The Principalship
A Learning-Centered Approach
Published on 4. August 2022
Book
Paperback/Softback
760 pages
978-1-5381-2395-9 (ISBN)
Description
Today's emphasis on student learning outcomes, coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation's history. To address the heightened demands for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school's vision: learning for all. The critical aspects of the teaching-learning process are addressed here, including student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, several topics not found in other principalship texts are addressed, including school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, diversity, ethics, political and policy context, human resource management, legal issues, and collective bargaining. The book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice, reflecting cutting-edge research and topical issues facing principals in schools today.
Reviews / Votes
Lunenburg and Irby have produced a major work that first lays out the fundamental dimensions a principal faces in his/her practice and then carefully develops the theoretical constructs that underpin the potential actions the administrator may take to deal with those dimensions. This work has the power to transform the practice and education of practitioners of educational leadership as fundamentally as Abraham Flexner transformed medical education and practice. -- Arthur Shapiro, University of South Florida This Lunenburg and Irby text is an insightful and research-embedded recasting of the principal's role, reflecting important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure but is expanded to include important co-leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school's vision and goals, with the ultimate winners being the students. -- Fenwick W. English, Teachers College, Ball State University The Principalship: A Learning-Centered Approach, co-authored by Frederick C. Lunenburg and Beverly J. Irby, comes at the right time to help leaders navigate the complexities of the school system. Lunenburg and Irby bridge theory and research, combined with practical applications and best practices, to address every facet of the work and leadership needed to support teachers, students, and community members to move toward school improvement. I highly recommend it. -- Sally J. Zepeda, PhD, College of Education, University of Georgia The Principalship: A Learning-Centered Approach provides a comprehensive and well-referenced guide to the complexities faced by school leaders. The authors skillfully address all elements of this crucial role, from improving instruction and learning, to managing the organization. Particularly timely topics include keeping schools safe and dealing with political concerns, and every chapter contains excellent field-based activities. This informative book will appeal to both practitioners and researchers alike; it should be read by everyone interested in improving the leadership of our nation's schools. -- Martha M. McCarthy, Presidential Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University The Principalship: A Learning-Centered Approach is an outstanding book that deftly integrates research and practice. It will be of interest and use to people who work in and study schools. Lunenburg and Irby approach the writing as teachers in the sense that they provide prompts, probing questions, and case studies that compel readers to reflect on their experience and assumptions while also offering new ways to think about how to improve schools toward excellence, efficiency and equity. Highly recommended!" -- Jeffrey S. Brooks, Curtin University School of Education This is a great inclusive, learner-centered approach to the teaching and practice of the principalship for current times and into the future. -- Judy A. Alston, Director, Department of Doctoral Studies and Advanced Programs, Ashland UniversityMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
College/higher education
US School Grade: From College Freshman to College Graduate Student, Interest Age: From 18 to 22 years
Illustrations
65 b/w illustrations; 22 tables; 2 textboxes
Dimensions
Height: 254 mm
Width: 178 mm
Thickness: 40 mm
Weight
1402 gr
ISBN-13
978-1-5381-2395-9 (9781538123959)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Frederick C. Lunenburg is Jimmy N. Merchant Professor of Education at Sam Houston State University. Previously, he was on the faculty of educational administration at the University of Louisville, Loyola University Chicago, and Southern Utah University, where he also served as Dean of the College of Education. In addition, he has held public school positions as high school English teacher and reading specialist, high school principal, and superintendent of schools. Dr. Lunenburg's scholarship includes forty-eight books, twenty-three book chapters, and more than two hundred articles published in both practitioner and academic/research journals.
Beverly J. Irby is Associate Dean for Academic Affairs, Regents Professor, and Marilyn Kent Byrne Endowed Chair for Student Success at Texas A & M University, College Station, Texas. In addition, she serves as Director of the Educational Leadership Research Center at Texas A & M University. She is editor of the following research journals: Mentoring and Tutoring, Advancing Women in Leadership, Dual Language and Practice, and Education Policy Briefs. She is Principal Investigator: SEED Grant (APLUS) and OELA Grants (PAL and MOOPIL). Dr. Irby has written numerous books, research reports, and articles, many of which have been presented at regional, national, and international meetings.
Beverly J. Irby is Associate Dean for Academic Affairs, Regents Professor, and Marilyn Kent Byrne Endowed Chair for Student Success at Texas A & M University, College Station, Texas. In addition, she serves as Director of the Educational Leadership Research Center at Texas A & M University. She is editor of the following research journals: Mentoring and Tutoring, Advancing Women in Leadership, Dual Language and Practice, and Education Policy Briefs. She is Principal Investigator: SEED Grant (APLUS) and OELA Grants (PAL and MOOPIL). Dr. Irby has written numerous books, research reports, and articles, many of which have been presented at regional, national, and international meetings.
Content
Preface
Acknowledgments
PART I: IMPROVING INSTRUCTION AND LEARNING
1 Cultivating Community, Culture, and Learning
FOCUSING QUESTIONS
REFRAMING THE ROLE OF THE PRINCIPAL
Why the Principal's Role Must Change
PROFESSIONAL LEARNING COMMUNITY
The First Pillar: Mission
The Second Pillar: Vision
The Third Pillar: Values
The Fourth Pillar: Goals
A SCHOOL CULTURE: LEARNING FOR ALL
Definition and Characteristics
CREATING SCHOOL CULTURE
Values
Heroes and Heroines
Rites and Rituals
Communication Networks
MAINTAINING SCHOOL CULTURE
Step 1: Hiring Staff
Step 2: Orientation
Step 3: Job Mastery
Step 4: Reward and Control Systems
Step 5: Adherence to Values
Step 6: Reinforcing Folklore
Step 7: Consistent Role Models
CHANGING SCHOOL CULTURE
External Enabling Conditions
Internal Permitting Conditions
Precipitating Pressures
Triggering Events
Cultural Visioning
Culture Change Strategy
Culture Change Action Plans
Implementation of Interventions and Reformulation of Culture
THE PRINCIPAL AS INSTRUCTIONAL LEADER
Focusing on Learning
Encouraging Collaboration
Providing Support
Aligning Curriculum, Instruction, and Assessment
Analyzing Results
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
2 Creating a Vision for Learning
FOCUSING QUESTIONS
GAINING A PERSPECTIVE ON THE VISION
The Global Society
The Principal's Challenges for Learning
Bringing the Vision Home to the School Culture
THE SYSTEMIC VISION
CREATING A VISION
The Principal's Vision
Beliefs, Values, and Attitudes
The Leadership Framework
Benefits of Articulating the Vision
SHEPHERDING THE VISION
Vision Detractors
Vision Maintainers
MISSION STATEMENTS
GOAL STATEMENTS
Hierarchy of Goals
Criteria for Effective Goals
The Goal-Setting Process
Problems with Goal Setting
Making Goal Setting Effective
DEVELOPING PLANS FOR ATTAINING GOALS
Strategic Plans
Tactical Plans
Operational Plans
Standing Plans
Single-Use Plans
USING GOAL SETTING TO IMPROVE STUDENT ACHIEVEMENT
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
3 Curriculum Development and Implementation
FOCUSING QUESTIONS
COMPONENTS OF CURRICULUM
Content or Subject Matter
Learning Experiences
Behavioral Objectives
FRAMEWORK FOR STRUCTURING KNOWLEDGE
Knowledge as Facts
Explosion of Knowledge
Essential Knowledge
Knowledge as a Return to the Liberal Arts
Computer Knowledge and Technology
Using Technology to Enhance Learning
Moral Knowledge
CURRICULUM DEVELOPMENT
Tyler: Behavioral Model
Beauchamp: Systems Model
Taba: Applicative Model
Saylor et al.: Managerial Model
Eisner: Systemic-Dimensional Model
Ornstein: Curriculum Overview Model
Irby and Lunenburg: Systemic-Integrated Model
THE CURRICULUM-INSTRUCTIONAL ROLE OF THE PRINCIPAL
Research Evidence
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
4 Teaching and Learning
FOCUSING QUESTIONS
TEACHER EFFECTS
Teaching Methods and Student Achievement
Principles of Teaching and Student Learning
Teaching Principles and Student Achievement
The Master Teacher
RESEARCH-BASED PRACTICES FOR INCREASING STUDENT ACHIEVEMENT
Anticipatory Set
Stimulus Variation
Reinforcement
Recognizing Attending Behavior
Questioning
Lecturing
Planned Repetition
Establishing Appropriate Frames of Reference
Race, Class, and Gender Equity
ACADEMIC PRESS AND SOCIAL SUPPORT: EFFECTS ON STUDENT ACHIEVEMENT
Research Evidence
THE HUMANISTIC APPROACH TO TEACHING
Examples of the Humanistic Approach
PSYCHOSOCIAL AND COGNITIVE DEVELOPMENT
Guilford: Structure of Intellect
Piaget: Cognitive Development
Kohlberg: Moral Development
Gilligan: View of Moral Development
Noddings: Care Theory
Dunn and Dunn: Learning Styles
Gardner: Multiple Intelligences
ACCOUNTABILITY IN EDUCATION: HIGH-STAKES TESTING
Every Student Succeeds Act
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
5 Professional Development
FOCUSING QUESTIONS
THE PRINCIPAL'S MISSION RELATED TO PROFESSIONAL DEVELOPMENT
THE PRINCIPAL'S MISSION FOR TEACHERS' PROFESSIONAL DEVELOPMENT
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
Principle 1
Principle 2
Principle 3
Principle 4
Principle 5
Principle 6
Principle 7
Principle 8
Principle 9
Principle 10
DIRECT ASSISTANCE TO TEACHERS
Supervision and Evaluation
Clinical Supervision
Peer Coaching
Walk-Through Observations
Goal Setting
Improving Teacher Evaluations
Orientation and Induction of the Beginning Teacher
THE PRINCIPAL'S MISSION FOR PERSONAL PROFESSIONAL DEVELOPMENT
The Professional Development Portfolio
Using the Professional Development Portfolio
ETHICS OF PROFESSIONAL DEVELOPMENT
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
NOTE
6 Student Services and Special Programs
FOCUSING QUESTIONS
GUIDANCE AND COUNSELING SERVICES
Aims of Guidance and Counseling Programs
The Role of the Counselor
Major Guidance and Counseling Services
Methods of Counseling
Evaluation of Guidance and Counseling Programs
ATTENDANCE AND STUDENT RECORDS
The Cumulative Record
The Use of Assessment Data to Improve Learning
EVALUATING STUDENT PROGRESS
Purposes of Assessment
Establishing Information Criteria
Creating Effective Tests
Components of a Testing Program
REPORTING TO PARENTS AND FAMILIES
Difficulties in Grading
Methods of Reporting Student Progress
EXTRACURRICULAR ACTIVITIES
Goals of Education
Functions of Extracurricular Activities
SPECIAL EDUCATION SERVICES
Section 504 of the Rehabilitation Act
Education for All Handicap Children Act (EAHCA)
IDEA
GIFTED EDUCATION
Administrative Arrangements for Gifted Education
Definitions of Giftedness
What Principals Can Do for Gifted Education
Curriculum Models for Gifted Education
BILINGUAL EDUCATION
Program Descriptions
Administrative Arrangements for Bilingual Education
Bilingual Education Models
English as a Second Language Models
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Overview of Context for Case Studies
Part I: Case Study: A New Role
PART II: LEADERSHIP PROCESSES
7 Organizational Structure and Design
FOCUSING QUESTIONS
ELEMENTS OF ORGANIZATIONAL STRUCTURE
Job Specialization
Departmentalization
Chain of Command
Span of Control
Centralization and Decentralization
Line and Staff Positions
AN OPEN-SYSTEMS PERSPECTIVE
Inputs
Transformation Process
Outputs
Feedback
Environment
THE LEARNING ORGANIZATION
LEADERSHIP FUNCTIONS
Planning
Organizing
Leading
Monitoring
LEADERSHIP ROLES
Heavy Workload at a Fast Pace
Variety, Fragmentation, and Brevity
Oral Communication
LEADERSHIP SKILLS
Conceptual Skills
Human Skills
Technical Skills
EFFECTIVE PRINCIPALS
Task Dimensions
Human Resource Activities
Effective and Successful Profiles
WEBER'S BUREAUCRATIC STRUCTURE
Bureaucratic Characteristics
Bureaucratic Dysfunctions
EMERGENT MODELS OF ORGANIZATIONAL STRUCTURE
Mechanistic-Organic Structures
Five Structural Configurations
System 4 Design
Four-Frame Model
Synergistic Leadership Theory
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
8 Decision Making
FOCUSING QUESTIONS
WHAT IS DECISION MAKING?
THE RATIONAL DECISION-MAKING MODEL
Step 1: Identifying the Problem
Step 2: Generating Alternatives
Step 3: Evaluating Alternatives
Step 4: Choosing an Alternative
Step 5: Implementing the Decision
Step 6: Evaluating Decision Effectiveness
THE BOUNDED RATIONALITY MODEL
Satisficing
Contextual and Procedural Rationality
Heuristics
Primacy/Recency Effect
Bolstering the Alternative
Incrementalizing
The Garbage Can Model
INDIVIDUAL INFLUENCES ON DECISION MAKING
Decision-Making Styles
Intuition
Creativity
GROUP DECISION MAKING
Advantages of Group Decisions
Disadvantages of Group Decisions
GROUP DYNAMICS
Stages of Group Development
Characteristics of Mature Groups
THE DECISION TREE MODEL
Characteristics of a Given Problem Situation
Decision-Making Styles
Choosing the Appropriate Style
DECISION-MAKING STYLE CONTINUUM
Forces in the Leader
Forces in the Group Members
Forces in the Situation
Long-Run Goals and Strategy
THE SYNERGISTIC DECISION-MAKING MODEL
Listening
Responding
Reinforcing
Clarifying
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
9 Communication
FOCUSING QUESTIONS
THE IMPORTANCE OF COMMUNICATION
FUNCTIONS OF COMMUNICATION
Directing Action
Linking and Coordinating
Building Relationships
Learning Organizational Culture
Presenting a School's Image
Generating Ideas
Promoting Ideals and Values
Fostering Motivation
Providing Information
THE COMMUNICATION PROCESS
Elements of the Communication Process
NONVERBAL COMMUNICATION
Kinesics
Proxemics
Paralanguage
Chronemics
Practical Tips
DIRECTION OF COMMUNICATION
Downward Communication
Upward Communication
Horizontal Communication
The Grapevine
Rumor
Network Patterns
Network Analysis
ELECTRONIC COMMUNICATION
E-Mail
Instant Messaging
Social Networking
Voice Mail
Personal Digital Assistants and Smartphones
Blogs (Web Logs)
Videoconferencing
Presentation Technology
Choosing an Appropriate Communication Medium
BARRIERS TO COMMUNICATION
Process Barriers
Physical Barriers
Semantic Barriers
Psychosocial Barriers
IMPROVING COMMUNICATION EFFECTIVENESS
Senders' Responsibilities
Receivers' Responsibilities
Active Listening
The Art of Giving Feedback
PERSUASIVE COMMUNICATION
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
10 Organizational Change and Stress Management
FOCUSING QUESTIONS
FORCES FOR CHANGE
Accountability
Changing Demographics
Staffing Shortages
Technological Changes and Knowledge Explosion
Process and Behavioral Problems
Indicators of Declining Effectiveness
RESISTANCE TO CHANGE
Uncertainty
Concern over Personal Loss
Group Resistance
Dependence
Trust
Organic and Mechanistic Structures
Awareness of Weaknesses in the Proposed Change
Collective Bargaining Agreements
OVERCOMING RESISTANCE TO CHANGE
Education and Communication
Participation and Involvement
Facilitation and Support
Negotiation and Agreement
Manipulation and Co-optation
Action Learning
Explicit and Implicit Coercion
MANAGING CHANGE
Lewin: Force-Field Analysis
Kotter: Eight-Step Plan
Harris: Five-Phase Model
Greiner: Six-Phase Process
ORGANIZATIONAL DEVELOPMENT
Survey Feedback
Sensitivity Training
Behavioral Performance Management
Quality of Work Life
Goal Setting
Strategic Planning
Job Redesign
Total Quality Management (TQM)
JOB STRESS AND ITS MANAGEMENT
Sources of Stress
Stress and Performance
Effects of Stress
Coping with Stress
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part II Case Study
The New Math Program
Questions
PART III: MANAGING THE ORGANIZATION
11 Budgeting and School Facilities
FOCUSING QUESTIONS
SCHOOL BUDGETING
Expenditures
Revenue
Challenges to State Finance Schemes
THE BUDGETING PROCESS
Zero-Based Budgeting
Planning-Programming-Budgeting Systems
FINANCIAL CONTROLS
Internal Control
Financial Audits
SCHOOL FACILITIES MANAGEMENT
School Infrastructure Costs
Financing School Construction
Environmental Hazards
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
12 Creating Safe Schools
FOCUSING QUESTIONS
SCHOOL SAFETY AND VIOLENCE
Understanding School Violence
Research on School Crime and Violence
CAUSES OF SCHOOL VIOLENCE
Access to Weapons
Media Violence
Cyber Abuse
Environmental Impact
IMPROVING SCHOOL SAFETY
Physical Surveillance
School Policies
Instructional Programs
Profiling Potentially Violent Students
Counseling and Mediation
ADOLESCENT DRUG USE
Vaping
Marijuana
Any Illicit Drug
Any Illicit Drug Other Than Marijuana
Any Illicit Drug Including Inhalants
Illicit Drugs Showing Declines in Use in 2019
Illicit Drugs Holding Steady in Use in 2019
Psychotherapeutic Drugs
Tobacco
Alcohol
APPLYING RESEARCH TO PRACTICE: DEVELOPING AN ACTION PLAN
Strategy 1: Predict School Violence
Strategy 2: Prevent School Violence
Strategy 3: Focus Resources on Schools
Strategy 4: Strengthen the System
Strategy 5: Develop a Crisis Management Plan
Strategy 6: Create an Orderly Climate for Learning
Strategy 7: Implement Instructional Techniques that Engage Students
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
13 Human Resource Management
FOCUSING QUESTIONS
RECRUITMENT
Job Analysis
Legal Constraints
Personnel Sources
Teacher Recruitment Consortium
SELECTION
Interviews
Components of a Good Interview Process
Interview Questions: Potential Problem Areas
Testing
Performance Simulations
PROFESSIONAL DEVELOPMENT
Assessing Professional Development Needs
Setting Professional Development Objectives
Selecting Professional Development Methods
Evaluating the Professional Development Program
PERFORMANCE APPRAISAL
Appraisal Techniques
Common Rating Errors
COLLECTIVE BARGAINING
The Collective Bargaining Process
Bargaining Issues
Bargaining Tactics
New Bargaining Strategies
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
14 Community Relations
FOCUSING QUESTIONS
PRINCIPALS AS "BOUNDARY SPANNERS"
SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT
Principals Leading Community Efforts During Catastrophes
Principals Leading School, Family, and Community Involvement
Family Involvement and Student Achievement
SCHOOL-COMMUNITY RELATIONS AND PUBLIC RELATIONS
The Politics of Internal and External Publics
Media and Community Relations
NSPRA Standards for Public Relations Programs
A School District's Plan
PUBLIC RELATIONS PLAN
Four-Step Public Relations Process
Public Relations Planning Process
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part III Case Study: Tough Decisions
PART IV: ETHICS, POLICY, AND LEGAL ISSUES
15 The Principal and Ethics
FOCUSING QUESTIONS
THE ETHICAL PRINCIPAL
PRINCIPALS AND PHILOSOPHICAL CONCEPTS OF ETHICS
Rights
Freedom
Responsibility and Authority
Duty
Justice
Equity
Caring
Character, Commitment, and Formality
Conflict of Interest
Loyalty
Prudence
Critique
Profession
Moral Imperative
PRINCIPALS AND ETHICAL BEHAVIOR IN SCHOOLS
Principals Promoting Ethical Behavior in Athletic Programs
Principals Promoting Ethical Behavior through Character Education
Policies and Procedures That Promote Ethical Behavior in Schools
NATIONAL CODES OF ETHICS FOR PRINCIPALS
American Association of School Administrators
National Association of Elementary School Principals and National Association of Secondary School Principals
National Education Association
STATE CODES OF ETHICS FOR PRINCIPALS
New York State Code of Ethics for Educators
North Carolina Code of Ethics for Educators
Texas Educator Code of Ethics
PCEL AND NELP STANDARDS
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
16 Political and Policy Context
FOCUSING QUESTIONS
SOCIETY, POLICY, AND POLITICS
Policy, Politics, and the Principal
WHAT IS POLICY?
Orientation
Degree
Resources
Activity
Autonomy
Societal Values
Institutional Values
Rationale
Power Relationship
THE EXAMINATION OF POLICY
Systems Theory
Neopluralist Advocacy Coalition and Interest Group Theories
Neoinstitutional Theory
Critical Theory
Feminist Theory
Postmodernism
Ideological Theories of Policymaking
CONCEPTUAL FRAMEWORK FOR UNDERSTANDING POLICY
Normative Dimension
Structural Dimension
Constituentive Dimension
Technical Dimension
WHAT IS MEANT BY POLITICS?
Schools and Politics
Politics or Policy?
TYPES OF EDUCATIONAL POLITICS
Pluralist Maintenance Politics
Adversarial Politics
Democratic Politics
Consolidated Principal Power
Unitary Politics
POLITICS IN THE DISTRICT: WORKING WITH THE SUPERINTENDENT AND OTHER EXTERNAL FORCES
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
17 Legal Issues
FOCUSING QUESTIONS
LEGAL FRAMEWORK FOR PUBLIC EDUCATION
SOURCES OF LAW
Federal Level
State Level
Local Level
AMERICAN JUDICIAL SYSTEM
Federal Courts
State Courts
SCHOOLS AND THE STATE
Compulsory School Attendance
Church-State Relations
State Aid to Private Schools
School Fees
The School Curriculum
State-Mandated Performance Testing
STUDENTS AND THE LAW
Freedom of Expression
Student Appearance
Extracurricular Activities
Student Discipline
Students with Disabilities
TEACHERS AND THE LAW
Licensure and Certification
Contracts
Termination of Employment
Discrimination in Employment
Tort Liability
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part IV: Case Study: A Case for the Attorney
References
Name Index
Subject Index
Case Index
About the Authors
Acknowledgments
PART I: IMPROVING INSTRUCTION AND LEARNING
1 Cultivating Community, Culture, and Learning
FOCUSING QUESTIONS
REFRAMING THE ROLE OF THE PRINCIPAL
Why the Principal's Role Must Change
PROFESSIONAL LEARNING COMMUNITY
The First Pillar: Mission
The Second Pillar: Vision
The Third Pillar: Values
The Fourth Pillar: Goals
A SCHOOL CULTURE: LEARNING FOR ALL
Definition and Characteristics
CREATING SCHOOL CULTURE
Values
Heroes and Heroines
Rites and Rituals
Communication Networks
MAINTAINING SCHOOL CULTURE
Step 1: Hiring Staff
Step 2: Orientation
Step 3: Job Mastery
Step 4: Reward and Control Systems
Step 5: Adherence to Values
Step 6: Reinforcing Folklore
Step 7: Consistent Role Models
CHANGING SCHOOL CULTURE
External Enabling Conditions
Internal Permitting Conditions
Precipitating Pressures
Triggering Events
Cultural Visioning
Culture Change Strategy
Culture Change Action Plans
Implementation of Interventions and Reformulation of Culture
THE PRINCIPAL AS INSTRUCTIONAL LEADER
Focusing on Learning
Encouraging Collaboration
Providing Support
Aligning Curriculum, Instruction, and Assessment
Analyzing Results
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
2 Creating a Vision for Learning
FOCUSING QUESTIONS
GAINING A PERSPECTIVE ON THE VISION
The Global Society
The Principal's Challenges for Learning
Bringing the Vision Home to the School Culture
THE SYSTEMIC VISION
CREATING A VISION
The Principal's Vision
Beliefs, Values, and Attitudes
The Leadership Framework
Benefits of Articulating the Vision
SHEPHERDING THE VISION
Vision Detractors
Vision Maintainers
MISSION STATEMENTS
GOAL STATEMENTS
Hierarchy of Goals
Criteria for Effective Goals
The Goal-Setting Process
Problems with Goal Setting
Making Goal Setting Effective
DEVELOPING PLANS FOR ATTAINING GOALS
Strategic Plans
Tactical Plans
Operational Plans
Standing Plans
Single-Use Plans
USING GOAL SETTING TO IMPROVE STUDENT ACHIEVEMENT
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
3 Curriculum Development and Implementation
FOCUSING QUESTIONS
COMPONENTS OF CURRICULUM
Content or Subject Matter
Learning Experiences
Behavioral Objectives
FRAMEWORK FOR STRUCTURING KNOWLEDGE
Knowledge as Facts
Explosion of Knowledge
Essential Knowledge
Knowledge as a Return to the Liberal Arts
Computer Knowledge and Technology
Using Technology to Enhance Learning
Moral Knowledge
CURRICULUM DEVELOPMENT
Tyler: Behavioral Model
Beauchamp: Systems Model
Taba: Applicative Model
Saylor et al.: Managerial Model
Eisner: Systemic-Dimensional Model
Ornstein: Curriculum Overview Model
Irby and Lunenburg: Systemic-Integrated Model
THE CURRICULUM-INSTRUCTIONAL ROLE OF THE PRINCIPAL
Research Evidence
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
4 Teaching and Learning
FOCUSING QUESTIONS
TEACHER EFFECTS
Teaching Methods and Student Achievement
Principles of Teaching and Student Learning
Teaching Principles and Student Achievement
The Master Teacher
RESEARCH-BASED PRACTICES FOR INCREASING STUDENT ACHIEVEMENT
Anticipatory Set
Stimulus Variation
Reinforcement
Recognizing Attending Behavior
Questioning
Lecturing
Planned Repetition
Establishing Appropriate Frames of Reference
Race, Class, and Gender Equity
ACADEMIC PRESS AND SOCIAL SUPPORT: EFFECTS ON STUDENT ACHIEVEMENT
Research Evidence
THE HUMANISTIC APPROACH TO TEACHING
Examples of the Humanistic Approach
PSYCHOSOCIAL AND COGNITIVE DEVELOPMENT
Guilford: Structure of Intellect
Piaget: Cognitive Development
Kohlberg: Moral Development
Gilligan: View of Moral Development
Noddings: Care Theory
Dunn and Dunn: Learning Styles
Gardner: Multiple Intelligences
ACCOUNTABILITY IN EDUCATION: HIGH-STAKES TESTING
Every Student Succeeds Act
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
5 Professional Development
FOCUSING QUESTIONS
THE PRINCIPAL'S MISSION RELATED TO PROFESSIONAL DEVELOPMENT
THE PRINCIPAL'S MISSION FOR TEACHERS' PROFESSIONAL DEVELOPMENT
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
Principle 1
Principle 2
Principle 3
Principle 4
Principle 5
Principle 6
Principle 7
Principle 8
Principle 9
Principle 10
DIRECT ASSISTANCE TO TEACHERS
Supervision and Evaluation
Clinical Supervision
Peer Coaching
Walk-Through Observations
Goal Setting
Improving Teacher Evaluations
Orientation and Induction of the Beginning Teacher
THE PRINCIPAL'S MISSION FOR PERSONAL PROFESSIONAL DEVELOPMENT
The Professional Development Portfolio
Using the Professional Development Portfolio
ETHICS OF PROFESSIONAL DEVELOPMENT
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
NOTE
6 Student Services and Special Programs
FOCUSING QUESTIONS
GUIDANCE AND COUNSELING SERVICES
Aims of Guidance and Counseling Programs
The Role of the Counselor
Major Guidance and Counseling Services
Methods of Counseling
Evaluation of Guidance and Counseling Programs
ATTENDANCE AND STUDENT RECORDS
The Cumulative Record
The Use of Assessment Data to Improve Learning
EVALUATING STUDENT PROGRESS
Purposes of Assessment
Establishing Information Criteria
Creating Effective Tests
Components of a Testing Program
REPORTING TO PARENTS AND FAMILIES
Difficulties in Grading
Methods of Reporting Student Progress
EXTRACURRICULAR ACTIVITIES
Goals of Education
Functions of Extracurricular Activities
SPECIAL EDUCATION SERVICES
Section 504 of the Rehabilitation Act
Education for All Handicap Children Act (EAHCA)
IDEA
GIFTED EDUCATION
Administrative Arrangements for Gifted Education
Definitions of Giftedness
What Principals Can Do for Gifted Education
Curriculum Models for Gifted Education
BILINGUAL EDUCATION
Program Descriptions
Administrative Arrangements for Bilingual Education
Bilingual Education Models
English as a Second Language Models
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Overview of Context for Case Studies
Part I: Case Study: A New Role
PART II: LEADERSHIP PROCESSES
7 Organizational Structure and Design
FOCUSING QUESTIONS
ELEMENTS OF ORGANIZATIONAL STRUCTURE
Job Specialization
Departmentalization
Chain of Command
Span of Control
Centralization and Decentralization
Line and Staff Positions
AN OPEN-SYSTEMS PERSPECTIVE
Inputs
Transformation Process
Outputs
Feedback
Environment
THE LEARNING ORGANIZATION
LEADERSHIP FUNCTIONS
Planning
Organizing
Leading
Monitoring
LEADERSHIP ROLES
Heavy Workload at a Fast Pace
Variety, Fragmentation, and Brevity
Oral Communication
LEADERSHIP SKILLS
Conceptual Skills
Human Skills
Technical Skills
EFFECTIVE PRINCIPALS
Task Dimensions
Human Resource Activities
Effective and Successful Profiles
WEBER'S BUREAUCRATIC STRUCTURE
Bureaucratic Characteristics
Bureaucratic Dysfunctions
EMERGENT MODELS OF ORGANIZATIONAL STRUCTURE
Mechanistic-Organic Structures
Five Structural Configurations
System 4 Design
Four-Frame Model
Synergistic Leadership Theory
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
8 Decision Making
FOCUSING QUESTIONS
WHAT IS DECISION MAKING?
THE RATIONAL DECISION-MAKING MODEL
Step 1: Identifying the Problem
Step 2: Generating Alternatives
Step 3: Evaluating Alternatives
Step 4: Choosing an Alternative
Step 5: Implementing the Decision
Step 6: Evaluating Decision Effectiveness
THE BOUNDED RATIONALITY MODEL
Satisficing
Contextual and Procedural Rationality
Heuristics
Primacy/Recency Effect
Bolstering the Alternative
Incrementalizing
The Garbage Can Model
INDIVIDUAL INFLUENCES ON DECISION MAKING
Decision-Making Styles
Intuition
Creativity
GROUP DECISION MAKING
Advantages of Group Decisions
Disadvantages of Group Decisions
GROUP DYNAMICS
Stages of Group Development
Characteristics of Mature Groups
THE DECISION TREE MODEL
Characteristics of a Given Problem Situation
Decision-Making Styles
Choosing the Appropriate Style
DECISION-MAKING STYLE CONTINUUM
Forces in the Leader
Forces in the Group Members
Forces in the Situation
Long-Run Goals and Strategy
THE SYNERGISTIC DECISION-MAKING MODEL
Listening
Responding
Reinforcing
Clarifying
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
9 Communication
FOCUSING QUESTIONS
THE IMPORTANCE OF COMMUNICATION
FUNCTIONS OF COMMUNICATION
Directing Action
Linking and Coordinating
Building Relationships
Learning Organizational Culture
Presenting a School's Image
Generating Ideas
Promoting Ideals and Values
Fostering Motivation
Providing Information
THE COMMUNICATION PROCESS
Elements of the Communication Process
NONVERBAL COMMUNICATION
Kinesics
Proxemics
Paralanguage
Chronemics
Practical Tips
DIRECTION OF COMMUNICATION
Downward Communication
Upward Communication
Horizontal Communication
The Grapevine
Rumor
Network Patterns
Network Analysis
ELECTRONIC COMMUNICATION
Instant Messaging
Social Networking
Voice Mail
Personal Digital Assistants and Smartphones
Blogs (Web Logs)
Videoconferencing
Presentation Technology
Choosing an Appropriate Communication Medium
BARRIERS TO COMMUNICATION
Process Barriers
Physical Barriers
Semantic Barriers
Psychosocial Barriers
IMPROVING COMMUNICATION EFFECTIVENESS
Senders' Responsibilities
Receivers' Responsibilities
Active Listening
The Art of Giving Feedback
PERSUASIVE COMMUNICATION
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
10 Organizational Change and Stress Management
FOCUSING QUESTIONS
FORCES FOR CHANGE
Accountability
Changing Demographics
Staffing Shortages
Technological Changes and Knowledge Explosion
Process and Behavioral Problems
Indicators of Declining Effectiveness
RESISTANCE TO CHANGE
Uncertainty
Concern over Personal Loss
Group Resistance
Dependence
Trust
Organic and Mechanistic Structures
Awareness of Weaknesses in the Proposed Change
Collective Bargaining Agreements
OVERCOMING RESISTANCE TO CHANGE
Education and Communication
Participation and Involvement
Facilitation and Support
Negotiation and Agreement
Manipulation and Co-optation
Action Learning
Explicit and Implicit Coercion
MANAGING CHANGE
Lewin: Force-Field Analysis
Kotter: Eight-Step Plan
Harris: Five-Phase Model
Greiner: Six-Phase Process
ORGANIZATIONAL DEVELOPMENT
Survey Feedback
Sensitivity Training
Behavioral Performance Management
Quality of Work Life
Goal Setting
Strategic Planning
Job Redesign
Total Quality Management (TQM)
JOB STRESS AND ITS MANAGEMENT
Sources of Stress
Stress and Performance
Effects of Stress
Coping with Stress
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part II Case Study
The New Math Program
Questions
PART III: MANAGING THE ORGANIZATION
11 Budgeting and School Facilities
FOCUSING QUESTIONS
SCHOOL BUDGETING
Expenditures
Revenue
Challenges to State Finance Schemes
THE BUDGETING PROCESS
Zero-Based Budgeting
Planning-Programming-Budgeting Systems
FINANCIAL CONTROLS
Internal Control
Financial Audits
SCHOOL FACILITIES MANAGEMENT
School Infrastructure Costs
Financing School Construction
Environmental Hazards
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
12 Creating Safe Schools
FOCUSING QUESTIONS
SCHOOL SAFETY AND VIOLENCE
Understanding School Violence
Research on School Crime and Violence
CAUSES OF SCHOOL VIOLENCE
Access to Weapons
Media Violence
Cyber Abuse
Environmental Impact
IMPROVING SCHOOL SAFETY
Physical Surveillance
School Policies
Instructional Programs
Profiling Potentially Violent Students
Counseling and Mediation
ADOLESCENT DRUG USE
Vaping
Marijuana
Any Illicit Drug
Any Illicit Drug Other Than Marijuana
Any Illicit Drug Including Inhalants
Illicit Drugs Showing Declines in Use in 2019
Illicit Drugs Holding Steady in Use in 2019
Psychotherapeutic Drugs
Tobacco
Alcohol
APPLYING RESEARCH TO PRACTICE: DEVELOPING AN ACTION PLAN
Strategy 1: Predict School Violence
Strategy 2: Prevent School Violence
Strategy 3: Focus Resources on Schools
Strategy 4: Strengthen the System
Strategy 5: Develop a Crisis Management Plan
Strategy 6: Create an Orderly Climate for Learning
Strategy 7: Implement Instructional Techniques that Engage Students
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
13 Human Resource Management
FOCUSING QUESTIONS
RECRUITMENT
Job Analysis
Legal Constraints
Personnel Sources
Teacher Recruitment Consortium
SELECTION
Interviews
Components of a Good Interview Process
Interview Questions: Potential Problem Areas
Testing
Performance Simulations
PROFESSIONAL DEVELOPMENT
Assessing Professional Development Needs
Setting Professional Development Objectives
Selecting Professional Development Methods
Evaluating the Professional Development Program
PERFORMANCE APPRAISAL
Appraisal Techniques
Common Rating Errors
COLLECTIVE BARGAINING
The Collective Bargaining Process
Bargaining Issues
Bargaining Tactics
New Bargaining Strategies
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
14 Community Relations
FOCUSING QUESTIONS
PRINCIPALS AS "BOUNDARY SPANNERS"
SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT
Principals Leading Community Efforts During Catastrophes
Principals Leading School, Family, and Community Involvement
Family Involvement and Student Achievement
SCHOOL-COMMUNITY RELATIONS AND PUBLIC RELATIONS
The Politics of Internal and External Publics
Media and Community Relations
NSPRA Standards for Public Relations Programs
A School District's Plan
PUBLIC RELATIONS PLAN
Four-Step Public Relations Process
Public Relations Planning Process
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part III Case Study: Tough Decisions
PART IV: ETHICS, POLICY, AND LEGAL ISSUES
15 The Principal and Ethics
FOCUSING QUESTIONS
THE ETHICAL PRINCIPAL
PRINCIPALS AND PHILOSOPHICAL CONCEPTS OF ETHICS
Rights
Freedom
Responsibility and Authority
Duty
Justice
Equity
Caring
Character, Commitment, and Formality
Conflict of Interest
Loyalty
Prudence
Critique
Profession
Moral Imperative
PRINCIPALS AND ETHICAL BEHAVIOR IN SCHOOLS
Principals Promoting Ethical Behavior in Athletic Programs
Principals Promoting Ethical Behavior through Character Education
Policies and Procedures That Promote Ethical Behavior in Schools
NATIONAL CODES OF ETHICS FOR PRINCIPALS
American Association of School Administrators
National Association of Elementary School Principals and National Association of Secondary School Principals
National Education Association
STATE CODES OF ETHICS FOR PRINCIPALS
New York State Code of Ethics for Educators
North Carolina Code of Ethics for Educators
Texas Educator Code of Ethics
PCEL AND NELP STANDARDS
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
16 Political and Policy Context
FOCUSING QUESTIONS
SOCIETY, POLICY, AND POLITICS
Policy, Politics, and the Principal
WHAT IS POLICY?
Orientation
Degree
Resources
Activity
Autonomy
Societal Values
Institutional Values
Rationale
Power Relationship
THE EXAMINATION OF POLICY
Systems Theory
Neopluralist Advocacy Coalition and Interest Group Theories
Neoinstitutional Theory
Critical Theory
Feminist Theory
Postmodernism
Ideological Theories of Policymaking
CONCEPTUAL FRAMEWORK FOR UNDERSTANDING POLICY
Normative Dimension
Structural Dimension
Constituentive Dimension
Technical Dimension
WHAT IS MEANT BY POLITICS?
Schools and Politics
Politics or Policy?
TYPES OF EDUCATIONAL POLITICS
Pluralist Maintenance Politics
Adversarial Politics
Democratic Politics
Consolidated Principal Power
Unitary Politics
POLITICS IN THE DISTRICT: WORKING WITH THE SUPERINTENDENT AND OTHER EXTERNAL FORCES
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
17 Legal Issues
FOCUSING QUESTIONS
LEGAL FRAMEWORK FOR PUBLIC EDUCATION
SOURCES OF LAW
Federal Level
State Level
Local Level
AMERICAN JUDICIAL SYSTEM
Federal Courts
State Courts
SCHOOLS AND THE STATE
Compulsory School Attendance
Church-State Relations
State Aid to Private Schools
School Fees
The School Curriculum
State-Mandated Performance Testing
STUDENTS AND THE LAW
Freedom of Expression
Student Appearance
Extracurricular Activities
Student Discipline
Students with Disabilities
TEACHERS AND THE LAW
Licensure and Certification
Contracts
Termination of Employment
Discrimination in Employment
Tort Liability
SUMMARY
KEY TERMS
FIELD-BASED ACTIVITIES
SUGGESTED READINGS
Part IV: Case Study: A Case for the Attorney
References
Name Index
Subject Index
Case Index
About the Authors