Hostile work environments in the U.S. have been long examined, beginning with the pioneering work of Carroll Brodsky (1976), which produced the idea of workplace bullying. Academic bullying, a term that derived from the concept of broader workplace bullying, is situated specifically within the academic work environment. While academic bullying has…

A formal induction and mentoring (I&M) program is critical for supporting and developing novice teachers as they enter the K-12 classroom and has been found to improve teacher retention, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts are required to offer induction and mentoring programming to their…

This study investigates the experiences of a group of classroom teachers who transitioned into administrative roles as vice-principals in a rural schoolboard in southwestern Ontario. We included both elementary and secondary former teacher leaders who moved into the school administration and explored the aspects of their leadership experience that…

While the longstanding structural challenges in the professional development of junior scholars of color can be confronted through strong mentoring relationships, the potential power of effective mentoring will only be realized when the environments in which these relationships exist begin to change. Derived from insights gleaned from grantees of…

For the past 12 years, the author has worked with peer coaches in more than 40 countries, and has seen schools where peer coaches have collaborated with colleagues to improve teaching and learning in classrooms across the school. In other schools, coaches have played a critical role in creating a culture of collaboration that helps build the…

Every building administrator must be proactive to accomplish the demands of educating children for the twenty-first century. This entails making ethical decisions, building relationships, prioritizing school safety, and developing excellent communication skills that utilize data as a baseline. As a new administrator, it is very difficult to be an…

A principal's job is astonishingly complex, and its competing demands can be overwhelming, especially in the first few years. In this book, Jen Schwanke, a principal herself, provides a mentor's guidance to steer new principals through the period of adjustment and set the foundation for a long and rewarding career. The topics you wish your…

Administrative demands, crisis management, and political challenges often strand superintendents miles away from the day-to-day work of teachers and students in the classroom. Even when superintendents strive to focus their work on the instructional core--the interactions among student, teacher, and content--those same commitments and crises…

This study presents research comparing faculty-held norms for academic deans' behavior to Mertonian norms of science. Findings indicate that while some elements of Mertonian norms hold true, it is not the best pattern of grouping faculty expectations for deans. Implications for research and practice are discussed. (Contains 5 tables.)

Principals have a strong role to play in forming school cultures that encourage change. Changing a school's culture requires shared or distributed leadership and instructional leadership. A multiyear study found that three elements are necessary for a school culture that stimulates teachers to improve their instruction: 1) Teachers and…

To improve student achievement schools need the leadership of knowledgeable, highly skilled, and visionary principals and superintendents. Exemplary school leadership doesn't develop in isolation, however. Strong leadership grows from dynamic, collaborative, and intentional interactions between superintendents and their principals. These savvy…

Most chief development officers (CDOs) genuinely like--and fully respect--their institution's leadership. Considered by many the most important professional relationship at an educational institution, a strong CEO-CDO connection takes insight, planning, and persistence on the part of the development officer. Theirs is a delicate relationship…

Follow-through visits are a well-established part of the process of HMIE inspection of schools. Since 2003 HMIE staff and faculty have revised the arrangements for follow-through to achieve an increasingly proportionate approach. From then, their engagement with a school following inspection has been directly related to the school's overall…

This study explores the types of principal mentoring/coaching programs delivered in Wyoming school districts, USA, and the areas of need perceived by principals at different levels of experience. Some formalized district principal mentorship programs existed in larger school districts but these mainly targeted beginning principals. Most of the…

This chapter offers time-tested advice for new presidents, including how to build and maintain strong relationships with trustees, how to address the persistent concerns of student success and remediation, and how to access the college's economic condition as well as how to oversee and maintain strong funding channels.