership; *Principals; Public Schools; *School Administration Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Texas ED449569 EA030857 Bringing Out the Best in Teachers: What Effective Principals Do. Second Edition. Author: Blase, Joseph; Kirby, Peggy C. Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-8039-6862-0, $22.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2000 ISBN: 0-8039-6862-0 Language: English Pages: 161 Document Type: Book (010); Opinion papers (120) Journal Announcement: RIEJUL2001 Abstract: This book describes the strategies and related practices employed by open and effective principals to enhance teachers and their work with students. Principals' goals in using the strategies and the specific consequences for teachers are fully described. Each chapter closes with a set of guidelines for the reader's consideration. The book describes principals whose dynamic leadership has had remarkably positive effects on teachers and on students as well. It describes these principals as seen through the eyes of teachers. The book shows what happens when school principals work to create open, honest, and sincere relationships with teachers. By using the strategies discussed in the book, the intent is to create school environments that focus on the social and educational welfare of students. Such schools are possible because they bring out the best in teachers. Research methods and procedures are contained in a resources section. (DFR) Descriptors: Elementary Secondary Education; *Leadership; *Leadership Qualities; *Power Structure; *Principals; Public Schools; *Teaching Models Descriptive Terms: For first edition (1991), see ED 341 165. Geographic Source: U.S.; California ED449564 EA030852 Being a Successful Principal: Riding the Wave of Change without Drowning. Author: Schumaker, David R.; Sommers, William A. Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 ($27.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2001 ISBN: 0-8039-6769-1 Language: English Pages: 198 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJUL2001 Abstract: This book is for administrators, aspiring administrators, and those who are interested in how schools operate on a day-to-day basis. Many principals will recognize the stressors that are described and that typify a shared-leadership school. Chapter 1 focuses on communication as the foundational skill for all principals, a skill that entails as much listening as it does speaking. Chapter 2 emphasizes the need for principals to trust themselves and to trust others, both of which are important in a job that tends to isolate. The next two chapters focus on the need to be receptive to change and the need for principals to recognize that the classroom is not the only place to learn and that all of a school's resources should be used to provide a practical, real-life learning environment. Chapter 5 examines the need to be prepared for large-scale changes, whereas chapter 6 provides advice on mediating the inevitable conflicts that visit all schools. The last few chapters discuss the importance of exercising the power of the principal's office; how to assess students, staff, and schools; and the need to maintain balance in one's life. A final section offers anecdotes and tips for thriving in the difficult job that is called the principalship. (Contains 59 references and an index.) (RJM) Descriptors: *Administrative Principles; *Administrator Guides; Educational Administration; *Educational Change; *Educational Improvement; Elementary Secondary Education; *Instructional Leadership; *Principals Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED447598 EA030758 Principal Distinctives in the United States: The Intersection of Principal Preparation and Traditional Roles between Education Reform and Accountability. Author: Portin, Bradley S. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 20 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY2001 Abstract: This paper uses the urban setting as a case study of some of the persistent challenges facing school principals. It uses data from Washington State and the University Council for Educational Administration's "Thousand Voices from the Firing Line" project to examine the perceived challenges of leading urban schools from the perspective of those who are in the role--urban school principals. From the analysis of these data, the paper describes several categories of urban leadership challenges and compares those challenges to new capacities for the principalship outlined in the National Commission for the Principalship and the Interstate School Leaders Licensure Consortium, including increased job pressures and managing resources. The paper concludes by linking urban principals' perceptions with emerging leadership capacities in order to inform professional preparation programs in the United States. (Contains 16 references.) (DFR) Descriptors: *Accountability; *Educational Change; *Elementary Secondary Education; *Leadership Qualities; *Leadership Training; *Principals; Public Schools; Role Conflict; Urban Schools Identifiers: *Washington Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Washington ED442205 EA030492 Middle Level Leadership for the 21st Century: Principals' Views on Essential Skills and Knowledge; Implications for Successful Preparation. Author: Anfara, Vincent A.; Brown, Kathleen M.; Mills, Rebecca; Hartman, Kimberly; Mahar, Robert J. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 42 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC2000 Abstract: Middle-level principals are essential to current school reform initiatives. A study was undertaken to report what the respondents identified as the essential performance-based skills and knowledge needed for middle-level leadership, and to assess and project the impact of these knowledge and skill areas on administrator preparation programs. These issues were examined by surveying and interviewing middle-level principals about personal characteristics, job roles and tasks, and professional beliefs related to middle schools and the middle-school philosophy. Data were collected using surveys and semistructured interviews. Initially, surveys were sent to 125 middle-level principals in Pennsylvania and New Jersey. Of these, 72 surveys were returned for data analysis. From the pool of survey respondents, 17 principals indicated that they were willing to be interviewed. An analysis of the qualitative data revealed that effective middle-level principals: (1) have a very positive outlook about their work, experience a high degree of job satisfaction, and view school problems as surmountable; (2) are more teacher-oriented; (3) are supportive of parent/community involvement in their schools; (4) have a high tolerance for ambiguity and uncertainty; and (5) are intentional in their efforts to assemble, develop, and maintain a staff of dedicated educators who want to be in a middle school. Additionally, the analysis revealed that formal education in educational administration appeared to have no bearing on middle-level principals' effectiveness, and that levels of participation in professional associations appeared to be unrelated to principal effectiveness. (Contains 43 references.) (MLF) Descriptors: *Administrator Attitudes; Administrator Education; *Administrator Effectiveness; Administrator Role; Educational Administration; Job Satisfaction; *Leadership Qualities; *Middle Schools; Occupational Information; *Principals; Professional Development; Student Centered Curriculum Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Pennsylvania ED438599 EA030230 Character and the Contemplative Principal. The NCEA Catholic Educational Leadership Monograph Series. Author: Schuttloffel, Merylann J. Institutional Author: National Catholic Educational Association, Washington, DC.(FGK56381) Availability: National Catholic Educational Association, 1077 30th St., N.W., Suite 100, Washington, DC 20007-3852 ($13 for members; $17 for nonmembers). Tel: 202-337-6232; Web site: http://ncea.org. Publication Date: 1999 ISBN: 1-55833-232-4 Language: English Pages: 117 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAUG2000 Abstract: This monograph describes a process to transform the routine managerial aspects of the Catholic school principalship into a vibrant and prayerful ministry. It opens with a portrayal of a fictitious Catholic school principal, and the contemplative skills that are used as a method of reflective practice and leadership. The focus is on how to integrate educational-leadership practice with Catholic educational-leadership practice. The book summarizes key theoretical concepts related to contemplative practices. It discusses research that focuses on reflective practice and action research, and describes ways that preservice teachers can analyze their field experiences. The text also offers three levels of reflection to delineate the differences in behavior between educators who choose to act exclusively as technicians, and those who operate from a reflective framework. It elaborates six problem-solving frameworks to help Catholic educational leaders sort through the administrative problems they contend with, and to present the benefits of using multiple strategies for managing problems. It also explores the critical level of reflective practice by considering the substantive element overlooked in conventional reflective practice literature. The last chapter summarizes the importance of contemplative practice by positing a direct connection between the elements of character and the elements of leadership. (Contains 102 references.) (RJM) Descriptors: Catholic Educators; *Catholic Schools; Educational Administration; Elementary Secondary Education; *Instructional Leadership; *Principals; Religious Education; Values Identifiers: *Reflective Practice Target Audience: Administrators; Practitioners Geographic Source: U.S.; District of Columbia ED436817 EA030143 Teacher Perceptions of Leadership: How Do They Emerge? Author: Newton, Rose Mary; Fiene, Jeanne; Wagner, Christopher Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 10 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJUN2000 Abstract: This paper reports on a study in which classroom teachers were asked to describe their perceptions of the principalship and to identify factors that influenced the development of their perceptions. Forty-five elementary, middle, and high school teachers, all of whom were enrolled in a course designed to facilitate the transition of teachers from the classroom to the principalship, participated. The teachers' written narratives and use of language were analyzed, using the constructivist theory of knowledge and learning, to identify the teachers' existing perceptions of leadership as exercised by school principals. The results show that the teachers used hierarchical terms to describe the power vested in building principals. The teachers expected principals to manage the school, to foster a culture conducive to learning, to improve student learning, to promote the school's image to the community, and to influence the larger community. Few teachers reported having opportunities to engage in dialogue with principals and some reported that they formed their impressions of principals at an early age. Some of the teachers relied on family values to justify or explain thei |