Jargon associated with mentoring can be confusing. Is a new leader involved in induction, being mentored, or experiencing coaching? Induction is meant to familiarize a new employee with the details and scope of job responsibilities, while mentoring and coaching are directed at skill development. Elementary and secondary principals rate mentoring…

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…

The continually changing role of the principal has created a complex position of leadership requiring more data for more skills than traditional methods of evaluation or feedback can provide. The purpose of this article is to question the process of providing beneficial and meaningful feedback for educational leaders so that they can reach their…

Since its inception, New Leaders for New Schools has been driven by the fundamental belief that every child can succeed academically at high levels. New Leaders for New Schools also believes that an effective principal is a crucial lever for school improvement and transforming student achievement at scale. Thus, a focus on the selection, training,…

Schools are increasingly asked to expand their role in meeting the needs of all students. They are asked to provide a blend of synergistic ideas that are both traditional and progressive while dealing with huge differences in skill levels. The response of K-8 principals to this challenge can make all the difference in the world to children being…

Elementary principals can definitely make a difference in children's lives, according to a recent Project Success survey. Interviewees reinforced the characteristics of successful principals identified in NAESP's "Principals for 21st Century Schools." They are modest, visionary, dedicated, hard-working advocates for children who are not…

Fear and anxiety are emotions that principals must learn to overcome if they are to be effective leaders. This article provides some observations and suggestions that can help principals understand and cope with fear on the job. (Contains 3 online resources.)

Hollywood westerns have sold the idea of leadership as a male-dominated, action-oriented, solitary activity conducted by people of superior intelligence, physique, and emotional tenor. The 1960s space program perpetuated the same idea, substituting astronauts for "good guys." Although school leadership has long reflected western and…

Attempts to match business people's and educators' perceptions regarding the qualities necessary for effective management. Although organization, competence, and fairness are associated with success in both groups, these qualities command more respect in the business community than in school administration. Principals still need to work on their…

A site visitor for the U.S. Department of Education's 1993-94 National School Recognition Program describes several qualities common to exemplary schools. Collaborative leadership heads the list, followed by a wholesome, interactive teaching environment; a developmentally appropriate, thematic, and interdisciplinary curriculum; high expectations…

In the new culture of shared decision making, strong principals recognize the need to improve the leadership skills of teachers and other staff. Believing that leadership is learned and can be nurtured, they take responsibility for arranging training focused on interpersonal, conceptual, and technical skills. As leaders of leaders, principals must…

Both children and adults avoid depressed or stubborn people but gravitate to enthusiastic, growth-oriented individuals. These natural leaders share several characteristics. They know and like themselves, take control, demonstrate flexibility, accept responsibility, and live fully. Principals must motivate themselves to become upbeat and growth…

Successful principals are goal-oriented, get control of paperwork, lead by consensus but take charge when appropriate, develop people skills, recognize and utilize others' expertise, keep in touch with the kids, communicate clearly, have a concrete discipline plan, celebrate success, and maintain a sense of humor. (MLH)

Two experienced elementary principals leading challenging suburban schools believe principals' greatest responsibility is helping others. To survive, principals should maintain a sense of humor, grow thicker skin, regard parents as potential allies, team with staff and respect their individual talents, hire the best teachers, and act in students'…

In recent surveys, superintendents and principals reported several reasons why principals lose their jobs: failure to communicate positively; make wise decisions; build confidence, trust, and support among constituents; and manage complex political influences. Principals cited politics, ineffective administrative practices, and board conflicts.…