Researchers and practitioners in fields such as psychology and social work increasingly recognize the significant need for schools, in general, to be sites for delivery of trauma-informed practices. Given the extent and nature of trauma exposure in our schools, we believe it is critical that the primary individual supporting trauma-informed…

The culture of a school is a critical component of school improvement efforts. However, changing the culture of a school is no easy feat. In this qualitative, single case study, we describe the perceptions held and strategies employed by one female principal newly assigned to a middle school in an urban setting. We examined the principal's…

Survey forms about teacher and administrator certification were mailed to each state to chronicle the history of special certification requirements to teach or administer at the middle level. Thirty-three states are currently offering specific middle-level teacher certification. Ten states report middle-level principal certification, with most of…

Notes survey of teachers and principals in 10 middle schools to determine the relationship between principals' leadership behavior and teachers' sense of efficacy. Identifies 11 principal behaviors that reinforce teacher efficacy, including inspiring group purpose, encouraging innovation, fostering teamwork, managing student behavior, and…

Examines collaborative decision making in middle schools and methods to facilitate this underused strategy. Examines research on collaboration in the areas of school environment, classroom instruction, student learning, and decision making in schools. Factors of successful environments are examined including principal commitment, trust, focus on…

Middle-level instructional teams promote feelings of belonging and enhance student academic and social growth, teacher job satisfaction, mission clarity, and instructional program strength. A survey of Ohio middle-school teachers and principals disclosed four components promoting successful team development: including all participants in teamwork…

Reviews research into the middle level principalship, noting the principals' changing roles. Confirms the importance of the principal as orchestrator of a learning setting within a framework of educational policy, community norms, evolving staff commitment, and changing clients. (JPB)

Examined the current status of female middle-level principals, their perceptions of their jobs, and their support of and reaction to various middle-level programs and issues. Found that females had more instructional experience and education, focused more on personnel and program issues, and were more likely to engage parents and community members…

Describes how one middle school implemented shared decision making successfully. Presents questions that staff asked themselves, including how stakeholders' interests are represented, the type of communication network to use, changes in teachers' and principal's roles, keeping the focus on student learning, the type of staff developments needed,…

Argues that learning must be the number one leadership priority of middle school principals. Contends that principals need to find more effective ways to lead and to organize their schools for learning by reexamining school values, school vision, instructional practices, cultural traditions, organizational structures, curricular decisions, and use…

Describes a principal-initiated advisory program at a Toronto middle school. Summarizes successful program elements, including a 6-month planning period; a staff-supported inservice program offering training in team-building and adolescent development; daily advisory group meetings, with maximum group size of 15 students, who retain the same…

Discusses program changes at Harshman Middle School, in Indianapolis, Indiana, that helped it become a safe, inviting, and invigorating place of learning. Considers the role of principal Marcia Capuano and her initiatives of improving the school health clinic, student assistance program, reading achievement, and community involvement. Describes…

Interviews two principals of middle schools using integrated curriculum: Molly Maloy of Carver Academy, Waco, Texas, and Camille Barr of Brown Barge Middle School, Pensacola, Florida. Considers issues of transforming theory into daily practice, reforming and developing curriculum, and building teacher leadership. Provides backgrounds on the…

Mandated standards do not pose a threat to developmentally responsive middle level programs; rather, how standards are interpreted determines their appropriateness for educating young adolescents. Differences in responses to mandated standards are reflective of an individual school's culture. Understanding culture and cultural leadership provides…

A survey of middle-level teachers in rural and remote South Dakota schools found that teachers generally supported middle-school concepts but felt professionally isolated and limited by scarce resources. Principals can help by providing inservice education and staff development, alternative scheduling for increased collaboration, and encouragement…