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To understand better the role a principal plays in the success or failure of a federal program, this study was conducted of the role of principals in Teacher Corps projects. An introductory chapter discusses the changing role of the principal in general and the role of the principal in change efforts and then more specifically discusses the emergent role of principals in Teacher Corps projects. Next comes a synthesis of case studies of four Teacher Corps projects and an analysis of factors affecting the role of principals in the projects, with implications for policy makers, project managers, and principals themselves. One appendix briefly describes the methodology for conducting the case studies and a cross-site analysis. The other consists of two commentary chapters written by experts in the fields of educational administration and school change who reviewed the case studies and synthesis chapter and, drawing on their own disciplinary perspective and experience, made recommendations for program improvement and training. A companion volume applies the lessons learned from this study to training materials for administrator inservice education. (Author/JM)

The ways in which principals have influenced or been influenced by four Teacher Corps projects are described and explained in case studies based on field interviews, observations, and a review of the documents produced in the course of the projects. The studies also provide the background both for an analysis of factors affecting the role of the principal and for the compilation of a user's manual for administrators and project staff. The studies were conducted in the second year of a five-year project lifespan. They report the observations of two-person teams who observed their assigned schools for a total of five days during two site visits. Within all four projects, the teams observed changes taking place in the organization, substantive direction, and distribution of authority. (Author/WD)