With over 50% of current college CEOs expected to retire within the next few years, boards are seeking new ways to connect the hiring and onboarding processes to ensure the new CEO's effectiveness and longevity. The first year often sets the stage for the CEO's success. This document outlines key first-year strategies for the board and new…

To best train and support school leaders in their evolving roles, they require high-quality preparation and in-service pipelines that both address the changing demands on their positions and acknowledge the cascading effects that well-prepared leaders have on both student outcomes and in school culture and retention. Including school leaders in…

Research suggests that there are substantial (albeit mostly indirect) relationships between school leadership and student achievement. However, it is challenging for practitioners and policymakers to determine whether and how school leaders are making a difference in student achievement. Through its Education Research Grants Program (84.305A), the…

It is well known that bullying and work-related stress are real issues. "Bullying Survey 2005" revealed a number of insights into bullying at work. Much of this is down to lack of managerial skills. Individuals who have previously not been recruited or trained as managers have become managers but without the necessary skills set to carry out their…

Principals who are strong, effective, responsive leaders help to inspire and enhance the abilities of their teachers and other school staff to do excellent work. Such principals also tend to retain great teachers and create opportunities for them to take on new leadership roles. This leads to the following key question: What can state policymakers…

Teachers have the greatest school-based effect on the achievement of any child in their classrooms, but highly effective principals can positively affect the achievement of every student in their schools. The difference between a highly effective principal and an average one is equal to two-to-seven months of extra learning per year for each child…

Discusses the debate over the proper role of the assessment center: should it be used for management development or management selection? Shows how a well-planned center can do both successfully. (JOW)

In Florida, 19 competencies that distinguish behaviors of highly and moderately performing principals now serve as a basis for selecting, certifying, and appraising school managers. This article discusses certain assumptions, describes a six-stage competency acquisition process, and outlines Florida's principal competencies. Includes six…

This text presents a model that systemically relates professional development and evaluation in an appraisal of educational leadership personnel. Developmentally, appraisal is seen as a diagnostic, relatively non-judgmental system by which educational administrators gather data about their professional performance and growth. Evaluatively,…

Describes the Diagnostic Executive Competency Analysis System (DECAS) developed by researchers at the University of Texas (Austin). Applies assessment center methods conventionally used for selection and screening purposes to formative needs-based professional development activities. Presents DECAS within the framework of the U.S. Multi-Site…

The Leadership Excellence Achievement Plan (LEAP) presented here is a way for principals to improve leadership ability with an emphasis on evaluation. It first recommends formulating a precise definition of the principal's job divided into three areas: technical competencies, administrative skills, and performance goals. Among the technical…

The Administrator Portfolio Appraisal System implemented by the Judson (Texas) Independent School District addressed current systems' weaknesses by stressing self-assessment, collegial-evaluation processes, refocusing and planning, and informed practice. The program promoted unity and trust among all administrators, fostered open dialog, helped…

Discouraged by their existing administrator evaluation system, a task force of principals reviewed the literature and crafted a more effective process geared to developing leadership capacity that accepts full responsibility for student growth. The process increased interactions with colleagues, gave participants support and assistance in tackling…

The Dayton (Ohio) City School District initiated a very successful pilot induction program for entry-year administrators in January 1987. Nine special workshops were planned to train both volunteer mentors and entry-year administrators in such areas as personal development, conflict management, problem identification and solution, time management,…

While pressures to revise administrator evaluation systems are increasing, the actual process demands great time, energy, and commitment to planned change. This article describes a large urban school district's efforts to redefine evaluation purposes, develop a process and principles, and implement and assess the new system. Includes 23…