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The purpose of this study was to examine the comparative influence of college administrator credential programs, on-the-job experiences, and the ISLLC Standards in the development of leadership expertise among urban public school principals. An exploratory, ex-post-facto research design used both quantitative and qualitative approaches. A survey of 101 randomly selected urban school principals from 25 of America's largest metropolitan school districts was given, followed by telephone interviews with a subset of 20 randomly selected survey participants. Data were analyzed through the use of inferential and descriptive statistics and descriptive narratives. On-the-job experiences were significantly more important in developing leadership expertise than college credential programs on each of 41 ISLLC-based learning tasks. However, college credential programs are also important sources of leadership development. Several significant differences were found between comparative ratings of learning tasks by subgroups (experience, gender, school type). Respondents ranked 78% of the ISLLC Standards as very important to the field of school leadership. Interview subjects expressed concern about lack of preparation in budgeting, data analysis, teacher evaluation, and change management. (Contains 8 tables and 3 footnotes)

Faced with scarce resources and high expectations, school principals must increasingly rely upon the power of persuasion to promote ongoing school improvement. We maintain that the development of a vibrant and tangible leadership brand constructed upon a principal's core values and noble character can motivate stakeholders and stimulate school improvement efforts. In this article, we propose a new metaphor for school leadership that draws upon private sector theories of brand management and conceptions of noble character. We conclude with a set of practical steps that a principal can take to develop a leadership brand that will engender employee support for the goals and direction of the school.

This article provides an overview of the contexts, the key features, and the evidentiary data--the criteria regarding candidates to engage in administrative work--for five innovative principal preparation programs. Short case studies and cross-case analysis of the sample programs are used to provide thorough descriptions. The five programs in fact share many characteristics and design structures that warrant close consideration, given each program's specifically measured success.

Instead of focusing on how principals should be trained, an contrarian view is offered, grounded upon theoretical perspectives of experiential learning, and in particular, upon the theory of andragogy. A brief parable of the DoNoHarm School of Medicine is used as a descriptive analog for many principal preparation programs in America. The conclusion describes The Great Leaders for Great Schools Academy (GLGSA), which is funded through a U.S. Department of Education Leadership Development grant, as an innovative principal preparation program that exemplifies many of the principles of experiential learning and andragogy.

The complexities of public education today require new, distributed models of school leadership in which teachers play a central role. The most effective teachers assume leadership roles as instructors and professional colleagues. In this article, we propose a framework for developing teacher leadership that consists of four intersecting domains: instrumental, intrapersonal, interpersonal, and organizational. These domains are mediated by the principal's beliefs, social context, organizational culture, work tasks, and district philosophy. In our framework, developing teacher leadership begins at the level of individual expertise and progresses outward across the layers of a school organization. Guided by the principal and the development of instructional expertise, a teacher's leadership skill emerges through increased exposures to boundary-crossing experiences within the school organization. (Contains 1 figure and 1 table.)

Superintendents are uniquely positioned to establish workplace condition where on-the-job learning can flourish. Given the myriad duties and responsibilities that consume superintendents' typical workday, it is sometimes difficult for them to devote time and resources necessary to stimulate powerful-on-the-job learning experiences for school leaders. The day-to-day rhythms of administrative life can also be so turbulent and unpredictable for school leaders to spend precious time to devote to prolonged periods of deep and critical self-reflection. As a result, they rely more frequently on mental shortcuts or heuristics to manage complex organizational problems than on highly analytical decision processes. While this practice has its advantages, heuristic decision making tends to compromise a school leader's ability to see problems. In this article, the author explains the importance of transformative learning for school leaders. He also provides ideas on how superintendents can promote transformative learning for school leaders.

At long last, scholars and policy makers have come to realize what most school administrators have known for years--that effective schools require both outstanding teachers and strong leaders. Although there is considerable research about the characteristics of effective school leaders and the strategies principals can use to help manage increasingly diverse roles, comparatively little is known about how to design programs that can develop and sustain effective leadership practices. In an effort to increase the knowledge about professional development programs, the Wallace Foundation recently commissioned a study of innovative principal professional development programs and the policy and funding mechanisms that support them. In fall 2003, a team of researchers from the Stanford School of Education was awarded a Wallace grant and proceeded to design and embark upon a nationwide study of both the pre- and in-service professional development of school principals. This article discusses the findings about the qualities and impact of strong programs from a study of professional development for principals.

Over the past quarter-century, schools and school districts have become increasingly turbulent, pluralistic and unpredictable places to lead. On any given day, conflicting values, ideas, preferences, interests, needs, demands, problems and solutions descend upon the typical school leader from a shifting array of individuals and groups, each with fluctuating degrees of influence and power. As a result, many administrative decisions are based on beliefs concerning the likelihood of uncertain events. This article contains 15 cognitive traps common to managers in all types of organizations, but especially schools. They are derived from the large body of literature on both educational and private-sector managerial decision making. It should be noted there are no fail-safe strategies that can help leaders avoid or reduce the damaging effects that such traps so often inflict upon decision-making processes and their outcomes.

Abstract Drops of liquid are placed on substrates having temperatures below the melting point of the liquids (supercooling). All well-known stages of cooling and freezing (supercooling-recalescence-main solidification-ice cooling) of water [...]

This article takes a critical look at administrative decision making in schools and the extent to which complex decisions conform to normative models and common expectations of rationality. An alternative framework for administrative decision making is presented that is informed, but not driven, by theories of rationality. The framework assumes that as problem complexity increases, human capacity for rational analysis decreases, and the mind searches, instead, for heuristic and intuitive ways to reduce cognitive demands. The article provides a number of practical suggestions for improving administrative decision making that are drawn from my research with 92 public school principals. (Contains 1 figure.)

Compared 124 California principals' perceptions with 99 superintendents' perceptions on 22 reasons for principal terminations and on 9 organizational outcomes related to ineffective leadership. Superintendents attribute principals' failure to internal personal insufficiencies; principals most often named external factors--political interference and conflict with superintendents and boards. (Contains 65 references.) (MLH)

Examined the politics of principal evaluation through a review of the literature and in-depth interviews with 14 principals and 6 superintendents. Findings show that the format and processes used in principal evaluation often vary from one district to another and that principals and superintendents frequently hold different perspectives on the purposes and usefulness of evaluation. (SLD)

Although "Jordanesque" checklists cannot describe the full dimension of effective school leadership, the literature has generated some commonly accepted principles categorized according to personal attributes, leader behaviors, and organizational outcomes. Sensitive to others' needs, effective principals are generally warm, caring individuals who extend themselves to all people, regardless of status. (MLH)

In recent surveys, superintendents and principals reported several reasons why principals lose their jobs: failure to communicate positively; make wise decisions; build confidence, trust, and support among constituents; and manage complex political influences. Principals cited politics, ineffective administrative practices, and board conflicts. Maintaining sound constituent relationships enhances survival. (11 references) (MLH)

School administrators' pathway to career advancement is littered with potholes, some relating to individual deficiencies and others to unpredictable influences. Five leadership elements (sensitivity to others' needs, environmental adaptability, style flexibility, locus of control, and possession of an intelligent, balanced demeanor) help translate prior success into success in a new leadership position. (18 references) (MLH)

The principalship may be the most demanding school administrator role. Principals strive to provide vision and unity of purpose within challenging, dynamic, and highly political settings. To enhance job security, principals should refine their interpersonal skills, maintain a proper world perspective, delegate tasks appropriately, look for signs their leadership is faltering, develop a professional growth plan, and avoid demotion. (MLH)