The principal new to the school enters an environment that is oftentimes a mix of excitement and apprehension. Before the new principal can begin to initiate an agenda for change that will have long-lasting effects, it would be wise to clearly understand not only the current status of the school but also the best path to take toward success. The…

This paper describes a study in which questionnaires were mailed to 50 British beginning headteachers to examine professional induction, highlighting the means by which respondents journeyed from teacher to principal. The survey focused on how the process of professional development evolved; the extent to which a headteacher, given some external…

The paper is intended to disseminate information and to seek participant suggestions concerning the most recent phase of an ongoing program of state policy research focused on the professional development and state licensure of early career principals. The program, known as the Ohio Principals' Leadership Academy: Entry Year Program (OPLA:EYP), is…

Investigates the assistance needed and provided in the Kentucky Principal Intern Program, a statewide induction program for new principals and assistant principals. Uses quantitative and qualitative methods to examine primary work responsibility, job readiness, growth needs, and the assistance provided to administrators participating in the…

An instrument for helping select mentors for principal interns was developed, using six clusters of basic, high- performing principal competencies and five clusters of mentoring traits. Based on a sample of 91 Broward County (Florida) principals, this method revealed important insights into identifying appropriate mentors for prospective…

New leaders in educational systems sometimes fail to live up to their potential, despite obvious talent, ability and enthusiasm. In part, this may be because they have no one with whom to discuss troublesome issues or to turn to with problems--or at least no one in whom they are comfortable confiding. Some school districts have mentor programs for…

This article reports findings arising from a systematic review of literature relating to mentoring new head teachers. The review found that all major studies of formal mentoring programmes for new heads reported that such programmes have been effective, and that the mentoring of new heads can result in a range of perceived benefits for both…

This book describes a professional development model for new and experienced principals -- a collaborative leadership inquiry seminar. The authors combine existing models of structured professional conversations about education into an on-going leadership development experience that will work in large, urban school districts. They examine how to…

Issues in the preparation of new principals for their role as school administrators are presented in this paper. A review of literature identifies obstacles to beginning principals' effectiveness, some of which include lack of role clarification, limited technical expertise, isolation, and inadequate time management. Suggestions for a smooth…

This paper presents what beginning principals do to effect change in their schools during entry and closure of the first year. The survey instrument, based on a survey of 12 first-time high school principals conducted in five states and on a 1987 study of new secondary headmasters in the United Kingdom, was mailed to new principals in 16 states.…

This book grew out of the first principals' academy for beginning principals, hosted by the National Catholic Educational Association. Almost 60 principals, all in their first or second year as principals of Catholic elementary/middle schools, from all over the U.S. attended the program. At the conclusion of the academy, the principals wrote brief…

The best leaders use multiple frames or lenses to view common challenges and to solve their most difficult problems. This book contains a series of dialogs between a novice and a master teacher, and between a new and a seasoned principal as they demonstrate how framing and reframing challenges can bring clarity, help to anticipate problems, and…

Concerned about improving beginning principals' professional development, the Minnesota Administrators' Academy initiated an administrative mentoring program in the early 1990s. A recent evaluation found that successful mentoring relationships involved mutually respectful pairs that met at least monthly and participated in various activities…

Careful planning can help principals manage two schools without eroding their sanity. Two-school principals should use color-coding to keep meetings straight, devise a work schedule that accommodates both schools, develop a workable off-campus communication system, eat lunch with students, and create a card-and-candy student-recognition system.…

New principals need a game plan for an orderly transition. This article outlines a plan organized by seven significant areas of school leadership: administration, curriculum and instruction, professional development and supervision, staffing, student issues, student activities, and communication with important school constituencies. Being…