Solutions to the black assistant principals' dilemma can come only when educational institutions and the people who run them recognize that there is a dilemma. Until that time, the black assistant remains on the fence--neither a "soul brother" nor "Uncle Tom." (Author)

Prioritizing the use of time, effective communication, delegating authority, having detailed job descriptions, and good secretarial assistance are important components of time management for assistant principals. (MD)

A study, based on a sample of 400 assistant principals in 15 major cities, revealed that most wanted significantly more responsibility and have a high level of job satisfaction. Almost half hope to become principals, and another 29 percent want to become central office administrators. (MLF)

School leaders may be able to profit from a closer look at the coach's bag of tricks to see what they can apply to their own work in developing staff commitment. (Editor)

Reports interviews with 10 primary teachers in Birmingham, England, on the roles, responsibilities, and relationships of the heads and their deputies. Finds following key characteristics for an ideal partnership between a head and a deputy: shared values and vision, close personal and professional relationships, clarity about boundaries, and…

The assistant principal's role as a school leader is generally less prestigious and less powerful than the principal's. "Administrative training" and "administrative job socialization" are two tools used to help the assistant principal become a more effective leader. (Contains 17 references.) (KDP)

Districts can quickly relieve the principal shortage by hiring recently retired principals and aspiring assistant principals, keeping good principals on the job, reconsidering early retirement options, providing monetary incentives, and recruiting candidates from local universities and outside education. Nurturing assistant principals is the best…

The principalship, as it is currently structured, makes the best teacher educators avoid formal leadership roles. Fewer and fewer leaders aspire to that level of leadership, causing a shortage of qualified principal applicants, particularly at the high school level. Even among assistant principals, managerial challenges drown out the appeal of…

We use detailed data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. We find little evidence of any relationship between school performance and principal education and pre-principal work experience, although we do find…

Conflict management is among the skills necessary for the development of successful school leaders. Those in campus leadership positions are certain to face conflict situations on a regular basis. This study focused on four questions about conflict in the professional lives of campus administrators: (1) What is the frequency of conflict…

The National Institute of School Leadership's (NISL's) Executive Development Program (EDP) was established to provide professional development to school leaders to drive their schools to high performance. The program emphasizes the role of principals as strategic thinkers, instructional leaders, and creators of a just, fair, and caring culture in…

Tables present a summary of the data obtained in a national survey of principals' and assistant principals' salaries. Section 1 of the report compares 1975-76 minimum and maximum salary schedule summaries by district enrollment size, section 2 makes the comparison by using a per pupil expenditure factor, and section 3 contains a maximum scheduled…

Develops a classification that provides assistant principals with a useful framework within which, at both system and school levels, they might examine their behavior and consider modifications. (Author/IRT)

Describes the development of ongoing, clearly defined, and structured problem-solving and shared decision-making machinery that has upgraded the role and importance of intermediate supervisors with concomitant benefits in their morale and their contributions to the school at large. (Author/IRT)

Outlines results from a survey of assistant principalships in a six-state area. Presents a comprehensive listing of competencies resulting from the findings. Includes references. (MD)