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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
Training and SelectionJournal Articles (CIJE)Developing a New Generation of Educational Leaders by Capitalizing on Partnerships. Author: Grogan, Margaret; Roberson, Stewart Availability: Available electronically: http://www.firstmonday.dk/issues/issue76/besser/index.html Journal Citation: International Journal of Educational Management, v16 n7 p314-18 2002 Publication Date: 2002 ISSN: 0951-354X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2003 Abstract: Describes a new partnership for principal leadership preparation between the University of Virginia and three school districts in the metropolitan area of Richmond, Virginia. (EV) Descriptors: *College School Cooperation; *Leadership Training; Partnerships in Education; *Principals; Program Descriptions EJ634848 EA538884 Leadership 101. Author: Newsom, John Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: American School Board Journal, v188 n11 p30-33 Nov 2001 Publication Date: 2001 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: A shortage of qualified administrators has sparked a boom in principal-preparation programs. Some states and school districts have developed innovative principal-training programs that typically consist of classroom work; a full-time internship; and a network that allows program graduates to share information with colleagues and get feedback from mentors. A sidebar lists online resources. (MLF) Descriptors: *Administrator Qualifications; Elementary Secondary Education; Higher Education; *Leadership Training; *Principals; *Professional Development Identifiers: *Professional Development Centers EJ634727 EA538763 The Reform of Administrator Preparation at Stanford: An Analytic Description. Author: Copland, Michael Aaron Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Journal of School Leadership, v11 n4 p335-66 Jul 2001 Publication Date: 2001 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: Provides an analytic case description of an innovative, problem-based principals preparation program at Stanford University, incorporating views of students, graduates, and faculty. Promising aspects of the program are highlighted. Appendices include annotated lists of core courses and problem-based learning projects. (Contains 36 references.) (PKP) Descriptors: Case Studies; *Graduate Study; *Leadership Training; *Principals; *Problem Based Learning Identifiers: Stanford University CA EJ630832 EA538516 Sink or Swim? Leadership's Real Deal. Author: Clark, Susan S. Availability: Journal Citation: School Administrator, v58 n6 p27-29 Jun 2001 Publication Date: 2001 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: Across the nation, districts are throwing beginning administrators into school leadership positions, mistakenly assuming they already know everything. Training programs are preparing principals for a long-obsolete work environment. Committed mentors and on-call coaches can help overwhelmed and overworked principals become effective leaders. (MLH) Descriptors: *Administrative Problems; Administrator Education; *Beginning Principals; *Change Strategies; Coordinators; Elementary Secondary Education; *Leadership Effectiveness; Management Development; *Mentors; Misconceptions; *On the Job Training; Skill Development Identifiers: *Coaching EJ621312 EA538016 Transforming School Leadership. Author: Peterson, Kent; Kelley, Carolyn Availability: Journal Citation: Leadership, v30 n3 p8-11 Jan-Feb 2001 Publication Date: 2001 ISSN: 1531-3174 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: Because of impending retirements, districts have the opportunity to recruit and train thousands of outstanding new principals. Hiring and retaining quality principals involves identifying and selecting good leaders, socializing them into district culture, and providing ongoing professional development and support. Challenges facing urban, suburban, and rural districts are discussed. (MLH) Descriptors: *Administrator Selection; Beginning Principals; Elementary Secondary Education; *Leadership; *Management Development; *Principals; *Recruitment; Retirement; School Administration; *Work Environment Identifiers: *Principal Shortage EJ620728 SP528962 Intern at Work. Author: Duffrin, Elizabeth Availability: Journal Citation: Journal of Staff Development, v22 n1 p42-45 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes the Leadership Academy and Urban Network for Chicago (LAUNCH), a joint venture between the Chicago Public Schools, the local principal's association, and Northwestern University which pairs aspiring principals with practicing principals, offering them a chance to experience principal responsibilities. LAUNCH graduates who became principals say the program made a difference in how they do their jobs. (SM) Descriptors: Administrator Role; Elementary Secondary Education; Faculty Development; *Leadership Training; Mentors; Occupational Aspiration; *Principals Identifiers: Chicago Public Schools IL; Job Shadowing; Northwestern University IL EJ614563 EA537561 The Question of Competence: The Origins, Strengths and Inadequacies of a Leadership Training Paradigm. Author: Brundrett, Mark Availability: Journal Citation: School Leadership & Management, v20 n3 p353-69 Aug 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2001 Abstract: Traces origins of competence-based approaches to management training in England, as a followup to implementing the Teacher Training Agency's National Standards for Headteachers, which inspired the National Professional Qualification for Headship (NPQH) and the Headteachers' Leadership and Management Programme (HEADLAMP). (Contains 81 references.) (MLH) Descriptors: *Administrator Effectiveness; Competence; Elementary Secondary Education; Foreign Countries; *Leadership Training; *Management Development; *National Standards; *Principals; Testing Identifiers: *England; Reflective Practice EJ610801 UD522404 The Urban School Principalship: Take This Job and...! Author: Kimball, Kathy; Sirotnik, Kenneth A. Availability: Journal Citation: Education and Urban Society, v32 n4 p535-43 Aug 2000 Publication Date: 2000 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJAN2001 Abstract: Discusses how difficult the job of urban school principal, as currently conceived and structured, has become, making the case that administrator preparation programs of improved scope, quality, and impact, together with a reconsideration of the notion of educational leadership, would have a salutary effect on the viability of the urban school principalship. (SM) Descriptors: Administrator Education; Educational Improvement; Elementary Secondary Education; *Instructional Leadership; *Principals; School Administration; *Urban Schools EJ605547 RC513903 The Best Job in the World. Author: Lewis, John; Sherman, Lee Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p34-39 Spr 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2000 Abstract: John Lewis, president of the National Association of Secondary School Principals, discusses changes needed in principal training programs to reflect changes in schools, the shortage of principals, the difference between administration and teaching, the importance of collaborating with staff and students, school violence, the difference between elementary and secondary school administration, and balancing managerial tasks and instructional leadership. (TD) Descriptors: *Administrator Education; Administrator Qualifications; *Administrator Role; *Educational Change; Interviews; *Leadership Qualities; Participative Decision Making; *Principals; Resistance to Change; *School Administration; School Culture; Secondary Education; Teacher Administrator Relationship Identifiers: Teacher Principal Relationship Descriptive Terms: Theme issue title: "The New Principal." EJ601253 EA536904 Crossing the Border into Leadership: Experiences of Newly Appointed British Headteachers and American Principals. Author: Daresh, John; Male, Trevor Availability: Journal Citation: Educational Management & Administration, v28 n1 p89-101 Jan 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: Investigates perceptions of English headteachers and U.S. principals about crossing the professional "border" into school leadership. Using interview data, explores administrators' preparation for their new role and levels of professional support they received during induction. All went through "culture shock" while adjusting to the "hot seat." (MLH) Descriptors: *Comparative Education; Elementary Secondary Education; Ethics; Foreign Countries; Interviews; *Leadership Responsibility; *Principals; *Role Perception; Values Identifiers: *Beginning Administrators; England; Reflective Practice; United States EJ601248 EA536899 An Evaluation of the Teacher Training Agency Headteacher Leadership and Management Programme (HEADLAMP). Author: Blandford, Sonia; Squire, Linda Availability: Journal Citation: Educational Management & Administration, v28 n1 p21-32 Jan 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2000 Abstract: Reviews provisions of a British Teacher Training Agency Headteacher Leadership and Training Programme (HEADLAMP) from principals' perspective, based on a cohort study investigating attitudes toward issues such as program management, needs assessment, local education authorities' role, and funding and quality. Responses were positive, but questions arose concerning program management. (Contains 13 references.) (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Training; *Management Development; Mentors; Orientation; *Principals; Program Administration; Program Evaluation Identifiers: *United Kingdom EJ599119 EA536889 Who Will Lead Our Schools? Author: Wilmore, Elaine L.; McNeil, Jesse Jai, Jr. Availability: Journal Citation: International Journal of Educational Reform, v8 n4 p365-73 Oct 1999 Publication Date: 1999 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: Educational Leadership UTA is an innovative, organic school administrator preparation program. Cooperating school districts and charter and private schools select their own star administrator prospects (frequently women and minorities) as full-time, paid administrative interns. The goal is producing "servant leaders" for diversely populated schools. (Contains 30 references.) (MLH) Descriptors: *Administrator Characteristics; *Administrator Education; Charter Schools; *College School Cooperation; Diversity (Student); Elementary Secondary Education; Females; Graduate Study; Higher Education; *Internship Programs; *Leadership Training; Minority Groups; Partnerships in Education; *Principals; Private Schools Identifiers: Dallas Independent School District TX; Fort Worth Independent School District TX; *University of Texas Arlington EJ599118 EA536888 Principal Role Changes and Implications for Principalship Candidates. Author: Whitaker, Kathryn S. Availability: Journal Citation: International Journal of Educational Reform, v8 n4 p352-62 Oct 1999 Publication Date: 1999 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: A principal who exchanged jobs with a university professor explores changing principal roles, using a case-study approach. Principals' working world is characterized by overwhelming responsibilities, information perplexity, and emotional anxiety. Principals would appreciate intrinsic and extrinsic rewards, support networks, university-school partnerships, and improved preparation programs. (Contains 63 references.) (MLH) Descriptors: Administrator Education; *Administrator Responsibility; *Administrator Role; Anxiety; Burnout; Case Studies; Elementary Secondary Education; Information Management; Instructional Leadership; *Management Development; Networks; *Principals; *Role Perception; Social Support Groups; *Work Environment Identifiers: *Facilitative Leadership EJ598916 CS758401 A Crisis in Leadership: Where Are Tomorrow's Principals? Author: Malone, Bobby G.; Caddell, Tracy A. Availability: Journal Citation: Clearing House, v73 n3 p162-64 Jan-Feb 2000 Publication Date: 2000 ISSN: 0009-8655 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUL2000 Abstract: 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 their classrooms may be excellent prospects to develop as principals. (SR) Descriptors: *Administrator Characteristics; Administrator Effectiveness; Administrator Role; Elementary Secondary Education; *Instructional Leadership; *Principals; *School Administration EJ592964 EA536333 Sink or Swim No More. Author: Bloom, Gary Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p14-17 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2000 Abstract: Elements of California's Beginning Teacher Support and Assessment Program, which provides new teachers with one-on-one mentoring and professional support in their first two years of practice, are being applied to UC Santa Cruz's pilot project for beginning principals. Principals need intensive coaching and support when assuming their duties. (MLH) Descriptors: *Beginning Principals; Elementary Secondary Education; Higher Education; *Leadership Training; *Management Development; *Mentors; Pilot Projects Identifiers: *California; *Coaching; University of California Santa Cruz EJ592963 EA536332 Developing Leaders from Within. Author: Lovely, Suzette Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p12-13 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2000 Abstract: Through a structured "grow your own" model, the Capistrano Unified School District in California is focusing on developing leaders from within. Strong teachers with leadership potential are actively recruited to enter the administrative arena as elementary-teaching assistant principals. Assistant principals are given principal-level responsibilities. (MLH) Descriptors: *Assistant Principals; Elementary Education; *Leadership Training; *Management Development; *On the Job Training; *Principals; Recruitment Identifiers: Teacher Leadership EJ575255 EA535218 Where Have All the High School Administrators Gone? Author: Yerkes, Diane M.; Guaglianone, Curtis Availability: Journal Citation: Thrust for Educational Leadership, v28 n2 p10-14 Nov-Dec 1998 Publication Date: 1998 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Nationwide, widespread application shortages exist for high school principals. A 1998 Association of California School Administrators study of 11 representative districts found that positions went unfilled due to stress, salary, and shortage of qualified candidates. Dealing first with contextual concerns, then with personnel and institutional issues, is the best way to tackle this problem. (MLH) Descriptors: High Schools; *Institutional Mission; Instructional Leadership; *Labor Turnover; *Leadership Responsibility; *Principals; *Recruitment; *Work Environment Identifiers: *Administrative Stress; California Descriptive Terms: Article reprints available through "http://uncweb.carl.org" ($10 plus copyright fee). Journal availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010. EJ575199 EA535146 Preparation for the School Principalship: The United States' Story. Author: Murphy, Joseph Availability: Journal Citation: School Leadership & Management, v18 n3 p359-72 Aug 1998 Publication Date: 1998 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Traces the evolution of U.S. administrator training programs, focusing on 20th-century developments. Delineates four eras: the Ideological Era, 1820-1899; the Prescriptive Era, 1900-1946; the Scientific Era, 1947-1985; and the Dialectic Era, beginning around 1986. Underscores key dimensions and events in each time frame, highlighting inter-era ferment. (63 references) (MLH) Descriptors: *Administrator Education; *Educational Change; *Educational History; Elementary Secondary Education; *Leadership Training; *Management Development; *Principals EJ575175 EA535122 Using the 4MAT Instructional Model for Effective Leadership Development. Author: Kaplan, Leslie Schenkman Availability: Journal Citation: NASSP Bulletin, v82 n599 p83-92 Sep 1998 Publication Date: 1998 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: Most principals believe their job includes identifying and developing future school leaders. Expectations for principals as teachers of adults are increasing. The 4MAT instructional model provides a user-friendly, research-based structure for principals to design powerful retreats and workshops aimed at increasing leadership behavior among all professional staff. (14 references) (MLH) Descriptors: *Adult Learning; *Leadership Training; *Management Development; *On the Job Training; *Principals; Program Descriptions; Secondary Education; Workshops Identifiers: *4MAT System; *Instructional Models; Retreats; Teacher Leadership EJ566218 EA534720 Mastering the Art of Throwing Darts. Author: Millward, Robert E. Availability: Journal Citation: School Administrator, v55 n6 p20-23 Jun 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN1999 Abstract: Effective leadership programs have a clearly defined belief structure and a teaching team that provides direction for both the students and the program. Leadership can be learned, but it is a process, not a position. Like dart throwing, leadership skills can be taught if individuals are coached, have a chance to practice various skills, get feedback, and possess some innate abilities. Assessment strategies are discussed. (MLH) Descriptors: *Administrator Evaluation; Beliefs; *Educational Administration; Elementary Secondary Education; Feedback; *Leadership Training; *Management Development Identifiers: *Experienced Administrators Documents (RIE)An Exploratory Analysis of Leadership Preparation Selection Criteria. Author: Browne-Ferrigno, Tricia; Shoho, Alan 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: November 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAUG2003 Abstract: 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 literature about reform of administrator-preparation programs, and findings from recent studies of admission standards. Following are some of the reports findings: (1) The prevailing practice for acceptance to leadership-preparation programs continues to use GRE scores, GPA, and letters of recommendation. (2) Candidates' career aspirations may play a significant role in the recruitment and selection of program participants and the identification of future principals. (3) Many viable candidates for preparation programs never apply because they question their own ability to lead. (4) Many entrants into educational-leadership positions do not feel fully prepared for the reality of the tasks required of them. (5) Careful recruitment and selection of candidates are cited often as necessary elements in the restructuring or reform of preparation programs. The results of this analysis will be used to develop a research design for an expanded study of the effectiveness of principal-preparation programs. (Contains 85 references.) (WFA) Descriptive Terms: Paper presented at the Annual Meeting of the University Council for Educational Administration (Pittsburgh, PA, November 1-3, 2002). Geographic Source: U.S.; Kentucky ED471996 SP041302 The Principal Challenge: Leading and Managing Schools in an Era of Accountability. The Jossey-Bass Education Series. Author: Tucker, Marc S., Ed.; Codding, Judy B., Ed. Availability: Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 ($29.95). Tel: 415-782-3177; Tel: 800-956-7739 (Toll Free); Fax: 415-951-8553; e-mail: agreer@jbp.com; Web site: http://www.josseybass.com. Publication Date: 2002 ISBN: BN- 0-7879-6447-6; Language: English Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEAUG2003 Abstract: These papers examine causes of the crisis in school leadership, offering an innovative proposal for a new kind of institution that will train school principals to be turn-around artists. The approach involves close collaboration between the new institution and entire school districts, combining face-to-face instruction with Web-based delivery. Ten papers are: (1) "Preparing Principals in the Age of Accountability" (Marc S. Tucker and Judy B. Codding; (2) "What Principals Need to Know About Teaching and Learning" (Peter W. Hill); (3) "The Principal as Moral Leader" (Thomas Sobol); (4) "Best Practices in Leadership Development: Lessons from the Best Business Schools and Corporate Universities" (Marie Eiter); (5) "Professional Military Education: A Serious Enterprise for Leaders" (Robert C. Hughes and Richard Haney); (6) "Models of Preparation for the Professions: Implications for Educational Leadership" (Gary Sykes, Cheryl King, and Jeannie Patrick); (7) "Mission Possible? An International Analysis of Training for Principals" (Brian J. Caldwell, Gerard T. Calnin, and Wendy P. Cahill); (8) "The Work of Principals and Their Preparation: Addressing Critical Needs for the Twenty-First Century" (Carolyn Kelley and Kent D. Peterson); (9) "Principal In-Service Programs: A Portrait of Diversity and Promise" (Kent D. Peterson and Carolyn Kelley); and (10) "Associations and the Principalship: A History of Advocacy, a Horizon of Opportunity" (Gerald N. Tirozzi). Two appendixes present the design for the National Institute for School Leadership and people consulted in designing the Institute. (Papers contain references.) (SM) Geographic Source: U.S.; California ED470421 EA032061 Building Leaders for the Future: The Socorro Independent School District Assistant Principals Academy. Author: Daresh, John C. Availability: North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org/policy/pubs/html/leadersh/index.html. Publication Date: August 2001 Language: English Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJUL2003 Abstract: The Socorro Independent School District is one of the fastest growing districts in Texas. In response to the complex issue of a rapidly growing and increasingly diverse student population, poverty, and shrinking pool of educational leader candidates, the district launched an Assistant Principals Academy, designed to prepare individuals to step more effectively into the role of principal within the next 2 or 3 years. Its objectives are to enable participating assistant principals to assess their individual beliefs, practices, strengths, and weaknesses with regards to long-term personal and professional goals as administrators, promote the value of continuing professional growth and development, assist campus leaders in acquiring new skills and practices, and provide the Socorro Independent School District with a talent pool of well-trained and confident school leaders. The academy offers a 2-year sequence of learning experiences for participants. Monthly sessions are based on the Learner-Centered Leadership Standards, adapted from those proposed for national adoption by the Interstate Leadership Licensure Consortium. Other school districts in the area are increasingly interested in participating in the program, and inquiries from other school systems around country are also starting to arrive with an indication of great interest in promoting local versions of the academy. (RT) Descriptors: *Administrator Education; *Assistant Principals; *Beginning Principals; Elementary Secondary Education; Instructional Leadership; *Leadership Training; *Professional Development Schools; Programs Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (Houston, TX, August 7-11, 2001). Geographic Source: U.S.; Texas ED436815 EA030130 Conducting a Principal Search. ERIC Digest Number 133. Author: Hertling, Elizabeth Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. For full text: http://eric.uoregon.edu . Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: December 1999 Report Number: EDO-EA-99-9 Language: English Pages: 3 Document Type: Guides--Non-classroom (055); ERIC product (071); ERIC digests in full text (073) Journal Announcement: RIEJUN2000 Abstract: This digest presents steps that school boards and district officials can take to find qualified applicants for vacant school-leadership positions. It discusses various long-term strategies, such as increasing the candidate pool through career ladders and recruiting teachers through internships and training programs, that districts can enact immediately. Once a vacancy arises, the first step in conducting a principal search is to announce the position. A job model or description should accompany the announcement, and those with hiring authority should have a set of criteria for selection before beginning the screening process. Typically, screening is a two-step process. After the personnel office reviews resumes and applications for candidates, a more formalized paper screening of qualified candidates is performed. Screeners should use a standardized ranking system to rank applicants systematically before issuing invitations for interviews. The text includes suggestions for conducting an effective interview. The district must ensure that an interviewer is trained to make the most of an interview. Interviews are more effective when all candidates are asked identical, predetermined, well-thought-out questions. Districts can make a principalship more attractive to candidates by emphasizing the principal's role of instructional leadership and de-emphasizing budgetary and legal responsibilities. (Contains 13 references.) (RJM) Descriptors: *Administrator Selection; Elementary Secondary Education; *Guidelines; *Instructional Leadership; *Interviews; *Personnel Policy; Personnel Selection; *Principals; Recruitment Identifiers: ERIC Digests Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon ED462741 EA031553 Principal Mentoring: An Update. Author: Malone, Robert J. 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, quantity discounts). Tel: 800-386-2377 (Toll Free). Journal Citation: Research Roundup, v18 n2 Win 2001-2002 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 Language: English Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIESEP2002 Abstract: Never before has the need for effective mentoring programs for principals been more urgent. Record student enrollment, an anticipated retirement of about 40 percent of principals, and a shrinking pool of those who aspire to be principals have brought about a shortage of principals and an alarming lack of qualified applicants. This research roundup summarizes five literary resources useful in addressing this situation: "A Step into the Principalship" (Gary Bloom and Marty Krovetz); "The School Administrator Handbook: Leading, Mentoring, and Participating in the Internship Program" (Ronald L. Capasso and John C. Daresh); "Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition)" (John Daresh); "Albuquerque Principals Have ESP" (Carl J. Weingartner); "The Mentor's Guide" (Lois J. Zachary); and "Getting Personal: New York City's District Two Puts Priority on Principals" (Liz Willen). (RT) Descriptors: Administrator Education; Administrator Guides; Educational Administration; Elementary Secondary Education; *Leaders Guides; *Leadership Training; Management Development; *Mentors; *Principals; Descriptive Terms: Contributions from Roy Tarley. Published four times per year. Theme issue. For earlier version, see ED 453 591. Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Virginia ED461165 EA031374 Preparing Superintendents through Standards-Based Instruction. Author: Boone, Mike Availability: RAND, P.O. Box 2138, Santa Monica, CA 90407-2138 ($15). Tel: 877-584-8642 (Toll Free); Tel: 310-451-7002; Fax: 310-451-6915; e-mail: order@rand.org. For full text: http://www.rand.org/publications/MR/MR1429/. Publication Date: August 2001 Language: English Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJUL2002 Abstract: The past few decades have seen substantial debate over the effectiveness of preparation programs for school administrators. A program is suggested that is based on the Texas superintendent certificate of 1994. Eight standards addressing superintendent performance were developed by the American Association of School Administrators: (1) learner-centered values and ethics of leadership; (2) learner-centered leadership and district culture; (3) learner-centered human resources leadership and management; (4) learner-centered policy and governance; (5) learner-centered communications and community relations; (6) learner-centered organizational leadership and management; (7) learner-centered curriculum planning and development; and (8) learner-centered instructional leadership and management. For each of these, specific performance indicators are offered. New instructional strategies for classes preparing administrators include ones that actively involve students in the learning process, that eliminate student anonymity, and that personalize instruction. Inductive learning, problem-based learning strategies, collaborative research, clinical experiences, distance learning, and reflective seminars are new trends in instructional strategies. A standards-based superintendent program is offered in table format with course titles, standards addressed, and instructional strategies. Strategies for delivery and evaluation are delineated. The programs would utilize constructivist learning theory. Students would construct knowledge, as opposed to teachers imparting it. Another aspect of the program would be the importance of extensive and imaginative use of technology. (Contains 28 references.) (RKJ) Descriptors: Elementary Secondary Education; *Leadership Training; *Management Development; *Superintendents Identifiers: American Association of School Administrators; Texas Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (Houston, TX, August 7-11, 2001). Geographic Source: U.S.; Texas ED461153 EA029027 How Can We Prepare Reflective Administrators for a Non-Reflective World? Alternative Assessment Can Help. Author: Duncan, P. Kay Availability: Institute for Educational Research, University of Jyvaskyla, P.O. Box 35, FIN-40351, Jyvaskyla, Finland (150 FIM). Tel: 358-14-603-220; Fax: 358-14-603-241; Web site: http://www.jyu.fi/ktl/. Publication Date: October 28, 1995 Language: English Document Type: Reports--Descriptive (141); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEJUL2002 Descriptors: *Administrator Effectiveness; Elementary Secondary Education; Excellence in Education; Higher Education; *Instructional Leadership; *Principals; Problem Solving; Professional Development; *School Administration; *Self Evaluation (Individuals) Identifiers: *Reflective Thinking Descriptive Terms: Paper presented at the Annual Meeting of the University Council for Educational Administration (Salt Lake City, UT, October 27-29, 1995). An earlier version appears in "Journal of CAPEA (California Assn. of Professors of Educational Administration)" 1996 v8 p43-58; see EJ 534 003 in "Current Index to Journals in Education" (CIJE). Geographic Source: U.S.; Kansas ED460946 SP038551 The Principal Shortage: A University-School District Solution. Author: Cunningham, Michael L.; Hardman, Teresa Availability: South Carolina Department of Education, Office of Community Education, 1429 Senate Street, 906 Rutledge Building, Columbia, SC 29201 ($6). Tel: 803-734-4915; Web site: http://www.state.sc.us/sde. Publication Date: 1999 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2002 Descriptors: Administrators; College School Cooperation; Elementary Secondary Education; Higher Education; Leadership Qualities; *Leadership Training; Partnerships in Education; *Principals; Professional Development Identifiers: Kanawha County Schools WV; Marshall University WV; *Principal Shortage Geographic Source: U.S.; West Virginia ED453588 EA031033 Preparing Principals To Lead in the New Millennium: A Response to the Leadership Crisis in American Schools. Author: Chirichello, Michael Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: January 07, 2001 Language: English Pages: 21 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIENOV2001 Abstract: There are about 80,000 public school principals in the United States. The Bureau of Labor Statistics estimates there will be a 10 percent increase in the employment of educational administrators of all types through 2006. The National Association of Elementary School Principals estimates that more than 40 percent of principals will retire or leave their positions during the next 10 years. As the need for principal leadership increases, the pool of qualified candidates is decreasing, particularly in urban districts. In an effort to uncover what effective leadership is all about, policymakers are seeking to answer three questions: (1) What kind of educational leaders do we need? (2) Where do we find them? and (3) How do we prepare principals to lead? This report considers solutions to these questions using the notion of shared leadership as a philosophical basis. These solutions would result in new standards of school organization, creating a shift in roles, responsibilities, and relationships between principals and teachers. The M.Ed. program at William Paterson University is designed to support such aspiring principals who will embrace collective leadership, diversity, equity, reflective inquiry, and ethical values that support relationships in caring, nurturing learning environments for all students. (Contains 27 references.) (Author/RT) Descriptors: Administrative Change; Administrative Organization; Administrator Responsibility; Administrator Role; Elementary Secondary Education; *Leadership; *Organizational Change; *Principals; School Culture; *School Restructuring; *Teacher Administrator Relationship; Teacher Collaboration Descriptive Terms: Paper presented at the International Congress for School Effectiveness and Improvement (14th, Toronto, Ontario, Canada, January 5-9, 2001). Geographic Source: U.S.; New Jersey ED448511 EA030770 The AASA Professor, Summer 1998. Author: Dembowski, Frederick L., Ed. Institutional Author: American Association of School Administrators, Arlington, VA.(BBB16801) Availability: EDRS Price MF01/PC01 Plus Postage. Journal Citation: AASA Professor, v22 n1 spec iss Sum 1998 Publication Date: 1998 Language: English Pages: 25 Document Type: Collected works--Serials (022); Opinion papers (120) Journal Announcement: RIEJUN2001 Abstract: This special serial issue discusses a controversial article on university school-administration programs. The issue opens with an abridged edition of the article written for the "Phi Delta Kappan" which argues that what little evidence there is on educational administration graduate programs' efficacy indicates that such training is ineffectual. The article focuses on whether graduate training improves principal performance and whether principals even need graduate training. Responses to the article immediately follow and encompass a wide range of opinions. The first response states that the university training of school leaders is not the only option and that graduates of such programs enter with low expectations anyway and are not surprised to learn that their training lacks application to school leadership. The next article continues this vein, stating that the bashing of educational-administration programs is an old sport and that the idea that administrative work should relate to school outcomes is not new. It asserts that professors of educational administration should connect the preparation of school leaders to the practice of school leadership. Other responses focus on variables beyond the control of education professors, as well as those they do control, weaknesses in the research driving the critique, and suggested directions for future preparation courses. (RJM) Descriptors: *Administrator Education; Educational Administration; Elementary Secondary Education; *Graduate Study; Higher Education; Instructional Leadership; *Leadership Training; *Principals; *Program Effectiveness Descriptive Terms: Published quarterly. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; Virginia ED440468 EA030384 Preparing School Leaders. Author: Lashway, Larry 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, v15 n5 Spr 1999 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 5 Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIEOCT2000 Abstract: This issue reviews five publications that provide a sampling of current perspectives on the preparation of school leaders. Joseph Murphy's "Preparation for the School Principalship: The United States' Story" traces the history of leadership preparation programs in the United States from the 19th century to the present. David L. Clark's "Searching for Authentic Leadership in University Graduate Programs and with Public School Colleagues" outlines the current shortcomings of preparation programs and sketches some recommendations for reform. Willis and Carol Furtwengler's "Performance Assessment in the Preparation of Education Administrators: A Journey" describes a performance assessment system for the development of school leaders. Philip Hallinger's "Problem-Based Learning: Resources for Urban School Leadership Training" provides a resource manual for the use of problem-based learning in leadership training. Arthur Danzig's "Leadership Stories: What Novices Learn by Crafting the Stories of Experienced Administrators" explores the value of practitioners' stories in learning to lead. (DFR) Descriptors: *Educational Change; Elementary Secondary Education; Incidental Learning; *Instructional Leadership; *Leadership Training; Performance Based Assessment; *Principals; Problem Solving Contract Number: OERI-RR-93002006 Geographic Source: U.S.; Oregon ED432835 EA029990 Leading America's Schools: The Critical Role of the Principal. Institutional Author: National Association for Schools of Excellence.(BBB35674); Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 1999 Language: English Pages: 30 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJAN2000 Abstract: This booklet was written for central-office administrators, board members, parents, teachers, and others who seek outstanding principals. It was also written for principals who want to improve their skills so they may serve their constituents, especially students, at the highest level. The booklet is the third installment in a trilogy of educational propositions developed to ensure excellence in education. Twenty-two principals, who are charter members of the National Association for Schools of Excellence (NASE), provided the success stories used in this publication. It lists the 10 essential elements for achieving success, such as high expectations, clear vision, and leadership, and outlines how partnerships with businesses can benefit both partners. The text advocates identifying and selecting the best people for teaching positions and describes how the role of the principal has changed from that of manager to leader. The document lists the eight key points of action for reaching international standards, including proper school structure, effective assessment, and parent involvement. It discusses the importance of a principal's personal qualities and convictions, such as a profound belief in the limitless possibilities of human potential. A question-and-answer section is followed by three appendices that include a position statement for NASE. (RJM) Descriptors: Administrator Effectiveness; *Administrator Role; Case Studies; Elementary Secondary Education; Instructional Leadership; *Leadership Qualities; Leadership Training; *Principals Contract Number: RJ96006501 Geographic Source: U.S.; Oregon ED437723 EA030202 Selecting Star Principals for Schools Serving Children in Poverty. Author: Haberman, Martin; Dill, Vicky Institutional Author: National Association of Elementary School Principals, Reston, VA.(BBB22268); Texas Elementary Principals and Supervisors Association, Austin.(QPX87165) Availability: Texas Elementary Principals and Supervisors Association, 501 East 10th Street, Austin, Texas 78701. Tel: (512) 478-5268. Journal Citation: Instructional Leader, v12 n1 p 1-5, 11-12 Jan 1999 Publication Date: January 1999 Language: English Pages: 8 Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: RIEJUL2000 Abstract: Principals of successful urban schools have certain attributes that heighten their effectiveness. They exhibit behaviors and attributes undergirded by an ideology, that is, a value-laden system of beliefs that is "caught" by life experiences and not "taught" in graduate courses. Potential star principals must be screened and selected before they can benefit from training. For those who do not espouse an ideology, behavioral training will not be as meaningful. Since formal university training is unlikely to transmit a belief system, principals' formal training can only be valuable if the candidates have been carefully screened and selected as persons who are already predisposed to believe the ideology of star principals. Research supports this proposition. Training must not be limited to formal college course work but must emphasize on-the-job internships in which the administrator-in-residence is coached weekly by a star principal. Prospective administrators must see teacher motivation and nurturing as a top priority. Star principals must model appropriate interactions and communications with parents and model ways to help teachers meet the needs of students at risk. Principal mentors must also model how to successfully evaluate teachers. Overall, star principals must empower teachers and students to succeed in school regardless of constraints. (RJM) Descriptors: Educational Administration; Educational Environment; Educational Objectives; *Educational Philosophy; Elementary Secondary Education; *Instructional Leadership; *Mentors; *Personnel Selection; Poverty; *Principals Descriptive Terms: Published bimonthly. Geographic Source: U.S.; Texas ED429353 EA029761 The Efficacy of Administrator Preparation Programs: Private School Administrators' Attitudes. Author: Hughes, H. Woodrow; Johnson, Ruth N.; Madjidi, Farzin Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1999 Language: English Pages: 12 Document Type: Reports--Research (143) Journal Announcement: RIESEP1999 Abstract: This report examines divergent views that may exist among administrators based on administrators' demographic characteristics and how these differences affect curriculum design for this group. It looks at factors, such as the person's age, gender, and ethnicity, that might have influenced whether or not an administrator completed a college/university administrator-preparation program and asks if the person found the training program effective. The study population consisted of the chief administrators of 3,881 private schools in California. A total of 256 surveys, which sought to determine what skills are essential to a novice administrator's success, were returned. The findings indicate that the surveyed group was mainly female, predominantly white, with a majority in the 41-60 age group with between 5 to 15 years of experience. Most held at least a master's degree, but only 48.8% percent had completed a college/university-level administrator-preparation program. Those who were most likely to have completed a training program were those who were most educated, who worked at schools with enrollments of 200 or more students, who worked in K-8 schools, and who were older. Among those who had completed a college/university administrator-training program, older administrators reported a higher degree of preparation for their job. (RJM) Descriptors: *Administrator Attitudes; *Administrator Education; Elementary Secondary Education; *Instructional Leadership; *Principals; *Private Schools; Program Effectiveness; *School Administration; School Supervision Identifiers: Administrator Surveys; *California Geographic Source: U.S.; California ED427383 EA029252 View from the Field: The Principal's Perspective on Effective School Leadership Characteristics. Author: Daresh, John C.; Dunlap, Karen; Gantner, Myrna W.; Hvizdak, Marianne Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: April 1998 Language: English Pages: 29 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEJUL1999 Abstract: This paper explores ways in which education programs can improve their screening of master's degree candidates. It examines information obtained from principals and assistant principals in El Paso, Texas for the purpose of understanding what effective campus administrators should know and be able to do. The Delphi process was used in this study to arrive at a group position regarding an issue and was also employed to create a 28-item survey instrument that identified the essential elements of an effective principal preparation program. The resultant instrument, the "Principal Preparation Program Survey," was then administered to 226 practicing principals/assistant principals in the three largest school districts in El Paso. Factor analysis produced six categories of skills for administrators: (1) technical skills influenced by human relations; (2) technical skills influenced by legal mandates; (3) creating an inviting culture; (4) building community; (5) ethics in practice; and (6) understanding relationships. Together, the technical-skills factors accounted for 38.2 percent of the total variance, incorporating 14 of the 28 items on the survey. The results suggest that the principalship is the art of leadership in an atmosphere of chaos and that preparation programs can teach technical skills but should also emphasize the intangible factors represented in categories 3 to 6. (The survey instrument appears in an appendix.) Contains 31 references. (RJM) Descriptors: Administrator Attitudes; *Administrator Education; *Administrator Effectiveness; Elementary Secondary Education; Higher Education; *Instructional Leadership; *Leadership Qualities; *Principals; Questionnaires; School Administration Identifiers: Texas (El Paso) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Texas ED425522 EA029487 The Effects of Principal Succession in an Accelerated School. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper examines the effects of principal succession in a school-reform process. The report focuses on multiple changes in the principal's position at a primary school participating in the accelerated schools project. The text opens with an overview of the accelerated schools project followed by a description of the study's methodology. Data were collected at a rural elementary school comprised of 440 low-socioeconomic status youngsters in grades pre-kindergarten through second. Case-study methods were used to collect qualitative data through semistructured interviews. Interviewees included the three principals appointed to the school after the accelerated schools process began. A detailed analysis of each principal's time in office is presented. The results show that restructuring processes can withstand changes in principalship under certain circumstances and that changing principals is not in itself damaging to the restructuring process. Rather, the orientation of the new principal and his or her fit with the organization and its members are salient. New principals who do not know and/or do not support the process create obstacles that undermine progress, all of which emphasizes the importance of fundamental systemic change. (RJM) Descriptors: *Administrative Change; *Change Strategies; Early Childhood Education; Educational Change; Educational Environment; *Instructional Leadership; *Principals; School Administration Identifiers: *Accelerated Schools Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Louisiana ED422301 SP038093 Case Study Digest: Preparing Teachers for Education Administration. Author: Hanson, Karen L., Ed. Availability: EDRS Price MF01/PC03 Plus Postage. Publication Date: 1998 Language: English Pages: 57 Document Type: Guides--Non-classroom (055); Reports--Descriptive (141) Journal Announcement: RIEJAN1999 Abstract: This case study digest is intended for classroom teachers who wish to discuss a variety of challenges in school leadership. The publication targets classroom teachers who desire leadership training and aspire to become school administrators. The case studies represent actual incidents experienced by school leaders. The cases are formatted to include an overview of the community, the primary players, and the principal problem. As each case is presented, the reader assumes the role of the school administrator and actively participates in resolving the issues introduced in the case and highlighted in the questions immediately following. Each of the cases introduces a unique set of circumstances that require leadership skill and expertise in resolving the situation. There are 17 cases: (1) "Is There a Nurse in the House?" (M.C.C.); (2) "May the Best Clerk Win" (Deborah Huggins); (3) "When Diplomacy Fails" (Mark Miller); (4) "Got Lunch?" (W. Lisa Ryan); (5) "In the Wrong Place at the Wrong Time" (B. Balanay); (6) "Reclaiming Rose Place" (Rosalind Y. Jackson); (7) "Whose Problem Is It Anyway?" (Nancy J. Intermill); (8) "When Students Take Matters into Their Own Hands" (M. Steinrichter); (9) "No Matter What, It Isn't Working" (Cynthia Pebley); (10) "Lice Aren't Nice: Parents Can Be Worse" (Roberta Rose); (11) "Mistake in Identity" (Allysa Stewart); (12) "A Slip on Candy, Not Too Dandy" (Gloria U. McKearney); (13) "The Custodian from Hell" (Tom Macdonald); (14) "To Be or Not To Be the Substitute" (Julia M. Burke); (15) "The Hip Club Ain't Happening" (Timothy D. Glover); (16) "The Parent Who Ran Away with the Child" (Linda Rees); and (17) "Three's a Crowd" (Mel Schuler). (SM) Descriptors: Administrator Role; *Administrators; Case Studies; Collegiality; Diversity (Student); *Educational Administration; Elementary Secondary Education; Instructional Leadership; Interpersonal Competence; Leadership Qualities; *Leadership Training; Parent School Relationship; *Principals; Problem Solving; School Nurses; School Personnel; School Policy; School Safety; Student Behavior; Teachers Target Audience: Practitioners; Teachers Geographic Source: U.S.; California ED421757 EA029147 The Keeper of the House: Principal Succession and the Mending of the Hearts. Author: Takahashi, Sarii Sally Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 14, 1998 Language: English Pages: 25 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJAN1999 Abstract: When a popular high school principal was reassigned under difficult circumstances, the school's culture was torn apart. A narrative of how this happened and how the principal's successor was able to heal the rift is provided in this report. The paper provides details of the actions that led up to the board reassigning the principal and the outcry that followed. The narrative discusses how the school was divided; how many parents, faculty, and students demanded a recall of the board members who voted to reassign the principal; and how a culture of suspicion arose during these tense times. The narrative details the hiring of the new principal, the application process, characteristics of a high school principal, the work a new principal would have to do to unite the school, the strategies used to select a principal, the ways to recognize a "healer," and the ways the new principal united the school. The paper then offers an analysis of the situation, asking why the school community had developed such a devotion to the original principal and how the new principal, by allowing herself to be defined by the school, was able to unite the school's stakeholders. (RJM) Descriptors: Administrator Behavior; *Conflict; *Conflict Resolution; Educational Administration; Females; High Schools; Instructional Leadership; *Leadership Styles; *Principals; School Supervision Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; California ED421127 IR018846 Facilitating Interpersonal Communication with Technology in Principal Preparation Programs. Author: MacNeil, Angus J.; Harmon, Stephen W. Availability: Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 6 Document Type: Reports (141); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This paper illustrates and explains the procedures, benefits, and precautions of using technology to personalize the learning experience. Specifically, conferencing technology was used to communicate with the authors of a textbook, The Handbook for Teacher Leaders, (Leonard Pellicer and Lorin Anderson), used in a principal preparation program. In the fall 1995 semester, graduate students in the Instructional Leadership class at the University of Houston Clear Lake spoke with the authors of the book via Internet-based video conferencing software. The purpose was to aid the students to become more reflective about the content of the book. The overall reaction of students was favorable; comments showed that the session made the authors' messages from the book more personal to the students. Responses indicated that, even when students did not get the answer they wanted, they still felt that their objections were heard. The session had a motivational effect on the students, in addition to an informational purpose. There were many benefits for the authors as well. Preparing for such a conference requires planning and coordination; the overall result will have significant and lasting effects. Contains 12 references. (AEF) Descriptors: *Administrator Education; *Authors; *Computer Mediated Communication; Elementary Secondary Education; Higher Education; Instructional Innovation; *Instructional Leadership; Internet; *Principals; Student Motivation; Student Reaction; *Teleconferencing; Textbooks; Video Equipment Identifiers: University of Houston Clear Lake TX Descriptive Terms: In: SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings; see IR 018 794. Level: 1 Geographic Source: U.S.; Texas ED414657 EA028851 Measuring Leadership. Author: Lashway, Larry Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR. Availability: National Association of Elementary School Principals, Educational Products, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50; quantity discounts). Journal Citation: Research Roundup v14 n2 Win 1997-98 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 5 Document Type: Collected Works (022); Information Analyses (071) Journal Announcement: RIEMAY1998 Abstract: Principals have two reasons to wonder about the whole concept of leadership. First, they are responsible for identifying leadership in others; and second, they must be analytical and reflective about their own capabilities. Consequently, there is always demand for valid and reliable measurement of leadership qualities. This issue reviews recent publications that address issues involved in measuring and evaluating leadership. The publications are: (1) Measurements of Personality and Leadership: Some Relationships (Frederick C. Wendel, Allan H. Schmidt, and James Loch); (2) Assessing Leadership and Measuring Its Effects (Richard L. Hughes, Robert C. Ginnett, and Gordon J. Curphy); (4) Performance Appraisal and Selection of School Leaders: Selection Processes and Measurement Issues (Kenneth Leithwood, Paul T. Begley, and J. Bradley Cousins); and (5) Using Multi-Raters in Superintendent Evaluation (Richard P. Santeusanio). (LMI) Descriptors: *Administrator Evaluation; Administrator Selection; Elementary Education; *Evaluation Criteria; Job Performance; *Leadership; *Measurement Techniques; *Principals; Professional Development Level: 1 Contract Number: RR93002006 Geographic Source: U.S.; Virginia 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 |