Principals should focus curriculum development around specific questions mirroring journalistic who-what-where-why considerations. This means striving to clarify definitions, rationale and philosophy, policy origins, procedures, temporal arrangements, learning sites, and value. For example, schools have multiple curriculum philosophies that…

The effective leadership literature fails to present a clear understanding of the principal's relationship to the curriculum. Principals must understand the enacted curriculum process, not just the official curriculum, and work with teachers to negotiate curriculum meaning. Empowerment involves trust, open dialogue, a collaborative support system,…

Graduate students in a school leadership class developed an action plan that encourages women to become and remain administrators and challenges societal assumptions regarding women in leadership. Strategies are advised for identifying and encouraging potential candidates; supporting female administrators; sensitizing the public, school staff, and…