New principals are enthusiastic about fulfilling the role of educational leader. They envision themselves visiting classrooms frequently and becoming integrally involved in curriculum and instruction. But it is not long before reality sets in. Principals learn very early that there is a constant struggle between the demands of the office and the…

Principals are powerful: They are the primary catalysts for creating a lasting foundation for learning, driving school and student performance, and shaping the long-term impact of school improvement efforts. Yet few principals would characterize themselves as powerful. Rather, they're self-effacing, adaptable, pragmatic, and quick to share credit…

Principals must devote a vast amount of time and energy to campus funding and budgetary issues because budgeting and accounting procedures are an integral part of an effective instructional program. In fact, a principal's role in the budgetary process significantly impacts both budget development and instructional planning. Principals who fail to…

Research indicates that it takes more than a good instructor to teach math. Outlined in this article are recommendations from the National Council of Teachers of Mathematics, as well as other sources, which offer insight on what truly makes math instruction effective.

Parents of struggling learners are often unsure of how to assist their children at home. The author provides useful strategies and tips for principals to help parents support and encourage their children who are slow learners.

With the "greening of the schoolyard" gathering momentum, it is important to build an understanding between educators and facilities managers. Principals are advised to avoid surprises, consider costs, plan for long-term maintenance, consider safety and liability, address concerns about physical security, and keep the neighbors happy.…

Reports on the importance of a positive school culture and steps principals can take to transform a negative culture to a positive one. (PKP)

A comprehensive thinking skills scope and sequence plan provides three types of information. It identifies the thinking skills and strategies to be learned throughout the curriculum, locates them in the subject areas where they are to be taught, and arranges them in the proper sequence. This article describes basic principles and guidelines for…

To develop strong channels of communication with teachers, principals must first determine which communication style (intuitor, thinker, sensor, or feeler) each individual favors. Then principals can open one-to-one communication channels, establish effective teaching teams, form more productive committees, and solve problems efficiently. Also,…

Identifies six steps that an effective mentor/principal should follow in face-to-face sessions with a protege, including framing issues, identifying goals, promoting self-directed learning, establishing limits, empowering for action, and summarizing mutual agreements. (MLH)

Teachers aspiring to become principals should strive for teaching excellence, observe administrative styles, find a mentor, hang around the office, read journal articles and research on the principalship, work with committees, attend school board meetings, attend training workshops, and enter an internship program. (MLH)

Describes a district's reorganization of 2 K-5 schools into 1 for all K-2 grades and 1 for all 3-5 grades for economic reasons. The principal of the 3-5 facility views better focus and certain innovative initiatives (involving coverage of special topics, a whole-language reading program, and a sequential-research-skills approach) as advantages.…

According to the U.S. Consumer Product Safety Commission, playgrounds and their equipment are linked to more than 100,000 injuries requiring emergency care each year. National Safety Council guidelines are provided concerning playground surfaces, equipment, and design. Suggestions are also given for maintaining playgrounds and making them safer.…

Reading style considers how students' learning ability is affected by the reading environment and readers' emotional states, sociological preferences, physical needs, and information-processing style. Teachers can accommodate different styles by providing soft-cushioned seating, dimly lit reading areas, learning centers, varied reading materials,…

The larger elementary schools become, the greater the principal's challenge. When managing megaschools, principals should set clear priorities, know their limitations, recognize the necessity of scheduling activities, celebrate school size, increase their visibility, provide for stress reduction, request central office support, and share…