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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
Textbooks, Handbooks, and GuidesDocuments (RIE)School Leader's Guide to Special Education. Essentials for Principals{TM}. Author: Patterson, Jean Institutional Author: Educational Research Service, Arlington, VA.(FGK23985); National Association of Elementary School Principals, Alexandria, VA.(BBB23667) Availability: National Association of Elementary School Principals, 1615 Duke St., Alexandria, VA 22314-3483 (Order #ESE, $24.95). Tel: 800-386-2377 (Toll Free); Fax: 800-396-2377 (Toll Free); Web site: http://www.naesp.org. Publication Date: 2001 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2002 Abstract: This guide is intended to help school leaders make sense of special education as they blend knowledge of effective education practice with knowledge of the law to develop and maintain the best program for all students. Because knowledge of the law is a must for today's principals, the law is used to provide a structure for discussion. Information is included about how to implement it effectively. For example, the chapter on discipline contains information on schoolwide discipline models that have been used successfully in many elementary schools. Each chapter has practical material that can be adapted easily for use in the school, such as parent information pieces and forms. There is also material to help the school leader provide leadership when forging connections between regular- and special-education school staff, resulting in enhanced support for all children in the school and for each other. Critical concepts are highlighted throughout the book to aid in focusing on especially important information. This guide ends with a list of online resources for teachers, parents, and administrators and a glossary of legal terms. (Contains 89 references.) (RT) Descriptors: Administrator Guides; *Administrator Responsibility; Elementary Secondary Education; *Leadership; *Principals; Regular and Special Education Relationship; *School Law; *Special Education; Teaching Methods; Descriptive Terms: "With Nancy Protheroe." Geographic Source: U.S.; Virginia ED457601 EA031435 What It Means To Be a Principal: Your Guide to Leadership. Author: Daresh, John C. Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-2156-7, $29.95; hardcover: ISBN-0-7619-2157-5, $65.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2002 ISBN: 0-7619-2157-5 Language: English Pages: 201 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAR2002 Abstract: This book introduces the new principal or potential principal to an awareness of how the leadership role of that position is different from that of the teacher. Each of the 12 chapters begins with an incident in the life of a typical first-year principal as a way to discuss leadership concerns. The book closely examines the history of the perception of the principal's role, but only as a way to help the reader form his or her own view of leadership. "Personal Philosophies to Guide Action" helps to clarify the assumptions and values behind a principal's educational platform. The third and fourth chapters consider the "Building Level Administrators" and the role of "Superintendent and Central Office Administrators." In "Differing Views of Administration" and in "Visions of Leadership," the changing interpretations of these concepts allow the reader to select and adhere to a discernible managerial philosophy on a consistent basis. "What It Means To Be in Charge" examines the use of power and authority. "Conflict as Part of the Job" emphasizes reducing the emotional level of people involved in the inevitable conflicts. "Who Runs the Schools" ponders the role of teachers, teachers' organizations, parents, community members, and boards of education. "Frustrations of Leadership" offers ways to deal with the negative side of leadership. Finally, "Keeping the Journey Alive" reminds the reader of the need to find personal connections with other leaders and to pursue professional development. (Contains 88 references.) (RKJ) Descriptors: Administrator Attitudes; Administrator Characteristics; Administrator Education; Administrator Qualifications; *Administrator Role; Educational Administration; Elementary Secondary Education; Leadership Qualities; *Leadership Responsibility; *Leadership Training; *Principals; Superintendents Geographic Source: U.S.; California ED454626 EA031136 Beginning the Principalship: A Practical Guide for New School Leaders. 2nd Edition. Author: Daresh, John C. Institutional Author: National Association of Elementary School Principals, Reston, VA.(BBB22268); National Association of Secondary School Principals, Reston, VA.(FGK56325) Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7672-8, $29.95; cloth: ISBN-0-7619-7671-X, $69.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2001 ISBN: 0-7619-7672-8 Language: English Pages: 147 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEDEC2001 Abstract: This is a highly practical book for the first-year principal or for the assistant principal looking ahead to promotion. In place of abstract generalities, it offers real-life vignettes and scenarios that may be faced by typical first-year principals. The skill checklists are intended to be realistic and unintimidating. Step-by-step explanations are provided for such skills as developing a network or finding mentors. Section 1 reviews technical managerial skills, such as using a personal leadership checklist, meeting skill expectations, and learning to lead by assisting. Section 2 covers socialization, including others' unspoken expectations and the need to learn the school's culture. Self-awareness is the theme of section 3. It points out the benefits of reviewing personal values, of avoiding some of the potential traps of being perceived as a typical boss, and helps the reader to organize a time line for his or her own learning and development. How to develop a support group may be the most important part of this section. The titles of suggested reading at the end of each chapter appear to offer a similar emphasis on practicality and specific skill building. (Contains 30 references.) (RKJ) Descriptors: *Assistant Principals; Elementary Secondary Education; *Leadership Qualities; *Leadership Training; Mentors; *Principals Descriptive Terms: For the first edition, see ED 404 747. Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED454617 EA031127 Principals of Dynamic Schools: Taking Charge of Change. Second Edition. Author: Rallis, Sharon F.; Goldring, Ellen B. Institutional Author: National Association of Secondary School Principals, Reston, VA.(FGK56325) Availability: Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7610-8, $27.95; hardcover: ISBN-0-7619-7609-4, $61.95). 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: 0-7619-7610-8 Language: English Pages: 195 Document Type: Book (010); Guides--Non-classroom (055); Reports--Descriptive (141) Journal Announcement: RIEDEC2001 Abstract: Restructuring of schools is best done by principals who enable the reaching of shared goals, as opposed to controlling people or their behavior. The emphasis should be on using power to give others power, to help them to be leaders and managers themselves. This edition responds to current issues of accountability for student outcomes. New data are drawn from three studies that examine models offered by the Classroom Alternative Process (CAP), the least restrictive environment initiative, and the Coalition of Essential Schools. Also explained are the current forces affecting the restructuring of schools, why the multiple changes need to be effected concurrently, and what characteristics a dynamic school has. Guidelines are given for facilitating cohesive work groups and motivating and coordinating experimentation to effect change. The principal also must be a balancer between hierarchical demands and interpersonal relationships within the hierarchy. He or she should be an assessor of the effectiveness of attempted changes, and a learner willing to change beliefs with new information. Primarily, he or she should be an accountable and dynamic leader, unafraid of change, even when this type of leader is not yet in the majority. (Contains 269 references.) (RKJ) Descriptors: *Educational Innovation; *Elementary Secondary Education; *Leadership Qualities; *Principals Identifiers: Coalition of Essential Schools Descriptive Terms: For first edition, see ED 363 917. Target Audience: Administrators; Practitioners Geographic Source: U.S.; California 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 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 ED443162 EA030470 The Jossey-Bass Reader on Educational Leadership. Availability: Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104 ($24.95); $24.95); Tel: 415-433-1740; Fax: 415-433-0499; Web site: http://www.josseybass.com; E-mail: webperson@jbp.com. Publication Date: 2000 ISBN: 0-7879-5281-8 Language: English Pages: 421 Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEJAN2001 Abstract: This comprehensive reader features 24 chapters in 5 primary areas of educational research. Part One, "Leadership, Management, and Organizational Behavior," demonstrates that leadership has a strong conceptual basis that is basic in all human situations. It contains 6 articles: "The Nature of Leadership" (J. Gardner); "Give Me a Lever Long Enough... and Single-Handed I Can Move the World" (P. Senge); "Condensation of the Fourteen Points for Management" (W. E. Deming), "We Need Noncoercive Lead-Management from the State Superintendent to the Teacher" (W. Glasser); "Leadership as an Organizational Quality" (R. Ogawa and S. Bossert); and "People and Organizations" (L. Bolman and T. Deal) . Part Two, "Principals and Superintendents," explores the roles of principals and superintendents and contains 9 articles: "Looking for Leaders" (S. M. Johnson); "Standards for School Leaders" (Interstate School Leaders Licensure Consortium); "The Unheroic Side of Leadership: Notes from the Swamp" (J. Murphy); "Educational Leadership for the Twenty-First Century: Integrating Three Essential Perspectives" (D. Marsh); "Learning To Lead" (R. Barth); "Leadership for the Twenty-First Century: Breaking the Bonds of Dependency" (M. Fullan); "The Manager as Politician" (L. Bolman and T. Deal); "Leading a School System through Change" (P. Schlechty); and "Eight Roles of Symbolic Leaders" (T. Deal and K. Peterson). Part Three, "Diversity and Leadership" and Part Four, "Moral Leadership," look at equity, values, and the difficulties caused by a failure to cultivate women and visible minorities as leaders. Part Three contains 2 articles: "Gender and Race as Factors in Educational Leadership and Administration" (C. McGee Banks), and "Gender and Supervision" (C. Shakeshaft, I. Nowell, and A. Perry). Part Four contains 3 articles: "Leadership as Stewardship: 'Who's Serving Who?'" (T. Sergiovanni); "The Authentic Leader" (R. Evans); and "Building a Community of Virtue" (K. Ryan and K. Bohlin). Part Five, "Shared Leadership," asserts that if leadership is to be effective, it must have a strong component of "sharedness." Part Five contains 4 articles: "Good-Bye, Command and Control" (M. Wheatley); "Teacher Leadership: Ideology and Practice" (A. Lieberman, E. Saxl, and M. Miles); "Principals, Shared Decision Making, and School Reform" (C. Weiss and J. Cambone); and "Assessing the Prospects for Teacher Leadership" (J. Little). (Contains 44 references.) (DFR) Descriptors: Elementary Secondary Education; *Equal Education; *Leadership; Minority Groups; *Principals; Public Schools; Standards; *Superintendents Identifiers: *Educational Leadership Descriptive Terms: Introduction by Michael Fullan. Geographic Source: U.S.; California ED441874 TM031913 Thinking Outside the Box: A Self-Teaching Guide for Educational Leaders. Author: Blendinger, Jack; McGrath, Vincent Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: September 2000 Language: English Pages: 28 Document Type: Guides--Non-classroom (055) Journal Announcement: RIENOV2000 Abstract: The purpose of this self-teaching guide is to assist educators in assessing their capability of thinking outside the box in solving problems. The content is based on training sessions and research papers presented at various conferences during the 1999-2000 academic year. "Thinking outside the box" (TOB) is defined as a problem-solving power that everyone possesses when thinking differently from conventional thought. Putting TOB into practice requires these three steps: (1) asking the right questions; (2) testing assumptions; and (3) making creative leaps. Following the body of the paper, section A contains a problem solving exercise with 10 riddles designed for 2 participants. One person should try to solve these riddles while a partner serves as coach. Section B contains 10 additional riddles, and the participants should trade roles so that both can practice problem solving and coaching. (SLD) Descriptors: *Administrators; *Creative Thinking; *Educational Innovation; Elementary Secondary Education; *Leadership; Problem Solving; *Self Evaluation (Individuals); *Teachers Target Audience: Practitioners; Teachers Geographic Source: U.S.; Mississippi ED432043 EA029906 What Are You Doing To Improve Your School? Information for School Principals on Washington's School Improvement Strategy, Leading Your Staff, Communicating with Your Community. Institutional Author: Washington Office of the State Superintendent of Public Instruction, Olympia.(ZBQ93150) Availability: EDRS Price MF01/PC02 Plus Postage. Governmental Status: State Publication Date: 1999 Language: English Pages: 48 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEDEC1999 Abstract: This booklet was developed to help Washington State principals meet their school-improvement strategies. It is intended as an information resource and is divided into five sections. Section 1, "Learning," provides an overview of Washington's school-improvement strategy. It focuses on standards, specifically the Essential Academic Learning Requirements (EALR), that an 11-member Commission on Student Learning devised, and highlights ways to measure progress and to achieve subject mastery and accountability. Section 2, "Leading," looks at leadership and includes information on developing a plan, initiating a school-building needs assessment, improving professional development, developing classroom-based assessments, finding time, ensuring inservices are effective, and using technology. Section 3, "Communicating," suggests strategies for successful communication and extends advice for reaching students, parents, and the community. Section 4 provides an index that covers questions about school-improvement issues in detail and outlines the various components of EALR, the steps in the assessment-development process, interpreting student performance, recruiting and hiring readers, preparing training materials, accommodating students with special needs, getting exemptions from state tests, conducting classroom-based assessments, and setting the fourth-grade performance standards. The last section features a resource list to help principals find additional information. (RJM) Descriptors: *Academic Standards; Educational Change; *Educational Improvement; Elementary Secondary Education; Excellence in Education; *Instructional Leadership; *Principals; School Effectiveness; *State STandards Identifiers: Essential Academic Learning Requirements WA; *Washington Target Audience: Administrators; Practitioners Geographic Source: U.S.; Washington ED429662 PS026915 The Art of Leadership: Managing Early Childhood Organizations. Volume 2. Author: Neugebauer, Bonnie, Ed.; Neugebauer, Roger, Ed. Availability: Child Care Information Exchange, P.O. Box 3249, Redmond, WA 98073-3249; Tel: 800-221-2864 (Toll Free); Web site: http://www.ccie.com (two volume set, $63). Publication Date: 1998 ISBN: 0-942702-24-7 Language: English Pages: 191 Document Type: Collected works--General (020); Guides--Non-classroom (055) Journal Announcement: RIESEP1999 Abstract: The second of two volumes intended for directors of early childhood organizations, this volume compiles selected articles for center directors from the first 20 years of the journal "Child Care Information Exchange." The articles cover personnel management, program development, and community relations. The articles are grouped into "chapters" as follows: (1) "Personnel Policies"; (2) "Recruiting and Selecting Staff"; (3) "Supervising and Developing Staff"; (4) "Developing Your Team"; (5) "Appraising Staff"; (6) "Evaluating Your Program"; (7) "Working with Parents"; (8) "Marketing Your Program"; and (9) "Community Outreach." A final chapter lists resources for directors. Descriptors: Administrator Role; *Administrators; Business Administration; Day Care; *Day Care Centers; Early Childhood Education; *Leadership; Marketing; Parent School Relationship; Personnel Evaluation; *Personnel Management; Personnel Policy; Program Evaluation; School Community Relationship; Staff Development; *Teacher Administrator Relationship Identifiers: *Educational Leadership Descriptive Terms: For Volume 1, see PS 026 914. Target Audience: Administrators; Practitioners Geographic Source: U.S.; Washington ED429661 PS026914 The Art of Leadership: Managing Early Childhood Organizations. Volume 1. Author: Neugebauer, Bonnie, Ed.; Neugebauer, Roger, Ed. Availability: Child Care Information Exchange, P.O. Box 3249, Redmond, WA 98073-3249; Tel: 800-221-2864 (Toll Free); Web site: http://www.ccie.com (two volume set $63). Publication Date: 1998 ISBN: 0-942702-24-7 Language: English Pages: 175 Document Type: Collected works--General (020); Guides--Non-classroom (055) Journal Announcement: RIESEP1999 Abstract: The first of two volumes intended for directors of early childhood organizations, this volume compiles selected articles for center directors from the first 20 years of the journal "Child Care Information Exchange." The articles cover leadership, organizational management, and financial management. The articles are grouped into "chapters" as follows: (1) "Leading an Organization"; (2) "Developing Your Skills"; (3) "Advocating for Children and Families"; (4) "Getting Organized"; (5) "Legal Issues"; (6) "Structuring the Organization"; (7) "Managing Money"; (8) and "Raising Money." (HTH) Descriptors: Administrative Policy; Administrator Role; *Administrators; Budgeting; Business Administration; Day Care; *Day Care Centers; Early Childhood Education; Financial Support; *Leadership Identifiers: *Educational Leadership Descriptive Terms: For Volume 2, see PS 026 915. Target Audience: Administrators; Practitioners Geographic Source: U.S.; Washington ED424640 EA029406 If I Only Knew...: Success Strategies for Navigating the Principalship. Author: Alvy, Harvey B.; Robbins, Pam Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paper: ISBN-0-8039-6644-X, $24.95; cloth: ISBN-0-8039-6643-1, $55.95). Publication Date: 1998 ISBN: 0-8039-6644-X Language: English Pages: 223 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAPR1999 Abstract: This text offers guidelines, checklists, advice from other principals, and reflections intended to make a principal's day on the job run more smoothly. Several themes are stressed throughout the book: school administration as a human-relations enterprise; increasing awareness of the principal's socialization process; the leader as a lifelong learner; viewing the school as an ecosystem; purposeful visibility; organizational/ethical alignment; celebrating student and faculty achievements; and the principal as a leader of instructional leaders. The text is divided into two parts. In part 1, "The Challenges and Problems Facing Rookie and Veteran Principals New to Their Schools," such topics as the loneliness of the principalship, the time juggernaut, expectations of the instructional leader, the complexity of relationships, and management concerns are addressed. In part 2, "Finding Solutions to the Challenges and Problems," the areas covered include becoming a lifelong learner, human relations and authentic communications, honoring the veteran staff, balancing leadership and management, and implementing a proactive behavioral program. (Contains an index and 89 references.) (RJM) Descriptors: *Beginning Principals; Elementary Secondary Education; *Instructional Leadership; *Leaders Guides; Leadership Styles; *Leadership Training; School Administration Descriptive Terms: Foreword by Roland S. Barth. Geographic Source: U.S.; California ED422643 EA029328 The Principal's Guide to Raising Reading Achievement. Author: McEwan, Elaine K. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2219; web address: www.corwin.press.com (cloth: ISBN-0-8039-6627-X; $49.95; paper: ISBN-0-8039-6628-8; $21.95). Publication Date: May 1998 ISBN: 0-8039-6628-8 Language: English Pages: 119 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB1999 Abstract: Reading achievement and instruction receive wide attention in the popular press. Ways in which principals can increase reading levels in their schools are offered here. The text emphasizes the fact that principals have the power to create a "school of readers"; it offers current research in reading instruction and shares eight components needed to achieve this goal. The text opens with an explanation of why most students cannot read as well as they should and suggests that faculty concentrate only on things that can be changed. Chapter 2 summarizes the running debate between proponents of phonics and whole language and argues why reading cannot be an "either or" proposition. Chapter 3 then lays out the eight components needed for a reading school: (1) instructional leadership; (2) shared decision making; (3) planning to change; (4) instructional effectiveness; (5) parental involvement; (6) an articulated, balanced curriculum; (7) assessment and accountability; and (8) the 5-year plan. In chapter 4 the essential learning that needs to occur at each instructional level is detailed, and chapter 5 covers the topic of remedial reading and what principals can do to help the at-risk and learning-disabled child. The last chapter presents "30-plus" things that administrators can do immediately to raise reading achievement in a school. An 8-section resource list describes how to choose materials, how to teach cognitive strategies, and other information. (Includes an index and approximately 185 references.) (RJM) Descriptors: Academic Achievement; Elementary Secondary Education; *Instructional Leadership; Learning Strategies; Phonics; *Principals; *Reading Achievement; Reading Attitudes; Reading Skills; Reading Strategies; Standardized Tests Geographic Source: U.S.; California ED418496 EA028998 Seven Steps to Effective Instructional Leadership. Author: McEwan, Elaine K. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-8039-6665, $55.95; paper: ISBN-0-8039-6666, $24.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6666-0 Language: English Pages: 192 Document Type: Book(s) (010); Reports (141) Journal Announcement: RIESEP1998 Abstract: This book presents seven steps for principals to improve their leadership skills. These seven steps have been tested by practitioners and validated by research. Chapter 1 sets forth the differences between leadership and instructional leadership and defines the critical attributes of the latter. Chapters 2 through 8 describe the seven steps in detail, offering practical suggestions about how actual principals put the steps into action in a variety of school settings. The steps are as follows: (1) Establish and Implement Instructional Goals; (2) Be There for Your Staff; (3) Create a School Culture and Climate Conducive to Learning; (4) Communicate the Vision and Mission of Your School; (5) Set High Expectations for Your Staff; (6) Develop Teacher Leaders; and (7) Maintain Positive Attitudes toward Students, Staff, and Parents. Each chapter contains detailed behavioral indicators related to each step; these indicators should enable school leaders to perform self-evaluations and help them solicit feedback from teachers. Chapter 9 offers practical ways in which leaders can implement the seven steps. (RJM) Descriptors: *Administrator Role; Elementary Secondary Education; Faculty Development; *Instructional Leadership; Leaders Guides; *Leadership; *Principals; School Administration; School Effectiveness; Teachers Descriptive Terms: Supersedes ED 370 941. Level: 2 Target Audience: Administrators; Practitioners Geographic Source: U.S.; California ED418493 EA028994 Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning. Author: Blase, Jo; Blase, Joseph Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-8039-6553-2, $55.95; paper: ISBN-0-8039-6554-0, $24.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6654-0 Language: English Pages: 209 Document Type: Book(s) (010); Information Analyses (070) Journal Announcement: RIESEP1998 Abstract: This book is written for practicing and prospective instructional leaders who want to develop reflective, collaborative, problem-solving contexts for dialogue about instruction. Some school leaders, though, have discovered ways to effectively integrate such leadership into their schools, and these methods are presented. This book draws on information from a study of more than 800 K-12 classroom teachers who were asked how the best principals encourage teacher growth and professionalism. Teachers described in detail the strategies, behaviors, attitudes, and goals of instructional supervisors that influenced classroom instruction. The book opens with an overview of the literature on instructional leadership and supervision, as well as a brief description of the study on which it is based. Chapters 2, 3, and 4 focus, respectively, on three fundamental themes of instructional leadership: talking with teachers, promoting teachers' professional growth, and fostering teacher reflection. Chapters 5, 6, and 7 discuss principles' use of visibility, praise, and autonomy--as juxtaposed with abandonment, criticism, and control--and their affects on teachers. Chapter 8 summarizes the findings and presents a portrait of good instructional leadership. (Contains an index and approximately 225 references.) (RJM) Descriptors: *Administrative Principles; Change Strategies; *Educational Environment; Evaluation; Faculty Development; *Instructional Leadership; *Leadership Qualities; *Principals; School Administration; Self Evaluation (Groups) Level: 2 Geographic Source: U.S.; California ED414263 SP037667 Finding One's Way: How Mentoring Can Lead to Dynamic Leadership. Author: Crow, Gary M.; Matthews, L. Joseph Availability: Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320-2218; phone: 800-499-9774; fax: 1-805-499-0871 (Cloth: ISBN-0-8039-6545-1, $51.95; Paper: ISBN-0-8039-6546-X, $22.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6546-X Language: English Pages: 202 Document Type: Book(s) (010); Guides (055) Journal Announcement: RIEAPR1998 Abstract: Since new role changes resulting from school reform agendas can place a school administrator at any career stage in uncharted territory, a career-long mentoring approach is recommended. The first chapters of this book introduce the concept of mentoring and the socialization framework consisting of characteristics, stages, methods, and goals. Subsequent chapters discuss mentoring and socialization of administrative interns, assistant principals, new principals and mid-career administrators. The final chapter discusses the organizational planning, selection, training, matching, and evaluation aspects of implementing mentor programs. (Contains 175 references.) (LH) Descriptors: *Assistant Principals; Elementary Secondary Education; Inservice Education; Internship Programs; *Leadership Training; *Mentors; *Principals; Professional Development; Program Implementation; *School Administration; *Socialization Level: 2 Target Audience: Administrators; Practitioners Geographic Source: U.S.; California |