The goals for this qualitative study were to examine principals' perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own…

Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best…

This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process…

In recent years, policy changes in American education have refocused a spotlight on principal instructional leadership. Although in previous eras the professional literature exhorted principals to "be instructional leaders," there were few sanctions if they failed to do so. In the current policy context, however, instructional leadership has…

This qualitative study examines the perspectives of high school-and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured interviews, this study identified themes regarding the…

School improvement efforts often focus on students who perform below grade level. These improvement efforts typically focus on improving instruction, often through a framework and professional development. The question remains, how do students who are gifted and talented respond to this type of instruction? We observed 48 students in their…

Outlines areas for principals to cover in developing new teacher orientation programs. These include overview of the school and community, policies and procedures, benefits, compensation, and physical facilities. (MD)

A new position always requires an adjustment period. No matter how much assistance staff members provide to the new principal, it helps to have a guide book that includes budget information, memos, charts, descriptions, staff information, grade-reporting procedures, data-processing calendars, disciplinary procedures, and any other information…

Induction programs should be designed to reflect school administrators' unique learning needs. Effective induction programs have three critical components: preprogram planning, mentoring, and program evaluation. Planning involves establishing a school board policy, conducting a preliminary needs assessment, specifying goals, identifying needed…

Recommends effective leadership strategies that principals can use in informal day-to-day activities to complement formal program efforts. To succeed, three commitments are necessary: establishing instructional leadership as a priority, identifying appropriate daily activities, and patiently and persistently progressing toward stated objectives.…

Although the need for teacher induction programs is well established, the equally important task of supporting new administrators has been largely ignored. This article discusses a three-pronged induction model with large-group, small-group, and mentoring components designed to communicate district expectations to new administrators. Includes…

Several key elements are recommended for a comprehensive substitute teacher support system: establishing a feasible substitute pool; compiling a district manual and building handbooks, including substitutes at staff meetings; overseeing teacher preparation for substitutes; coordinating and supervising substitutes; and providing for adequate…

Outlines nine tasks comprising the most significant leadership functions, including envisioning goals, affirming values, motivating others, managing, achieving workable unity, explaining and teaching, serving as a symbol, representing the group, and renewing the system to enhance its future. (MLH)

Because assistant principals are essential to the smooth functioning of a secondary school and the success of its principal, attention must be given to facilitating veteran newcomers' adjustment. New assistant principals should be given a realistic picture of the district and be assigned responsibilities corresponding to the newcomer's talents.…

The new principal should not plan or implement major school changes during the first month. The first-year principal's initial areas of concern should be to understand the school's political and organizational environments and to obtain a clear notion of how to run a good school. Includes one reference. (MLH)