Studied perceived indicators of effectiveness of college/university trustees. Analysis of questionnaire responses of trustees (n=489) at 47 institutions of higher education in Ohio found sectoral differences, gender differences, and educational differences in trustees' indicators of effectiveness. Overall, three general indicators were the…

Sought to identify New Zealand secondary principals' views concerning teacher evaluation systems they had designed. Generally, principals developed systems meeting their own requirements. Some prioritized developmental purposes; others included accountability purposes. The two groups experienced different outcomes. In some cases, staff opposition…

Successful 21st-century teachers will be proficient at mentoring and managing relationships and will possess excellent skills in managing classrooms and designing and delivering lessons. A successful school will be administered by a principal who has mastered similar skills and who dares to take charge and do what is right. Supporting teachers and…

Presents a new model of effective school leadership based on recent empirical research (nonautobiographical case studies) on 12 British headteachers. Demonstrates how the multiperspective methodology contributed to a critique of existing leadership models and development of a grounded and value-led contingency model. (Contains 65 references.) (MLH)

Reports results of interviews with principals, teachers, board members, parents, and students at British schools recognized as effective. Probes administrative complexities; proposes a values-led contingency leadership model that considers the realities of successful principalship in changing times and eschews polarized concepts of transactional…

Summarizes a study that surveyed Indiana superintendents and examined their principal-evaluation instruments. Superintendents were asked which of 21 performance domains were most important and whether these were currently being assessed. Respondents generally agreed that all 21 performance domains identified by the National Policy Board for…

Examines traditional staff management styles, and discusses the need for a new approach to school leadership, such as a weblike, interconnected organizational structure in which all parties, leaders and staff alike, work in collaboration to achieve the common good. Outlines the development and components of such a structure. (TJQ)

Robert Kemmy is a successful high school principal who transformed a career and technical high school in the heart of metropolitan Baltimore's manufacturing district. His vision of preparing students for high-tech jobs is being realized through the help of business partnerships. (JOW)

In 1996, a consortium of state and professional associations, the Interstate School Leaders Licensure Consortium, published a comprehensive set of Standards for School Leaders. This paper provides early indications of standards implementation throughout the nation. Intrastate distribution of ISLLC Standards was achieved in 34 of the 54 states and…

Looks at ways in which a principal's job is demanding, and notes incentives and disincentives to entering administration. Outlines activities and characteristics of effective school leadership. Argues that excellent teachers who have a vision for their students and use their philosophy of education to develop meaningful lessons that transform…

Presents research findings concerning leadership and management of (Dutch) secondary schools, using configuration theory. Distinguishes among three different management styles (two nonparticipative and one participative) that make use of six coordinating mechanisms. The participatory style was more effective and conducive to higher student math…

Discusses several conditions needed to support principal learning needs based on a qualitative study of six elementary-school principals: Information that challenges their thinking, feedback, time for reflection, access to resources, hands-on learning experience, and opportunities to teach others. Recommends an integrated approach to principals'…

Examines teachers' ratings of effective principal leadership in magnet and nonmagnet schools. Teachers in nonmagnet schools rated principals more effective than did teacher in magnet schools. Principals' efforts to deal with lower student SES, permeable school boundaries, and larger school size may account for their lower rating of leadership…

The department chair is one of the most challenging positions in higher education. Advancing one's department can occur by attending to the parameters that highly successful organizations have implemented. In addition to outlining the challenges of serving as a department chair, this article describes four requirements for dealing with, and…

A significant relationship exists between principals' quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher…