Principal shares lessons and insights with beginning principals. Discusses differences between principals and assistant principals, staff relationships, competition for resources, giving and receiving loyalty, identifying and following a moral compass. (PKP)

Study of the perceptions of 120 North Carolina beginning principals concerning their knowledge of special-education laws and their understanding of seven major provisions of the Individuals with Disabilities Education Act. Findings suggest that principals have limited knowledge and understanding of special-education law. Recommends increased…

This paper examines the complex matter of initial principal preparation in a context where traditionally beginning principals have learned their role from experience, on the job. Using data from both novice and experienced primary principals it was found that while what was needed in the job was agreed upon--how to deal with place, with people,…

School districts are grappling with the problem of an alarming number of certified principals who are choosing not to enter the principalship. In many cases those who do enter are exiting only after a few years of service. Principals cite the long hours, low pay, and the stress of accountability as major reasons they are leaving the profession.…

Researchers have alluded to the power of mentorship to connect the new administrator to the organization. Following the lead of business, the field of education is now recognizing mentoring as a critical component of effective leadership development. Daresh (2001) suggests there is a need for a more practical and effective approach to prepare the…

This paper describes a study of mentoring programs for beginning principals in two different urban school districts. In both settings, the goal of mentoring was said to be support for instructional leadership behaviors by novice principals. This represents an alternative to traditional mentoring schemes designed solely to ensure that first year…

Examines differences in knowledge of the North Carolina Student Accountability Program between two groups of experienced and beginning principals. Finds significant differences in the level of knowledge between experienced and beginning principals. (Contains 16 references.) (PKP)

Purpose: This article aims to set the scene for this Special Issue on beginning principals and to inform one's understanding of how new principals manage their work lives to make a difference in their schools. Design/methodology/approach: Based on recent literature on beginning principals, the paper draws together and analyses issues encompassing…

Leadership expectations for school principals have dramatically changed since the 1983 report to Congress, "A Nation at Risk", inspired a renewed focus on the persistent educational underachievement of minority students in the United States. Today, school leaders must get out from behind the desk and actively empower an increasingly…

First-year assistant principals are commonly faced with problems that they are not prepared for, including dealing with socialization to a new work environment, tension between administrators and teachers, resolving conflict, and learning how to be in a secondary leadership position. Sometimes they quit or request to change jobs. A professional…

Describes University of California Santa Cruz New Teacher Center mentor-driven beginning-teacher induction program now in its 15th year. Includes mentor selection, training, and development; mentors as school leaders; and induction programs for beginning principals. (PKP)

Five experienced (expert) and six beginning (novice) principals viewed a classroom teaching episode for teacher supervision purposes on two occasions. Findings show important differences between experts and novices in their abilities to make recommendations for the improvement of teaching. (SLD)

Describes the master's degree in school leadership at the University of Tennessee at Chattanooga, a principals preparation program focusing on their acquiring theoretical and practical knowledge of teaching and learning through course work and hands-on experiences in schools. (PKP)

Case study of a first-year principal in a small, rural school district describes succession effects from the perspectives of the female principal, some faculty members, a parent, and another administrator in the district. Open-ended interviews with the participants revealed a number of conflicting perceptions. (Contains 41 references.)…

In the midnineties, Albuquerque Public Schools developed an Extra Support for Principals initiative-a voluntary support program that respects participants' time constraints and schedules only three activities during the year. Both experienced and mentored principals value the program, which keeps more beginning administrators on the job. (MLH)