Argues that instructional supervisors must play an active role in translating community-generated goals and processes into effective educational programs. (JG)

By fashioning a blended approach, two superintendents in radically different school districts systematically distinguished what worked and what was worth promoting from what was failing and had to be revised or eliminated. They both established credibility by encouraging teachers and principals to examine their practice, consider new ways of…

Principals who are transformative leaders consistently use three building blocks to promote school success: a clear, unified purpose; a common cultural perspective; and a constant push for improvement. In one study, an opinionated, assertive middle school principal; a nurturing, supportive principal; and a high-energy, charismatic principal all…