This guidebook presents four decision frames--political, human resource, structural, and symbolic--that can be used by administrators to understand troublesome situations, anticipate trouble before it arises, and develop more comprehensive and effective strategies for leadership. The book is presented in the form of an ongoing dialogue between a…

Several problems and issues are typical of the beginning years of a principalship. A study of first- and second-year principals in a midwestern state classified these problems and issues into three broad areas: role clarification, limitations on technical expertise, and difficulties with socialization to the profession and to a particular school…

This analytical report draws together findings from multiple sources that reflect current admission processes used by principal-preparation programs and explores their implications for initial educational-leadership development. The sources are a web-based review of state regulations for school-leadership credentials, a review of selected…

This book presents the accounts of successful headteachers (principals) in primary and secondary schools in England and Wales. It contains the following 14 articles: "Strategic Management in an Infant School" (Angela Bird; Les Bell); "Building the Vision: A TQM Approach" (Gwenn Brockley; Ray Moorcroft); "The Culture of…

In the fall of 2007, Education Resource Strategies (ERS) was invited by Philadelphia's School Reform Commission to conduct a Strategic Professional Development Review for the School District of Philadelphia (SDP). ERS is a nonprofit organization that is nationally recognized for its extensive work in partnering with urban school districts to make…

The National College for School Leadership in England commissioned an evaluation and impact study of their new programme for recently appointed head teachers, the Headteacher Induction Programme (HIP). The early stages of this research study sought to elicit from new head teachers who were starting on the programme their own views of their needs…

First-year principals will assume the role of instructional leaders in environments created by their predecessors. How these novices feel, react, and attempt to fulfill the expectations of their supervisor, staff, and community are investigated in this paper. Three male and three female first-year principals in Long Island, New York public schools…

Beginning principals are often overwhelmed by their job. Traditionally, they have been left to fend for themselves. For this reason, schools and districts have been implementing formal induction programs to help the principals during their first year on the job. This digest examines the challenges faced by new administrators and the steps that…

This publication discusses effective leadership by presenting descriptions of practices for educational leaders. It focuses on six standards, known as the California Professional Standards for Educational Leaders (CPSEL). The California standards, generated from national standards, have been updated and refined to reflect the continuing shift…

This paper addresses the issue of educational leadership through a critique of the Misneach programme for first-time principals. This programme entails preparation for the leadership of professional staff, namely of teachers as professional educators. The demands that this places on the leadership curriculum are onerous. The Misneach programme, as…

A federally-funded 3-year project supported 39 principal certification students at Lehigh University to be trained in leading and managing building-based special education programs with an emphasis on inclusion of students with emotional and behavioral disorders. Recruitment for the program was both regional and national. This final report…

This book, intended to be a hands-on guide and training tool, contains basic principles for new principals. Following an introduction, each of the book's 10 chapters focuses on one of the essential components of personal effectiveness. A highly effective principal is: (1) a communicator; (2) an educator; (3) an envisioner; (4) a facilitator; (5) a…

A principal intern enrolled at UNC-Charlotte describes "life in the trenches" at a small-town middle school. Schools should integrate interns into school operations, develop a program vision, gradually increase the intern's responsibilities, provide time for continuous evaluation, and rely on university supervisors when problems arise.…

Purpose: This paper sets out to posit that the new economy places a new set of demands on schools and those who lead. Mindfulness, intentional engagement of people and adaptive confidence are needed developmental features of beginning principal success. The paper examines how beginning principals in Canada respond to the capacity-building work of…

This paper explores the mutual process by which a principal and teachers in an urban elementary school develop the principal's leadership. Data were collected for this research throughout a principal's first year through systematic observations (shadowing) of the principal; semi-structured interviews with teachers, administrators, parents, school…