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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
Profiles, Case Studies, and EthnographiesJournal Articles (CIJE)EJ655386: No data available. EJ640933 EA539327 The Walls of Division Crumble as Ears, Mouths, Minds and Hearts Open: A Unified Profession of Middle Level Administrators and Teachers. Author: Brown, Kathleen M.; Anfara, Vincent A., Jr. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: International Journal of Leadership in Education, v5 n1 p33-49 Jan-Mar 2002 Publication Date: 2002 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Qualitative study of 17 middle-level principals' recognition of the bureaucratic barriers that separate them from teachers and their willingness to participate in efforts to foster more collegial relationships with teachers. (Conains 45 references.) (PKP) Descriptors: *Collegiality; Cooperation; Educational Change; Educational Environment; Educational History; *Leadership Qualities; *Middle Schools; *Principals; *Teachers; EJ634771 EA538807 The Rural Principalship: For Better or Worse. Author: Buckingham, Donald Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Principal, v81 n1 p26-29 Sep 2001 Publication Date: 2001 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: Describes the complex and demanding job of being the principal of a rural elementary school. (PKP) Descriptors: Elementary Education; *Leadership Responsibility; *Principals; *Rural Schools; EJ624179 UD522823 Charter School Leadership. Author: Dressler, Boyd Availability: Journal Citation: Education and Urban Society, v33 n2 p170-85 Feb 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2001 Abstract: Examines the daily responsibilities and challenges of leadership in charter schools, presenting results from a survey of charter school principals in Colorado. Most respondents had prior experiences as a principal or in a related position in a traditional school. Many also had formal training in educational leadership. Results suggest that most charter school principals in Colorado are veteran educators. (SM) Descriptors: Accountability; *Administrator Qualifications; *Charter Schools; Elementary Secondary Education; *Leadership Responsibility; *Principals Identifiers: Colorado EJ619642 EA537911 The Heart of School Leadership. Author: Azzara, Judith R. Availability: Journal Citation: Educational Leadership, v58 n4 p62-64 Dec 2000-Jan 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Personal contact is the key to one principal's success. Effective administrators make their school community a family, expand on their administrative style for dealing with people, develop a community theme, return phone calls from colleagues and parents, save bad news for Monday, and have fun. (MLH) Descriptors: *Administrator Effectiveness; *Community Schools; Elementary Education; *Interpersonal Competence; *Leadership Responsibility; *Principals; *Technological Advancement Identifiers: *Caring EJ617887 EA537857 Charismatic Leadership and Its After-Effects in a Catholic School. Author: Morris, Andrew Availability: Journal Citation: Educational Management & Administration, v28 n4 p405-18 Oct 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2001 Abstract: Concerns about principals' demanding, crucial role may lead to assumptions that strong-minded, charismatic individuals are essential for a school's long-term well-being. A case study illustrates unintended consequences resulting from such archetypal leadership of a British Catholic secondary school, following an effective, unconventional headteacher's retirement. (MLH) Descriptors: *Administrator Role; *Catholic Schools; Foreign Countries; Institutional Mission; *Leadership Styles; Personality Traits; *Principals; *School Effectiveness; Secondary Education Identifiers: *Administrative Succession; England EJ617697 CS760029 Final Reflections: How Fairview Became a School Where Literature Circles Could Thrive. Author: McNair, Thurza; Nations, Sue Availability: Journal Citation: Primary Voices K-6, v9 n1 p34-38 Aug 2000 Publication Date: 2000 ISSN: 1068-073X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2001 Abstract: Describes the role of the principal and assistant principal at Fairview Elementary School in creating a professional learning community. Notes parallels between the evolving cultures in the classrooms where literature circles are occurring and in the entire school becoming a learning community. Discusses the importance of literature, talk, choice, and personal responsibility in creating this school-wide climate. (SR) Descriptors: Administrator Role; *Educational Environment; Elementary Education; *Faculty Development; *Instructional Leadership; *Principals; *School Culture; School Effectiveness; *Teacher Administrator Relationship; Teacher Improvement Identifiers: *Literature Circles Descriptive Terms: Theme: Literature Circles: Growing Our Reading Lives. 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 EJ612895 EA537524 "You Know, Mrs, Castro, You'd Be a Really Good Teacher!" Author: Castro, Marjorie E. Availability: Journal Citation: Phi Delta Kappan, v82 n1 p22-24 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: A former elementary principal (and teacher) describes challenging, insightful experiences gained while substituting for teachers for a half-day. This practice, combined with scheduling "sacred" classroom visiting times while advancing toward the superintendency, kept him in touch with teacher concerns and classroom realities. (MLH) Descriptors: *Administrator Role; Classroom Environment; Elementary Education; *Instructional Leadership; *Principals; Role Perception; *Teacher Administrator Relationship; *Teacher Role; *Teaching Experience; Time Management Identifiers: *New York EJ607048 RC513972 Teaching from the Heart. Author: Blankenship, Judy Availability: Full text at Web site: http://www.nwrel.org/nwedu/. Journal Citation: Northwest Education, v5 n4 p8-15 Sum 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2000 Abstract: Warm Springs Elementary School (Oregon) received national recognition for its model professional development program due to principal Dawn Smith's leadership. Reduction of teacher turnover and student misbehavior at the reservation school was followed by Title I and charter school status, and English-as-second language and American Indian language programs developed in partnership with two colleges. (TD) Descriptors: *American Indian Education; Educational Cooperation; *Educational Practices; Elementary Education; Elementary Schools; English (Second Language); High Risk Students; Inservice Teacher Education; *Native Language Instruction; Partnerships in Education; *Principals; *Professional Development; Reservation American Indians; Teacher Persistence Identifiers: *Educational Leadership; *Warm Springs Reservation OR Descriptive Terms: Theme issue title: "Growing Great Teachers: Professional Development That Works." EJ606426 EA537050 Successful Women Superintendents: Developing as Leaders, Learning from Failure. Author: Pankake, Anita M.; Schroth, Gwen; Funk, Carole Availability: Journal Citation: ERS Spectrum, v18 n1 p3-13 Win 2000 Publication Date: 2000 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: In a Texas study, six successful women superintendents identified vision, passion and commitment, promotion of leadership in others, integrity, knowledge, and stamina as important leadership qualities. Family support, varied work experiences, mentors, formal education, turning points, and failure played important roles in their leadership development. (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Failure; Interviews; *Leadership Qualities; *Learning; *Superintendents; *Work Experience Identifiers: Commitment; Knowledge Development; *Texas EJ605546 RC513902 The Principal Kids Love To Hug. Author: Collins, Patrick Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p30-33 Spr 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: David Nufer, Alaska's National Distinguished Principal for 1999, uses collaboration to create a family atmosphere at Finger Lake (Alaska) Elementary School. He turned the scheduling process over to teachers, involved teachers and parents in implementing a two-track system of mixed and single-age classrooms, brought in senior citizens to supplement teaching, and visited classes to get acquainted with students. (TD) Descriptors: *Administrator Characteristics; Community Involvement; *Cooperative Planning; Educational Practices; Elementary Education; *Leadership Qualities; *Participative Decision Making; *Principals; School Culture; Small Towns; *Teacher Administrator Relationship Identifiers: Alaska; Teacher Principal Relationship Descriptive Terms: Theme issue title: "The New Principal." EJ605545 RC513901 The Good Humor Man. Author: Paglin, Catherine Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p24-29 Spr 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: Bob Goerke, principal of Jacksonville (Oregon) Elementary School and Oregon's National Distinguished Principal for 1999, raised student achievement by encouraging his staff to collaborate on articulating the curriculum. Proceeding gradually, he has encouraged joint planning, team teaching, and ability grouping. A blend of warmth, daily classroom visits, and humor inspires students to learn. (TD) Descriptors: *Administrator Characteristics; Articulation (Education); Educational Practices; Elementary Education; *Instructional Leadership; *Leadership Qualities; Participative Decision Making; *Principals; School Culture; Small Towns; *Teacher Administrator Relationship; *Teacher Collaboration Identifiers: Teacher Principal Relationship Descriptive Terms: Theme issue title: "The New Principal." EJ605544 RC513900 Driven by Data. Author: Boss, Suzie Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p18-23 Spr 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: Principal Chris Borgen has led the Fidalgo Elementary School in Anacortes (Washington) to excellence by collaborating with his staff on a commitment to student needs. They implemented a learning model that increased student achievement and IQ. In response to parent requests, a variety of approaches are used, including multiage classrooms, experiential learning, and traditional grade-level classes. (TD) Descriptors: *Administrator Characteristics; Administrator Role; Educational Practices; Elementary Education; *Instructional Leadership; *Leadership Qualities; *Participative Decision Making; *Principals; Rural Schools; School Culture; *Teacher Administrator Relationship Identifiers: Teacher Principal Relationship; Washington (Puget Sound) Descriptive Terms: Theme issue title: "The New Principal." EJ605543 RC513899 Compassionate Leadership. Author: Blankenship, Judy Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p12-17 Spr 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: A visit to Trail Wind Elementary School in Boise (Idaho) reveals the qualities that earned Debbie Toy Idaho's Distinguished Principal of the Year award: creative commitment to student needs, the ability to bring in outside resources, dedication to a school vision, community and parent participation, team building among staff, and participatory decision making. (TD) Descriptors: *Administrator Characteristics; Educational Practices; Elementary Education; *Leadership Qualities; *Parent Participation; *Participative Decision Making; *Principals; School Culture; *Teacher Administrator Relationship Identifiers: Idaho (Boise); Teacher Principal Relationship Descriptive Terms: Theme issue title: "The New Principal." 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 EJ583611 EA535679 Power in the Principalship: Four Women's Experiences. Author: Fennell, Hope-Arlene Availability: Journal Citation: Journal of Educational Administration, v37 n1 p23-49 1999 Publication Date: 1999 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1999 Abstract: Explores four women elementary principals' experiences with power in their working lives. Themes emerging through in-depth interviews included empowerment and positive, negative, and traditional power. These are discussed through three lenses: dominance, facilitation ("power through"), and "power with." All interviewees actively employed facilitative and "power with" leadership practices. (41 references) (MLH) Descriptors: Elementary Education; *Empowerment; Foreign Countries; Interviews; *Leadership Styles; Politics of Education; *Power Structure; *Principals; Sex Differences; *Women Administrators; *Work Environment Identifiers: *Canada EJ581467 EA535363 The Power of the Superintendent's Leadership in Shaping School District Culture: Three Case Studies. Author: McAdams, Richard P.; Zinck, Richard A. Availability: Journal Citation: ERS Spectrumv16 n4 p3-7 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1999 Abstract: Explores the relationship between superintendent leadership and school districts' organizational culture, based on case studies of three successful Pennsylvania districts. Identifies leadership characteristics shared by these superintendents: espousing child- centered values; modeling district beliefs and values; and attending to educational priorities (staffing, goal setting, and staff development). (21 references) (MLH) Descriptors: *Administrator Characteristics; Case Studies; Elementary Secondary Education; *Leadership Styles; *School Culture; *School Districts; *Superintendents Identifiers: *Pennsylvania EJ576461 SP527183 School Culture, Leadership Style, and Programmatic Vision: A Critical Analytic Reflective Narrative. Author: Johnston, Bill J.; Wartel, Cynthia C. Availability: Journal Citation: Educational Foundations, v12 n3 p55-66 Sum 1998 Publication Date: 1998 ISSN: 1047-8248 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: Explores the relationship between school culture, leadership style, and programmatic vision, focusing on two secondary schools that have had a succession of principals and presenting data from personal recollection (narrative) and structured interviews with educators at the schools. Explores the impact, across time, of developing and sustaining a programmatic vision on the lives of teachers. (SM) Descriptors: *Leadership Styles; *Principals; School Administration; *School Culture; Secondary Education; *Teacher Administrator Relationship EJ574643 UD521005 Numero Uno. Author: Palmaffy, Tyce Availability: Journal Citation: Policy Review, n91 p12-17 Sep-Oct 1998 Publication Date: 1998 ISSN: 0146-5945 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN1999 Abstract: Describes the Ysleta School District, El Paso (Texas), which has, despite high poverty and a constant inflow of immigrants with limited English skills, the best test scores of any urban district in Texas. In spite of the district's accomplishments, the school board seems determined to oust the current superintendent. (SLD) Descriptors: *Academic Achievement; Boards of Education; Disadvantaged Youth; Elementary Secondary Education; Immigrants; *Instructional Leadership; Limited English Speaking; Political Influences; Poverty; School Districts; *School Effectiveness; *Superintendents; *Urban Schools; Urban Youth Identifiers: *Texas (El Paso); *Ysleta Independent School District TX 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 Documents (RIE)Leading Change: Principals' Stories of School Reform. Author: Fisher, Susan, Ed. Institutional Author: Coalition of Essential Schools, Providence, RI.(BBB30968) Availability: Coalition of Essential Schools, Brown University, Box 1969, Providence, RI 02912. Publication Date: 1996 Language: English Document Type: Collected works--General (020); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: RIEAUG2003 Abstract: This little book contains eight stories of school reform and leadership by eight public-school principals. Each principal leads a school that is a member of the Coalition of Essential Schools. The principals' stories are highly personal, often focusing more on the individual principal than on the reforms they brought about. Nevertheless, through the literary device of personal history, the authors provide solid lessons on leadership, which is the purpose of this exercise. This book is meant to be a guide-- based on the experiences of successful change agents-on leadership for public-school administrators. The principals/authors describe the challenges facing them and their school and detail the steps they took to bring about meaningful change. Along the way, they recount their personal journeys to positions of leadership and share their values, feelings, and beliefs on educational reform and school leadership. In the process, the principals/authors provide many practical tips on instructional leadership and cover such topics as effective communication; building teams and consensus; developing outcomes; creating a vision for the school; working with parents and the community; getting teachers to "buy in" to the change process; and prioritizing problems and tasks. (WFA) Descriptors: Administrator Responsibility; *Change Agents; Educational Change; Elementary Secondary Education; *Instructional Leadership; Leaders; *Leadership Responsibility; *Principals Descriptive Terms: Produced by Thomson Fellows, Class of 1993. Geographic Source: U.S.; Rhode Island ED459027 RC023231 Successful Early Childhood Indigenous Leadership. Author: Power, Kerith; Roberts, Dianne Availability: For full text: http://www.swin.edu.au/aare/99pap/pow99453.htm. Publication Date: January 1999 Language: English Document Type: Opinion papers (120); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEAPR2002 Descriptors: Culturally Relevant Education; Foreign Countries; *Indigenous Personnel; Leadership Effectiveness; *Leadership Qualities; Parent Participation; Politics of Education; *Power Structure; Preschool Education; *Principals; Rural Schools; *School Community Relationship; Women Administrators Identifiers: Aboriginal Australians; *Aboriginal Schools (Australia); Australia (New South Wales); *Teacher Principal Relationship Descriptive Terms: Paper presented at the Annual Meeting of the Association for Research in Early Childhood Education (7th, Canberra, Australia, January 1999). Geographic Source: Australia; New South Wales ED455573 EA031107 Reflections on My First Year as Principal. Author: Kealey, Robert J., Comp. Institutional Author: National Catholic Educational Association, Washington, DC.(FGK56381) Availability: NCEA, Publication Sales, Suite 100, 1077 30th Street, N.W., Washington, DC 20007-3852 ($7 members; $10 nonmembers). Tel: 202-337-6232; Web site: http://www.ncea.org. Publication Date: 2001 ISBN: 1-55833-257X Language: English Pages: 70 Document Type: Collected works--General (020) Journal Announcement: RIEJAN2002 Abstract: This book grew out of the first principals' academy for beginning principals, hosted by the National Catholic Educational Association. Almost 60 principals, all in their first or second year as principals of Catholic elementary/middle schools, from all over the U.S. attended the program. At the conclusion of the academy, the principals wrote brief essays on their most memorable experiences during their first year. Twenty of those essays are collected here in five chapters. Chapter 1 focuses on making changes and building from the ground up. Topics in this section include building a stronger community and new friendships, sowing the seeds of new school spirit, and creating an oasis of stability. The essays in chapter 2 examine ways to create beauty from the inside out and feature titles such as the community of faith, Jesus and joy, and new effort to bring out forgotten beauty. The third chapter features reflections on finding God every day on the job through prayer and scripture, Christian values, and Catholic values, whereas chapter 4 offers meditations on the vocation of being principal and the importance of being called to lead. The last chapter, "Student Love and Appreciation," explores how students can thrive with support and encouragement. (RJM) Descriptors: *Administrative Principles; *Administrator Guides; *Beginning Principals; Educational Administration; Elementary Secondary Education; *Instructional Leadership; *Principals Geographic Source: U.S.; District of Columbia ED446359 EA030645 How Leadership Is Shared and Visions Emerge in the Creation of Learning Communities. Author: Hipp, Kristine A.; Huffman, Jane B. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 36 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEAPR2001 Abstract: This paper provides a snapshot of 19 diverse school settings that have committed themselves to whole-school reform to make a meaningful difference in the lives of their students. The schools in this study reflect schools across the country and represent various levels of readiness. Earlier findings in these schools indicated that "although schools are attending to many things, many of them are not attending to matters that make a difference in the way schools operate and in the outcomes for students." Using Hord's five-dimensional model as a comprehensive design, the study's findings indicate that the key factor in whole-school reform is the leadership of the principal. Leadership practices in high-readiness schools were more effective than those in low-readiness schools in all areas under study: shared leadership, inspired responsibility for a shared vision, empowered decision-making, and inclusivity of staff. Principals in high-readiness schools were not coercive or controlling; they shared leadership, imaging it in the likeness of new conceptions of leadership. These principals were selective in their focus on a shared vision. Some elicited the dreams of others, while some shared their own visions and sought to mobilize efforts accordingly. (Contains 40 references.) (DFR) Descriptors: Decision Making; Educational Change; *Educational Improvement; Elementary Secondary Education; *Leadership Qualities; *Leadership Training; Learning Experience; *Principals; Public Schools; *Teaching Models Identifiers: American Educational Research Association 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.; Wisconsin ED445418 EA030660 Helping Teachers Learn: A Four-Year Ethnography of One Principal's Efforts To Support Teacher Development. Author: Drago-Severson, Eleanor E. 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: RIEMAR2001 Abstract: The primary purpose of this paper is to illuminate how a school principal employed three identifiable leadership initiatives to support adult learning within the context of her school and to show how her own thinking about her leadership practices on behalf of teacher learning changed and developed over time. A discussion of current efforts to support teachers' professional development draws on the literatures from staff development, principal leadership, and adult development. Following this is a review of a four-year ethnography. Specifically, a description of the three main initiatives practiced by the principal (teaming, providing leadership roles, and collegial inquiry) to support adult development. Next is an examination of this principal's perspective on the value of engaging in reflective practice and how this context created a space for her to reflect on her leadership. Highlighted are how her thinking about her leadership practices on behalf of supporting teacher learning changed during the four years of this research. Lastly, are suggested some possible implications of developmental theory with regard to principals' practices in relation to supporting adult development in schools. Interviews and observations with the principal and her teachers, administrators, and staff were analyzed. Findings illustrate how adult developmental theory might be bridged to leadership practices aimed at supporting the development of the mind (transformational learning). (Contains 3 tables and 54 references.) (Author/MLF) Descriptors: *Adult Development; Case Studies; Collegiality; Elementary Secondary Education; Ethnography; *Faculty Development; *Leadership Styles; Leadership Training; Longitudinal Studies; Management Teams; *Principals; Staff Development; *Teacher Administrator Relationship; *Teacher Improvement; Team Teaching; Transformative Learning Identifiers: Reflective Practice 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.; Massachusetts ED443163 EA030471 Balancing Acts: Women Principals at Work. Author: Smulyan, Lisa Institutional Author: State Univ. of New York, Albany.(QPX82950) Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4518-6, $22.95; hardcover: ISBN-0-7914-4517-8, $68l.50); Tel: 800-666-2211; Fax: 800-688-2877; E-mail: orderbook@cupserv.org. Publication Date: 2000 ISBN: 0-7914-4518-6 Language: English Pages: 288 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIEJAN2001 Abstract: This book uses life history and ethnography to examine the lives and work of three female elementary school principals and highlights their daily use of personal and professional skills. The principals' personal backgrounds and their effect on their work are examined within the community they serve, their school, and the historical and social structures that frame their actions and interactions. The book's goal is to illustrate the complex interactions between women administrators' personal and professional lives and the social and cultural frameworks within which they work. By developing a detailed picture of the principals' daily experiences, the tensions that arise can be examined when a community, an institution, and a principal experience differences in class, race, religion, and expectations about gender and age. To understand how principals operate effectively in schools, their actions and responses in contexts within which they work must be examined. These contexts include the "personal context of the individual"; the "community context"; the "institutional context," which includes two components--the people in position of power who control process and product and the structural regularities of schools and districts that govern the actions of school principals--and the "historical and social context," which encompasses and reflects all of the others. (Contains 182 references, chapter notes, and an index.) (DFR) Descriptors: *Administrator Role; Elementary Secondary Education; *Leadership; *Power Structure; *Principals; Professional Recognition; Public Schools; *Sex Discrimination; Sex Role; *Women Administrators Geographic Source: U.S.; New York ED437488 UD033291 No Excuses: Seven Principals of Low-Income Schools Who Set the Standard for High Achievement. Author: Carter, Samuel Casey Institutional Author: Heritage Foundation, Washington, DC.(BBB19698) Availability: The Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, D.C. 20002. Tel: 202-546-4400. For full text: http://www.heritage.org . Publication Date: 1999 Language: English Pages: 41 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2000 Abstract: The Salvatori Prize for American Citizenship is given annually by The Heritage Foundation to recognize extraordinary efforts by American citizens who are helping their communities solve problems the government has been unable to solve. The 1999 Salvatori Prize has been awarded to seven principals who prove that there is no excuse for the failure of most public schools to teach poor children. The seven winners show that all children can excel. The schools they lead score at or above the 65th percentile on nationally-normed examinations even though 75% or more of their students qualify for free or reduced-price lunch. The experiences of these principals show that there are seven common elements of high-performing schools: (1) principals must be free; (2) principals must use measurable goals to establish a culture of achievement; (3) master teachers bring out the best in a faculty; (4) rigorous and regular testing leads to continuous student achievement; (5) achievement is the key to discipline; (6) principals work actively with parents to make the home a center of learning; and (7) effort creates ability. A profile of each principal and a description of the school are attached. Each profile contains notes. (SLD) Descriptors: *Academic Achievement; *Disadvantaged Youth; Elementary Education; *Instructional Leadership; Low Income Groups; Parent Participation; *Principals; Public Schools; *Urban Schools; Urban Youth Geographic Source: U.S.; District of Columbia ED432823 EA029973 You Sound Taller on the Telephone: A Practitioner's View of the Principalship. Author: Dunklee, Dennis R. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-8039-6850-7, $30.95; hardback: ISBN-0-8039-6849-3, $67.95); Tel: 805-499-9774; Fax: 805-499-5323; e-mail: order@corwinpress.com Publication Date: 1999 ISBN: 0-8039-6850-7 Language: English Pages: 283 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJAN2000 Abstract: This book presents a comprehensive case study of the professional life of a fictional school principal. Based entirely on case-study methodology, all the episodes discussed in the book depict actual events in everyday education leadership practice and represent a real-life education leadership experience through episodic progression. The case study is intended to prepare effective education leaders, to assure practitioners that they are not alone, and to provide readers with insight into the leadership challenges faced by school principals. The text addresses seven objectives: (1) place those interested in school leadership in a hypothetical principalship by drawing them into a leadership and management role; (2) provide a way for readers to avoid the inclination to think about school-management issues solely in terms of their own situations; (3) examine how effective management enhances school leadership; (4) demonstrate that effective school leaders manage the meaning of schooling; (5) demonstrate that effective school leaders manage attention and trust; (6) illustrate behaviors that will help future readers understand how important it is for leaders to be good actors in difficult roles; and (7) introduce and define a new theory of leadership called "aggregate impression" leadership. The episodes in the book include discussion questions intended to evoke study and analysis, and to encourage multiple perspectives. (RJM) Descriptors: Administrator Behavior; *Case Studies; Educational Administration; Elementary Secondary Education; *Instructional Leadership; *Leadership Styles; Leadership Training; *Principals; Supervisory Methods Geographic Source: U.S.; California ED432059 EA029930 From "I" to "We": Reflections about Leadership. Author: Gibb, Sharon A.; Gibb, Gordon S.; Randall, E. Vance; Hite, Steven Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: June 1999 Language: English Pages: 29 Document Type: Reports--Research (143) Journal Announcement: RIEDEC1999 Abstract: This paper reports on a study that investigated a top-down leadership approach that gradually shifted to a collaborative paradigm. It focuses on one junior high school's efforts to increase academic and social success for all its students. The restructuring process began when, for the first time, a female principal was hired in this 35-year-old school. She came with a new vision of leadership and of academic structure that featured total inclusion. Data were obtained through a review of artifacts (school minutes, meeting notes, and articles) and interviews (focus groups and individual interviews) of 10 target groups in the school. The results indicate that for the school to make meaningful change, the top-down or "I" characteristic of leadership had to be transformed to "we." A top-down process had occurred when the principal shared her vision for change that would promote the academic success of every student in the school. The development of community and leadership emerged through a process of teaming in which teams of 6 teachers taught inclusion groups that involved about 20 resource students for each team. As a consequence, communication within the school operated through individual and group meetings, and decision making was placed in the teachers' hands. (Contains 41 references.) (Author/RJM) Descriptors: Case Studies; *Instructional Leadership; Junior High Schools; *Leadership Styles; *Participative Decision Making; *Principals; *School Administration; School Culture Geographic Source: U.S.; Utah ED432038 EA029901 The Perfect Match: A Case Study of a First Year Woman Principal. Author: Duncan, P. Kay; Seguin, Cynthia Anast; Spaulding, Wendy Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 14 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: This paper presents a case study illustrating the experiences of a first-year elementary-school principal. It follows her through her 18 months on the job, and analyzes the factors contributing to her ouster. The data for the study were gathered through two interviews with the principal and interviews with five other persons in her school district. It relates the principal's positive impressions of her first year on the job and her firm conviction that she had won the trust of her teachers. However, interviews with others revealed that teachers felt that the principal was trying to change too many things too rapidly and that she had little respect for the ways in which teachers had handled situations in the past. Although the principal had enjoyed some successes in her first year, having met all of her goals, teacher resentment continued to grow and undermined their respect for the principal. She was perceived as a foreigner in this small-town school, which, combined with her perceived abrasive style, increased the staff's alienation. Speculations about what the principal could have done to save her position are offered, but her inability to listen to her teachers and their ideas and opinions doomed any such hope of acceptance. (RJM) Descriptors: *Beginning Principals; Case Studies; Educational Change; Elementary Secondary Education; Females; *Instructional Leadership; *Leadership Styles; *Principals; Resistance to Change; School Administration; Teacher Attitudes; *Women Administrators Identifiers: Texas Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Kansas ED431228 EA029875 Encouraging Teacher Leadership. Author: Fennell, Hope-Arlene Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Canadian Social Science and Humanities Research Council, Ottawa (Ontario). (BBB14823) Publication Date: April 1999 Language: English Pages: 30 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper discusses the stories of six female principals who encouraged the development of teacher leadership in their schools. The findings emerged from a phenomenological study on women principals' lived experiences with leadership. The document opens with a discussion of the research methodology used in the study, followed by brief discussions of constructivist leadership and of ways to encourage teachers in leadership. The principals profiled here were selected from 12 women principals in a large urban school board in Ontario, Canada. Data were collected through indepth interviews, which were used to explore and to gather experiential narrative material to use as a resource for understanding the phenomenon of leadership. Results show that in each of the six schools, teachers were involved in leadership processes outside of their classrooms. In addition to shared decision-making, the teachers were heavily involved in group planning and consensus-building activities for curriculum interpretation and implementation. Leadership was likened to a series of layers that are comprised of all members and all parts of the organization, and appear to be virtual and changing in nature. The layers appeared when they were required, changed when it was necessary, and vanished when they had accomplished their purposes. Contains 22 references. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Educational Change; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Teacher Role; *Women Administrators Identifiers: Ontario Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Ontario ED425517 EA029481 Spirituality as Core: Leadership within an Inclusive Elementary School. Author: Keyes, Maureen W.; Hanley-Maxwell, Cheryl; Capper, Colleen A. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 49 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: Administrative leadership is considered a critical component for the successful implementation of inclusive schooling practices whereby students with disabilities are educated with students without special education labels. This ethnographic study of one principal was conducted over a 15 month period in a mid-sized Midwestern city. The results of the study yielded a framework to advance empowering administrative leadership within inclusive elementary schools. The major findings presented were: a supportive environment for critique that provides teachers greater autonomy, encourages risk-taking, and communicates trust that they can succeed with students of varying abilities; a facilitative community that stimulates critique by the principal and teachers in asking questions and considering alternative frameworks for inclusive practices; a community that actualizes a more just, democratic environment coalesces the staff and principal in multiple ways; and empowering principal behaviors are undergirded by a spirituality grounded in six beliefs: the value of personal struggle; the dignity of all people; blending the personal and professional; believing people are doing their best; listening; and dreams. (Author) Descriptors: Administrator Effectiveness; Educational Environment; Elementary Secondary Education; *Inclusive Schools; *Instructional Leadership; *Principals; Special Education; Special Needs Students; *Spirituality Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Wisconsin ED421757 EA029147 The Keeper of the House: Principal Succession and the Mending of the Hearts. Author: Takahashi, Sarii Sally Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 14, 1998 Language: English Pages: 25 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJAN1999 Abstract: When a popular high school principal was reassigned under difficult circumstances, the school's culture was torn apart. A narrative of how this happened and how the principal's successor was able to heal the rift is provided in this report. The paper provides details of the actions that led up to the board reassigning the principal and the outcry that followed. The narrative discusses how the school was divided; how many parents, faculty, and students demanded a recall of the board members who voted to reassign the principal; and how a culture of suspicion arose during these tense times. The narrative details the hiring of the new principal, the application process, characteristics of a high school principal, the work a new principal would have to do to unite the school, the strategies used to select a principal, the ways to recognize a "healer," and the ways the new principal united the school. The paper then offers an analysis of the situation, asking why the school community had developed such a devotion to the original principal and how the new principal, by allowing herself to be defined by the school, was able to unite the school's stakeholders. (RJM) Descriptors: Administrator Behavior; *Conflict; *Conflict Resolution; Educational Administration; Females; High Schools; Instructional Leadership; *Leadership Styles; *Principals; School Supervision Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; California ED421748 EA029137 Let My Spirit Soar! Narratives of Diverse Women in School Leadership. Author: Ah Nee-Benham, Maenetta K. P.; Cooper, Joanne E. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paper: ISBN-0-8039-6672-5; $21.95; Cloth: ISBN-0-8039-6671-7; $49.95). Publication Date: 1998 ISBN: 0-8039-6672-5 Language: English Pages: 174 Document Type: Book (010); Reports--Descriptive (141) Journal Announcement: RIEJAN1999 Abstract: A neglected area in school leadership research is that of minority women's leadership. This collection of essays by nine minority women in education draws on their personal experiences creating a profile of the personal differences and leadership characteristics each woman brings to her situation. The text looks at the ways that ethnic women, by virtue of their marginality, find useful ways to balance their home lives and professional lives. They learned to develop and establish webs of support, and they resisted suppression and injustice through nonconfrontation. Four themes resound throughout the text: the pervasive sense of differences; the determination and courage; a sense of compassion for children; and the redefinition of power and authority by developing relationships among equals. The women represent a diverse mix: Filipina, Latina, Cuban, lesbian, Japanese American, African American, Tamil Indian, and Chinese American. Each woman, by relating her personal stories, affords an unusual peek into the qualities of leadership and into personal and professional attributes grounded in gender and ethnicity. (Contains approximately 110 references.) (RJM) Descriptors: Elementary Secondary Education; Ethnic Bias; *Instructional Leadership; Lesbianism; *Minority Groups; Personal Narratives; *Racial Bias; School Supervision; *Sex Discrimination; Sex Stereotypes; Social Bias; *Women Administrators Geographic Source: U.S.; California ED420889 CS509864 The Wounded Leader: Looking for the Good Story. Author: Maslin-Ostrowski, Pat; Ackerman, Richard H. Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 36 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This study's purpose was to understand further how significant leadership crises create a very particular context for telling stories and, specifically, how the lives of school leaders are affected by the stories they tell. The study presents the stories of seven private and public school leaders who have experienced a serious conflict, dilemma, or critical event in their leadership practice that has in some way profoundly affected or wounded them. The study focused on school leader's narrative identity to determine who in each case the person had become in the story, how their story helped them to become that person and why. The methodology was ethnographic in that it required retrospective interviewing and narrative analysis. Findings suggest that the difficult experiences evoked stories that could be tentatively grouped by common themes. The storytellers chose a restitution story of how the problem was fixed which echoes the myth of principal as hero; a chaos story of near disaster that was notable by what was absent, that is a distressed telling without order or coherence and an uncertain future; or a story of quest, one that leads to a new or evolved story. All themes, however, are apt to be present at different times in each of the stories. Another finding relates to the particular ways in which participants were self conscious and aware of themselves as story makers and tellers, thus could become in a sense witnesses to their circumstances. (Contains 25 references.) (NKA) Descriptors: Educational Research; Elementary Secondary Education; Ethnography; Interviews; *Leadership; Leadership Qualities; *Life Events; *Personal Narratives; *Principals; *Story Telling Identifiers: *Crisis Management; Narrative Transcript; *Story Themes Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Level: 1 Geographic Source: U.S.; Florida |