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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Professional DevelopmentJournal Articles (CIJE)Mentoring Narratives ON-LINE: Teaching the Principalship. Author: Griffith, Alison I.; Taraban, Svitlana Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Education Policy Analysis Archives, v10 n27 2002 Publication Date: 2002 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Studied the use of online case narratives of the work of principals as a component of a mentoring program for school administrators in Ontario, Canada. The analysis shows features of online narratives that contribute to the effective use of the case studies in the online seminar and show how the complexities of school leadership can be taught. (SLD) Descriptors: *Case Studies; Foreign Countries; *Leadership Training; *Mentors; *Online Systems; *Personal Narratives; *Principals Descriptive Terms: Electronic journal; article has 12 pages. EJ666095 EA540802 More Than Mentors: Principal Coaching. Author: Bloom, Gary; Castagna, Claire; Warren, Betsy Availability: http://www.readingmatrix.com Journal Citation: Leadership, v32 n5 p20-23 May-Jun 2003 Publication Date: 2003 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: A professional development program for leadership, Coaching Leaders to Attain Student Success (CLASS), prepares individuals to coach new and experienced school principals. The program is the product of collaboration between the New Teacher Center at University of California Santa Cruz and the Association of California School Administrators. (MLF) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Leadership Training; *Mentors; Occupational Information; *Principals; *Professional Development; Program Descriptions EJ666094 EA540801 Leaders Learning in Context. Author: Lairon, Mary; Vidales, Bernie Availability: http://www.readingmatrix.com Journal Citation: Leadership, v32 n5 p16-18,36 May-Jun 2003 Publication Date: 2003 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: A California school district provides professional development for administrators with school-based principal meetings and visitations to classrooms followed by reflection and analysis; peer mentoring for principals; and ongoing support and monitoring of school sites by the district office administrators. (MLF) Descriptors: Academic Achievement; Central Office Administrators; Elementary Secondary Education; Instructional Leadership; *Leadership Training; Meetings; *Mentors; *Peer Counseling; *Principals; *Professional Development; School Districts; Teacher Evaluation EJ666092 EA540799 In Times of Turmoil, Great Leaders Emerge. Author: Thomas, Glen W. Availability: http://www.readingmatrix.com Journal Citation: Leadership, v32 n5 p8-10 May-Jun 2003 Publication Date: 2003 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2003 Abstract: The executive director of the California County Superintendents Educational Services Association offers seven steps to "shore up" school administrators' leadership skills. States that mobilizing people to tackle tough problems is what good leaders do. (Contains 10 references.) (MLF) Descriptors: *Administrator Effectiveness; *Educational Improvement; *Educational Innovation; Elementary Secondary Education; *Leadership Effectiveness; Public Schools; *Superintendents EJ659194 EA540347 The Socialization of New Principals: Another Perspective on Principal Retention. Author: Aiken, Judith A. Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: Education Leadership Review, v3 n1 p32-40 Win 2002 Publication Date: 2002 ISSN: 1532-0723 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2003 Abstract: Report of a study on the socialization of new principals in one state's school. The goal was to discover how the principals learned about the culture of their schools and their places in them and the experiences that shaped their social and cultural transitions. (Contains 36 references.) (WFA) EJ658421 TM524615 Design Dynamics of a Leadership Assessment Academy: Principal Self-Assessment Using Research and Technology. Author: White, David R.; Crooks, Steven M.; Melton, Jerry K. Availability: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Personnel Evaluation in Education, v16 n1 p45-61 Mar 2002 Publication Date: 2002 ISSN: 0920-525X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Describes and analyzes the design dynamics of a school principal self-assessment process provided through a 3-day state-approved Leadership Assessment Academy that allows principals to experience and reflect on self-assessment leading to a personal growth plan. (SLD) Descriptive Terms: Special issue devoted to reviewing recent and emerging trends in the application of various multimedia technologies to the practice of school personnel assessment and professional development. EJ658420 TM524614 Integrating School Leadership Knowledge and Practice Using Multimedia Technology: Linking National Standards, Assessment, and Professional Development. Author: Claudet, Joseph Availability: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Personnel Evaluation in Education, v16 n1 p29-43 Mar 2002 Publication Date: 2002 ISSN: 0920-525X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Presents an overview of the benefits of applying multimedia technology to redesign and invigorate the career-long performance assessment and professional learning of school leaders. Focuses on the Administrator Case Simulation Multimedia Library (Texas Tech University) as a means of principal assessment and development. (SLD) Descriptors: *Administrator Evaluation; Computer Simulation; *Leadership Training; *Principals; *Professional Development Descriptive Terms: Special issue devoted to reviewing recent and emerging trends in the application of various multimedia technologies to the practice of school personnel assessment and professional development. EJ654756 SP530461 One for the To-Do List: Slow Down and Think. Author: Barnett, Bruce G.; O'Mahoney, Gary Availability: Full text: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Staff Development, v23 n3 p54-58 Sum 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2003 Abstract: Describes a professional learning effort in Victoria, Australia, designed to help principals process and learn from their experiences with recent school reforms. Principals reported that learning to reflect helped them do their jobs more effectively, challenged their conventional ways of thinking and acting, helped them be more proactive, and forced them to set more realistic, worthwhile goals for their schools. (SM) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Qualities; Leadership Training; *Principals; *Professional Development; Teamwork EJ653597 EA539978 Supporting and Sustaining School Principals Through a State-Wide New Principals' Institute. Author: Aiken, Judith A. Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: Planning and Changing, v32 n3&4 p144-63 2001 Publication Date: 2001 ISSN: 0032-0684 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2003 Abstract: Describes the design, implementation, and evaluation of an 18-month new principal leadership development institute in Vermont. Offers recommendations for future professional development programs for beginning principals. (Contains 46 references.) (PKP) Descriptors: Administrator Education; Elementary Secondary Education; Higher Education; Induction; *Institutes (Training Programs); *Leadership Training; *Principals ED472144 EA032212 How Do School Principals Acquire Leadership Skills? Author: Huber, Gunter L.; Kiegelmann, Mechthild Availability: Paul Chapman Publishing, a SAGE Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 ($16.99). Tel: 800-818-7243 (Toll Free); Web site: http://www.sagepub.com. Publication Date: August 25, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAUG2003 Abstract: Teacher education in Germany has no subdiscipline dedicated to school administration. School principals and candidates for this position are offered short inservice training, but most of the necessary skills are acquired on the job. It remains unclear how principals master this challenge and to what extent these learning opportunities are available and effective. This is a report of a study on the acquisition of leadership skills. The study was conducted among 800 principals in secondary schools in a district in southwest Germany in spring 2001. Special emphasis was laid on the challenges caused by changing school systems because many principals had complained about restrictive structural developments. A high percentage of returned questionnaires demonstrated principals interest in the study and supplied necessary information about demands on principals and their available or lacking competencies. The resultspresented in text and in eight bar chartsshow that participating principals see themselves as holding key roles within schools as "learning systems." Furthermore, participants feel that further training is urgently necessary, especially in areas such as group management, moderation of conferences, project management, and conflict resolution. The report also outlines the structure and content of possible training programs for ambitious teachers. (Contains two references.) (AUTHOR/WFA) Descriptors: *Administrator Education; Foreign Countries; *Instructional Leadership; Leadership; *Leadership Effectiveness; *Leadership Training; *Management Development; *Principals; Professional Development; Professional Training; Secondary Education Descriptive Terms: Paper presented at the 110th Annual Convention of the American Psychological Association, Division 15, symposium on Learning and Teaching Beyond the Curriculum (Chicago, IL, August 25-28, 2002). Geographic Source: Germany EJ621318 EA538022 Only the Best. Author: Casey, John; Donaldson, Clem Availability: Journal Citation: Leadership, v30 n3 p28-30 Jan-Feb 2001 Publication Date: 2001 ISSN: 1531-3174 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2001 Abstract: After refining its teacher standards, a California school district implemented professional standards for administrators, a goal-setting and assessment system, and a professional- development support model. Principals are responsible for providing effective school, community and instructional leadership; creating and maintaining a positive culture; administering policies; and communicating effectively. (MLH) Descriptors: *Administrators; Elementary Secondary Education; *Leadership Qualities; *Program Implementation; *Recruitment; *Standards Identifiers: *Pajaro Valley Unified School District CA EJ620748 SP529347 The Roar of Complexity. Author: Peterson, Kent D. Availability: Journal Citation: Journal of Staff Development, v22 n1 p18-21 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: As principals' responsibilities increase, helping them learn to use and enjoy their daily managerial and symbolic challenges can increase their energy and make them more effective leaders. This includes learning to: change gears quickly; map their work; find tools for handling interruptions; become analysts; refine communication; and resolve discord. A sidebar presents strategies for working with the daily rush. (SM) Descriptors: *Administrator Qualifications; Administrator Role; Elementary Secondary Education; *Leadership Responsibility; Leadership Training; *Principals; Problem Solving; *Professional Development EJ620731 SP528965 Your Biggest Game: Interview with Dave Ellis. Author: Sparks, Dennis Availability: Journal Citation: Journal of Staff Development, v22 n1 p57-60 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Interviews Dave Ellis, president of the Brande Foundation, who promotes life coaching to help leaders become more creative and effective by making them happier, more satisfied human beings. It provides an opportunity for people to look at all areas of their lives, determine what they want in these areas, and have the coach help them develop realistic action plans. (SM) Descriptors: Elementary Secondary Education; Leaders; *Leadership Training; *Principals; *Professional Development Identifiers: Administrator Competencies; *Coaching EJ620730 SP528964 Sharing the Mystery. Author: Norton, John Availability: Journal Citation: Journal of Staff Development, v22 n1 p51-54 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes the Principals' Executive Program (PEP), in which North Carolina principals who are in at least their second or third year of practice meet regularly to share their experiences. The PEP curriculum covers typical principal challenges, helps principals make sense of their own experiences in school, and builds networks to reduce isolation. The program relies on residential training. (SM) Descriptors: Administrator Role; Elementary Secondary Education; *Instructional Leadership; *Leadership Training; *Principals; *Professional Development; State Programs Identifiers: North Carolina EJ620729 SP528963 Getting Personal. Author: Willen, Liz Availability: Journal Citation: Journal of Staff Development, v22 n1 p47-49 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes how New York City's District Two prioritizes school principals by having veteran principals mentor newer principals, sharing advice and experiences on everything from supervision and instruction to budgeting. This team effort helps principals deal with the significant daily stress of working in city schools. (SM) Descriptors: Administrator Role; Elementary Secondary Education; *Leadership Training; *Mentors; *Principals; Professional Development; Teacher Improvement; Teamwork; *Urban Schools Identifiers: New York EJ612893 EA537522 Mentoring Leadership. Author: Hibert, Kirsten Mikel Availability: Journal Citation: Phi Delta Kappan, v82 n1 p16-18 Sep 2000 Publication Date: 2000 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJMAR2001 Abstract: An assistant principal describes longterm benefits from her mentoring relationship with the principal of Santa Monica (California) High School. Chagrined at her principal's close, hands-on supervisory style, the assistant principal gradually gained experience and confidence. She learned that leadership is about serving others, compassion, and social justice. (MLH) Descriptors: *Assistant Principals; Equal Education; High Schools; *Leadership Responsibility; *Mentors; Peer Mediation; *Principals; Public Service; Racial Factors; *Role Models; Supervision; Women Administrators Identifiers: *Beginning Administrators; *California (Santa Monica); Social Justice EJ597049 EA536541 Developing School Leaders To Work on the U.S.-Mexican Border: Lessons Learned. Author: Daresh, John C.; Parra, M. Alicia Availability: Journal Citation: NASSP Bulletin, v83 n605 p55-61 Nov 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2000 Abstract: Describes a program focusing on developing positive attitudes, knowledge, and skills among assistant principals working in an El Paso school district. The Ysleta Assistant Principals Leadership Academy has established a strong partnership with higher education, created expanded learning opportunities, provided mentors, and extended administrators' knowledge base through scholarly readings. (MLH) Descriptors: *Assistant Principals; College School Cooperation; Educational Equity (Finance); Elementary Secondary Education; Higher Education; *Leadership Training; *Management Development; *Minority Groups; Partnerships in Education; *Underachievement; Urban Schools Identifiers: Knowledge Base for Administration; *Ysleta Independent School District TX EJ595552 JC508757 Enhancing Catholic School Identity. Author: Gilroy, Nancy Availability: Journal Citation: Momentum, v29 n4 p37-40 Oct-Nov 1998 Publication Date: 1998 ISSN: 0026-914X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2000 Abstract: Describes the development of the Enhancing Catholic School Identity Program by the Consortium for Catholic School Identity. Reports that the program was created in an effort to focus on the development of the Catholic school administrator as the spiritual leader of the school community. Discusses and evaluates the program's first year. (VWC) Descriptors: Administrator Role; *Administrators; Catholic Educators; *Catholic Schools; Consortia; Educational Development; *Leadership Training; *Management Development; Principals; Program Development EJ584471 PS529222 Teacher to Director: A Developmental Journal. Author: Catron, Carol E.; Groves, Melissa M. Availability: Journal Citation: Early Childhood Education Journal, v26 n3 p183-88 Spr 1999 Publication Date: 1999 ISSN: 1082-3301 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1999 Abstract: Examines the changes in perspective involved when early childhood teachers are promoted to administrators, focusing on leadership roles. Discusses stages of growth for administrators and the implications of these stages for effective leadership. (KB) Descriptors: Administrator Role; *Administrators; Adult Development; *Leadership; Preschool Education; *Preschool Teachers; *Professional Development; Teacher Role EJ584368 JC508464 Peer Coaching: A Hands-On Form of Administrative Staff Development. Author: London, Harold; Sinicki, Carole Availability: Journal Citation: NCA Quarterly, v73 n3 p392-95 Win 1999 Publication Date: 1999 ISSN: 1043-3511 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1999 Abstract: Asserts that high turnover in educational administrative personnel, especially principals, necessitates that attention and resources be allocated to administrative staff development. Recommends peer coaching as a way for principals to help each other, and presents a model for implementing a staff-development program. (VWC) Descriptors: Educational Change; High Schools; *Instructional Leadership; Leadership Responsibility; *Leadership Training; Management Development; *Principals; *Professional Development; Professional Training; School Administration; School Restructuring; Staff Development Identifiers: *Peer Coaching EJ581467 EA535363 The Power of the Superintendent's Leadership in Shaping School District Culture: Three Case Studies. Author: McAdams, Richard P.; Zinck, Richard A. Availability: Journal Citation: ERS Spectrumv16 n4 p3-7 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1999 Abstract: Explores the relationship between superintendent leadership and school districts' organizational culture, based on case studies of three successful Pennsylvania districts. Identifies leadership characteristics shared by these superintendents: espousing child- centered values; modeling district beliefs and values; and attending to educational priorities (staffing, goal setting, and staff development). (21 references) (MLH) Descriptors: *Administrator Characteristics; Case Studies; Elementary Secondary Education; *Leadership Styles; *School Culture; *School Districts; *Superintendents Identifiers: *Pennsylvania Documents (RIE)How the Business Community Can Enhance School Leadership. Successful Strategies. Author: Shluker, Jamie Institutional Author: Business Coalition for Education Reform.(BBB34627) Availability: For full text: http://www.bcer.org/projres/Lead.pdf. Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055); Reports--Descriptive (141) Journal Announcement: RIEMAY2003 Abstract: This document explains how the business community can enhance school leadership by helping school principals develop the same executive leadership and professional qualities that are required of chief executive officers. The introduction describes the role of the principal in high-performing schools as follows: (1) engage all members of the school community in articulating the school's goals and developing strategies to meet them; (2) assess the needs of the school's most important internal and external customers; (3) align the school's resources with a strategic plan to meet those needs; and (4) assume responsibility for students' achievement and organizational improvement. The booklet begins by describing the leadership challenges confronting education. The following strategies for businesses seeking to become involved in school leadership development are discussed: (1) understand the context within which school leaders operate; (2) form win/win partnerships; (3) use resources to contribute to leadership development for educators; (4) become proactive in attracted talented managers; (5) encourage productivity with performance evaluations and incentives; (6) provide principals with opportunities for ongoing professional development; and (7) use quality criteria to improve organizational performance. Examples of how employers are helping schools with leadership development are highlighted throughout the booklet. A total of 15 resource organizations and publications are listed. (MN) Descriptors: Academic Achievement; *Administrator Evaluation; Administrator Qualifications; Definitions; Educational Administration; Educational Needs; Educational Quality; Evaluation Methods; Guidelines; Incentives; Leadership; *Leadership Training; *Management Development; Mentors; Motivation Techniques; Organizational Development; Organizational Effectiveness; *Partnerships in Education; Performance Based Assessment; *Principals; Productivity; Professional Development; *School Business Relationship; Secondary Education; Team Training; Teamwork; Total Quality Management; Training Methods Descriptive Terms: Written with support from Andrew Alfers, Karen Larson, and Peggy Siegel. Publication draws from the national teleconference "Enhancing Principals' Management Skills with Business Support," a national teleconference sponsored by the JCPenney Leadership Institute on School Improvement. Geographic Source: U.S.; District of Columbia ED468677 EA031982 The Ohio Principals' Leadership Academy: Entry Year Program. Author: Beebe, Robert J.; Hoffman, Daniel; Lindley, Fred; Prestley, Carole Availability: Eye On Education, 6 Depot Way West, Larchmont, NY 10538 ($26.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com. Publication Date: April 03, 2002 Language: English Document Type: Guides--Non-classroom (055); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: 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 one component of a multifaceted statewide initiative funded by the Ohio Department of Education and promoted by the Ohio Business Roundtable to build leadership capacity in the state's schools. The paper includes three sections. The first section describes and explains the statewide history, structure, and policy role of the OPLA:EYP. The second section provides an overview of the development of a curriculum for the training of mentors to work with early career principals. The third section traces the background and current status of the methods being tested for delivery of the mentoring curriculum. Appendix A contains a "Memorandum of Understanding"; Appendix B, quadrants for analyzing "indicators" of an Interstate School Leaders' Licensure Consortium standard; Appendix C, a summary sheet of portfolio licensure assessment guidelines; and Appendix D, a flow chart depicting the parts of and procedures for a licensure portfolio. (RT) Descriptors: *Administrator Education; *Beginning Principals; Certification; Elementary Secondary Education; *Leadership Training; *Mentors; Professional Development Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Ohio ED467274: No data available. ED466032 EA031734 School Leadership in Support of Teachers' Transformational Learning: The Dramatic Differences Resources Make. Author: Drago-Severson, Eleanor Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2003 Descriptors: Adult Learning; Educational Finance; *Educational Resources; Elementary Secondary Education; Faculty Development; Financial Support; *Leadership; *Principals; *Resource Allocation; Resources; *Teacher Improvement Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Massachusetts ED466031 EA031733 Principals as Teacher Leaders in the Kentucky Education Reform Act Era: Laying the Groundwork for High-Achieving, Low Income Schools. Author: McDonald, Deborah Halcomb; Keedy, John L. Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2003 Descriptors: Academic Achievement; *Educational Improvement; Elementary Education; *Instructional Leadership; *Leaders; Poverty; *Principals Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Kentucky ED456604 EC308589 Leading Inclusive Programs for All Special Education Students: A Pre-Service Training Program for Principals. Author: Collins, Lisa; White, George P. Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: April 2001 Language: English Pages: 11 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEFEB2002 Abstract: This paper describes a model program for training pre-service elementary and secondary school principals in educationally sound and legally defensible inclusion programs extending to students with emotional and behavioral disorders (E/BD). The program has three major objectives: (1) to train pre-service school administrators (principals and assistant principals) in the leadership and management of school-based special education programs; (2) to train pre-service school administrators in system-change strategies related to the implementation of an effective school-based special education program for students with behavioral disorders; and (3) to disseminate the outcomes of the training project on a regional, state, and national level. The program is in its third year of implementation and includes customized courses in special education law and curriculum, instruction, and program design, leadership institutes on specially selected topics, a year-long practicum, and individual portfolios for demonstration and evaluation of the applied competencies. A total of 38 participants have been served and now show competencies in the learning and behavioral characteristics of students with disabilities, knowledge and skill in supervision of staff in inclusive classrooms, skill in financial analysis and management of special education programs, knowledge of special education law, and knowledge of best practice on inclusive programs. (Contains 33 references.) (CR) Descriptors: Assistant Principals; Beginning Principals; *Behavior Disorders; Curriculum; Elementary Secondary Education; *Emotional Disturbances; Higher Education; *Inclusive Schools; *Leadership Training; Management Development; *Principals; Program Design; Program Evaluation; School Administration; School Supervision; Special Education; *Supervisory Training; Training Methods Descriptive Terms: Poster presented at the Annual Meeting of the American Educational Research Association Annual Meeting (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; Pennsylvania ED455234 SP040162 Designing the School Leader's Portfolio. Author: Dietz, Mary E. Availability: SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 ($24.95). Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: info@skylightedu.com; Web site: http://www.skylightedu.com. Publication Date: 2001 ISBN: 1-57517-328-X Language: English Pages: 118 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEDEC2001 Abstract: This book presents a process and framework designed to improve the chances that administrators will learn within the context of leading. It shows administrators how to use portfolios to develop their philosophy and leadership, zero in on goals, create plans and participate in professional development, coach peers, and assess and articulate what they have learned. The book offers examples, graphics, tools, logs, and registries to help administrators develop their own portfolios. There are six chapters focusing on: (1) "The Role of the Portfolio in Improving School Leader Performance" (e.g., the portfolio process and assembling the portfolio); (2) "Establishing a Purpose for the School Leader's Portfolio" (e.g., defining the purpose and defining one's own philosophy); (3) "Focusing the Portfolio" (e.g., determining goals and involving school staff); (4) "The Process of Collaboration and Professional Development" (e.g., creating a learning plan and identifying areas for learning); (5) "Portfolio Outcomes for Continuous Improvement" (e.g., leaders as learners and unexpected outcomes of the portfolio process); and (6) "Technology and the Portfolio Process" (employing electronic support). Four appendixes focus on: the portfolio process, steps in the portfolio process, blacklines of portfolio tools, and sample completed portfolio tools. (Contains 34 references.) (SM) Descriptors: Administrator Effectiveness; Computer Uses in Education; Cooperative Planning; Educational Technology; Elementary Secondary Education; Information Technology; Leaders; *Leadership Qualities; *Portfolios (Background Materials); *Principals; *Professional Development; Teamwork Identifiers: Peer Support Descriptive Terms: Forward by Linda Lambert. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; Illinois ED453591 EA031037 Principal Mentoring. Author: Malone, Robert Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 prepaid; quantity discounts). Journal Citation: Research Roundup, v17 n2 Win 2000-2001 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2001 Language: English Pages: 5 Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIENOV2001 Abstract: Increasing evidence shows that school leaders, throughout all stages of their careers, can benefit from a mentoring system in which a seasoned leader helps the protege combine theory and practice with experience. This research roundup reviews works that provide support for principal mentoring and share strategies for establishing mentoring relationships. "Finding One's Way: How Mentoring Can Lead to Dynamic Leadership" (Gary M. Crow and Joseph L. Matthews) discusses the parallels between mentoring and dynamic leadership; "Apprenticeships for Administrative Interns: Learning to Talk Like a Principal" (Paula A. Cordeiro and Ellen Smith-Sloan) examines the rise in mentorships and internships in educational administration and its impact on educational leaders; "Making Leadership Happen: The SREB Model for Leadership Development (Alton C. Crews and Sonya Weakley) describe a model for mentoring that allows for the systematic implementation of mentor/protege relationships, highlighting the importance of a peer coach; "Selecting Mentors for Principalship Interns (Thomas J. Geismar and colleagues) describe a method that assists in the selection of mentors for principal interns; and "Selecting Star Principals for Schools Serving Children in Poverty (Martin Haberman and Vicky Dill) detail the characteristics of star principals and steps needed to train others to become star principals. (RT) Descriptors: Administrator Education; Educational Administration; Elementary Secondary Education; *Leaders Guides; *Leadership Training; Management Development; *Mentors; *Principals Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon ED447565 EA030695 Principals and Teachers: Continuous Learners. Author: Fleming, Grace L. Institutional Author: Southwest Educational Development Lab., Austin, TX.(BBB00950) Availability: EDRS Price MF01/PC01 Plus Postage. Journal Citation: Issues...about Change, v7 n2 1999 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 9 Document Type: Collected works--Serials (022) Journal Announcement: RIEMAY2001 Abstract: This article discusses how three principals were able to transform their schools into communities of professional learners. It focuses on how the principals demonstrated their own learning and how they nurtured learning in their staffs. It offers a brief profile of each principal and how she incorporated continuous learning into her life. All the principals used similar strategies to achieve increased staff capacity. They developed collegial staff relationships, focused on student success and continuous learning, and viewed teachers as decision makers and implementers. They also nurtured new ways of operating their schools and demonstrated the meaning of a professional learning community by constantly sharing their own learning with their staffs and by orchestrating opportunities for their staffs to incorporate the same practices. Accordingly, staff members responded individually and as a whole to take on those practices and the principals were able to tap the teacher's new-found expertise. Some of the themes that were evident in each school were the following: look for ways to improve learning conditions for students, trust colleagues, ask other teachers for advice, take responsibility for the operation of the school, and value teamwork. (RJM) Descriptors: *Change Strategies; Educational Administration; *Educational Change; *Educational Improvement; Elementary Secondary Education; *Instructional Leadership; Learning Strategies; *Principals; Professional Development; *Teacher Administrator Relationship Identifiers: Learning Communities Descriptive Terms: Theme issue. Published biannually. Contract Number: RP91002003 Geographic Source: U.S.; Texas ED445418 EA030660 Helping Teachers Learn: A Four-Year Ethnography of One Principal's Efforts To Support Teacher Development. Author: Drago-Severson, Eleanor E. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 42 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAR2001 Abstract: The primary purpose of this paper is to illuminate how a school principal employed three identifiable leadership initiatives to support adult learning within the context of her school and to show how her own thinking about her leadership practices on behalf of teacher learning changed and developed over time. A discussion of current efforts to support teachers' professional development draws on the literatures from staff development, principal leadership, and adult development. Following this is a review of a four-year ethnography. Specifically, a description of the three main initiatives practiced by the principal (teaming, providing leadership roles, and collegial inquiry) to support adult development. Next is an examination of this principal's perspective on the value of engaging in reflective practice and how this context created a space for her to reflect on her leadership. Highlighted are how her thinking about her leadership practices on behalf of supporting teacher learning changed during the four years of this research. Lastly, are suggested some possible implications of developmental theory with regard to principals' practices in relation to supporting adult development in schools. Interviews and observations with the principal and her teachers, administrators, and staff were analyzed. Findings illustrate how adult developmental theory might be bridged to leadership practices aimed at supporting the development of the mind (transformational learning). (Contains 3 tables and 54 references.) (Author/MLF) Descriptors: *Adult Development; Case Studies; Collegiality; Elementary Secondary Education; Ethnography; *Faculty Development; *Leadership Styles; Leadership Training; Longitudinal Studies; Management Teams; *Principals; Staff Development; *Teacher Administrator Relationship; *Teacher Improvement; Team Teaching; Transformative Learning Identifiers: Reflective Practice Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Massachusetts ED444237 EA030553 Meeting the Challenge of Standards: Planning Effective Standards-Based Leadership Conferences. New Visions for Public Schools Policy and Research Series. Author: Dukess, Laura F. Institutional Author: New Visions for Public Schools, New York, NY.(BBB34218) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Robert Sterling Clark Foundation, Inc., New York, NY. (BBB13836)@; Charles Hayden Foundation, New York, NY. (BBB36147)@; Henry Luce Foundation, New York, NY. (BBB06768) Publication Date: 1999 Language: English Pages: 23 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB2001 Abstract: This booklet describes the rationale, design, and structure for conferences organized for school principals. Drawing on the experiences of New York City's Community School District 2, it describes standards-based professional development for school leaders. It opens with a description of the District Network for Standards-Based Reform--a project that provided four new superintendents with the example of District 2--and the instruction and support needed to host effective leadership conferences. Examples of effective activities from these districts' leadership conferences are used throughout the paper. It discusses the research-based structure of the effective standards-based leadership conference and focuses on the particular behaviors that the superintendent should be modeling during his or her design and presentation of leadership conferences. Subsections on each of those components address such topics as setting and communicating clear expectations, helping all leaders to be learners, engaging conference participants as active and cooperative learners, going to where the most informing work is being done, focusing on instruction and learning from the experts, engaging in and demanding accountable talk, and saving the administrative items for last. The paper closes with a brief conclusion that emphasizes the importance of clear expectations, communicating these expectations to principals, and focusing on instruction and standards. (Contains 11 endnotes.) (RJM) Descriptors: *Academic Standards; Administrative Principles; Educational Administration; Elementary Secondary Education; *Guidelines; *Instructional Leadership; *Leadership Training; *Principals Identifiers: New York City Board of Education Descriptive Terms: Also funded by the Clark Foundation. Target Audience: Administrators; Practitioners Geographic Source: U.S.; New York ED435120 EA030094 Internalizing Strengths: An Overlooked Way of Overcoming Weaknesses in Managers. Author: Kaplan, Robert E. Institutional Author: Center for Creative Learning, Inc., Sarasota, FL.(BBB32123) Availability: Center for Creative Leadership, One Leadership Place, P.O. Box 26300, Greensboro, NC 27438-6300 (Item Number 182, $15). Tel: 336-286-4480; Web site: http://www.ccl.org . Publication Date: 1999 ISBN: 1-882197-49-6 Language: English Pages: 43 Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2000 Abstract: This report describes a process of development in which managers move beyond addressing shortcomings and are encouraged to recognize and internalize their strengths. The document begins with the idea that the failure to recognize one's strengths is at the root of many performance problems. It describes the difficulty in getting managers to recognize their attributes, and it offers some of the benefits to be gained from helping managers internalize these attributes. The text is divided into four sections. The first part focuses on how the failure to recognize strengths affects executive performance, such as when executives respond to a perceived lack of talent by trying too hard. The next section explores why talking to executives about their strengths can be difficult and their discomfiture with praise due to an aversion to arrogance and complacency, and how the pressure they feel to keep up the good work. The report shows how energy is freed up when a manager's strengths are internalized, and it outlines five principles for helping executives use strengths for development: (1) do not let them take the strengths for granted; (2) engage them in potent self-reflection; (3) concentrate the messages and distill the data; (4) get personally involved; and (5) stay involved. (RJM) Descriptors: Ability; *Administrator Attitudes; Administrator Guides; *Administrators; *Leadership Training; *Management Development; Professional Development; Self Concept; Talent Descriptive Terms: Cover page may not reproduce well. Geographic Source: U.S.; North Carolina ED431826 UD032969 Professional Development and Urban Leadership: A Study of Urban Administrators' Perceptions of What Matters Most in Their Professional Development. Author: Walker, Elaine M.; Mitchel, Charles P.; Turner, Wayne Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 32 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: In 1996, a major overhaul in the delivery of professional development for administrators was undertaken in the urban school district under study. A Principal Leadership Institute was created and the 182 principals and vice-principals of the district were randomly assigned to 8 cohorts, each of which was affiliated with 1 of the 8 universities and colleges with a contract with the district for professional development services. The expressed needs of the administrators participating, the effectiveness of the school-university collaboration, and insights for future professional development were studied. Administrators were interviewed 3 times over 2 years, with response rates of 55 to 65%. The study finds that urban administrators have a wide variety of needs that they seek to have met through professional development opportunities. Educational administration programs at the college level cannot prepare administrators adequately for their complex roles, so that the need for continuous professional development becomes paramount. The lack of a coherent focus in this principal development institute created problems that were compounded by the competing notions of leadership advanced by the eight universities. Administrators found it difficult to translate the information they received into practice. (Contains 5 tables and 24 references.) (SLD) Descriptors: *Administrator Attitudes; College School Cooperation; Elementary Secondary Education; Higher Education; *Instructional Leadership; *Principals; *Professional Development; *Urban Schools Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; New Jersey ED426469 EA029555 Increasing the Professional Efficacy of Secondary School Assistant Principals through the Process of Collegial Collaboration. Author: Harris, J. Robert Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: 1998 Language: English Pages: 81 Document Type: Dissertations/Theses--Practicum papers (043) Journal Announcement: RIEJUN1999 Abstract: This paper describes a practicum that was designed to increase the efficacy of assistant principals as members of an administrative team in a learning organization. The 1-year practicum took place at a grades 8 to 12 public school facility in a rural community. The problems facing the school principal, who designed the practicum were that the two assistant principals did not possess a clear understanding of their job description and did not have leadership skills at a level required for the job. The paper provides an investigation into existing literature concerning these issues and discusses solution strategies as described by this literature. Four specific expected outcomes are developed: (1) assistant principals need to become more active participants in the development of their own job descriptions; (2) assistant principals need to become more active participants in regional meetings and initiatives; (3) improved principal-assistant principals communication is needed to enhance knowledge of school operations; and (4) collegial collaboration is needed to obtain professional efficacy. The paper not only explains how solutions were selected and how outcomes were measured, but also provides weekly action reports taken over a 3-month period. The results show that all the desired outcome goals were met. The results of this practicum will have a direct effect on the 1998-99 school year. (Contains 38 references.) (RIB) Descriptors: *Administrative Organization; Administrative Problems; *Administrator Effectiveness; *Assistant Principals; Job Enrichment; Leadership Qualities; *Leadership Training; Occupational Information; Public Education; Secondary Education Descriptive Terms: Practicum Report, Nova Southeastern University. Geographic Source: U.S.; Florida ED420697 TM028372 Linking the ISLLC Standards to Professional Development and Relicensure. Author: Shipman, Neil J.; Topps, Bettye W.; Murphy, Joseph Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 22 Document Type: Reports (142); Speeches, Conference Papers (150) Journal Announcement: RIENOV1998 Abstract: The Interstate School Leaders Licensure Consortium (ISLLC), a program of the Council of Chief State School Officers, has recognized the new challenges facing school leaders, and has developed standards for effective educational leadership. This paper addresses the turning of the attention of the ISLLC to professional development linked to these standards. Movement to link the standards to professional development is occurring on three fronts. A professional association of school administrators is exploring the possibility of developing an advanced certification program for administrators. In addition, five states and the District of Columbia are working with the Educational Testing Service to test assessments for school leader relicensure. Policymakers in 29 states and 12 national associations are also working to link the new standards to state policy frameworks. In the District of Columbia, where the declining achievement of students is a major concern, the school system has formally adopted the ISLLC standards as the foundation on which to build a unified hiring, development, and evaluation system. The ISLLC standards, which have been adopted at a critical point in the school system's improvement efforts, will be the lens through which decisions regarding candidate identification and selection are seen, as well as the foundation for all professional and staff development for school leaders. The District of Columbia expects that its commitment of time and resources to the standards implementation process will result in improvement in achievement levels for all students. (Contains five references.) (SLD) Descriptors: Academic Achievement; *Administrators; Certification; Educational Administration; Elementary Secondary Education; *Instructional Leadership; *Licensing Examinations (Professions); *Professional Development; *Standards Identifiers: District of Columbia Public Schools; *Interstate School Leaders Licensure Consortium Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Level: 1 Geographic Source: U.S.; District of Columbia ED414263 SP037667 Finding One's Way: How Mentoring Can Lead to Dynamic Leadership. Author: Crow, Gary M.; Matthews, L. Joseph Availability: Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320-2218; phone: 800-499-9774; fax: 1-805-499-0871 (Cloth: ISBN-0-8039-6545-1, $51.95; Paper: ISBN-0-8039-6546-X, $22.95). Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. ISBN: ISBN-0-8039-6546-X Language: English Pages: 202 Document Type: Book(s) (010); Guides (055) Journal Announcement: RIEAPR1998 Abstract: Since new role changes resulting from school reform agendas can place a school administrator at any career stage in uncharted territory, a career-long mentoring approach is recommended. The first chapters of this book introduce the concept of mentoring and the socialization framework consisting of characteristics, stages, methods, and goals. Subsequent chapters discuss mentoring and socialization of administrative interns, assistant principals, new principals and mid-career administrators. The final chapter discusses the organizational planning, selection, training, matching, and evaluation aspects of implementing mentor programs. (Contains 175 references.) (LH) Descriptors: *Assistant Principals; Elementary Secondary Education; Inservice Education; Internship Programs; *Leadership Training; *Mentors; *Principals; Professional Development; Program Implementation; *School Administration; *Socialization Level: 2 Target Audience: Administrators; Practitioners Geographic Source: U.S.; California |