The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and…

School turnaround initiatives have prioritized the school principal as the change lever. Little overall consideration about the critical role district leadership plays. In this study, we analyze the turnaround launch and, improvement plans of school district leaders participating in a university, turnaround program. We find that district leaders…

This article is based on a qualitative study that explored whether race affects the nature of adult relationships in schools and, if so, how this affects professional development efforts focused on closing the achievement gap. Findings demonstrate that race does affect the adult relationships in schools, although this impact is different for…

Districts in communities experiencing population shifts are being challenged to address three concerns simultaneously: be responsive to the strengths and educational needs of students from increasingly diverse backgrounds, provide meaningful professional development for an expanding or contracting workforce to meet those needs, and ensure that…

Weick's theory of sensemaking is used to analyze findings from a qualitative study of the implementation of a district-initiated adolescent intervention literacy course in two urban secondary schools. The authors concluded that implementation of the literacy course was hampered because district administrators, building leaders, teachers, and…

The demands placed on principals in the era of No Child Left Behind are rapidly increasing. In light of these challenges, balancing diverse roles and additional responsibilities can be arduous for even the finest school leaders. The use of portfolio-based teacher appraisals has emerged as an intriguing option to make the time required for teacher…

The purpose of this article is to examine the formal training of 205 principals in a variety of school districts in southern California. The data clearly define a need for increased training of principals in the area of special education during enrollment in preservice administration programs and while on the job. Preparation programs and school…

Discusses development of the six components of any sound performance appraisal program: (1) explicit job descriptions, (2) definitions of key areas of responsibility, (3) criteria for performance appraisal, (4) methods for data collection and analysis, (5) written procedures, and (6) legal review of all procedures. (PGD)

Describes the technology of interactive television and shows how it can be effectively used in small, rural districts to allow students to have access to more instructional programs. It allows students to be taught in a normal manner with teacher/student interaction through the use of television. (MD)

A visitor to Japanese secondary schools in the Tokyo area with a tour group sponsored by NASSP, this writer explains what he learned after observing schools and speaking with educators and officials. He found the Japanese student generally highly motivated and well-disciplined. (Editor)

Identifies eight competencies needed to implement a school public relations program and reviews some of the basic ideas associated with each competency. (Author)

This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective…

The principal is at the crossroads of accountability, writes this author, who feels that plans for change are best brought about (and perhaps only) through the building principal. (Editor)

Using birth statistics to indicate school enrollment trends, the author describes a hypothetical case in which a system reverts to the junior high arrangement after having tried the middle school set-up. (Editor)

The rules of the game have changed. No longer can educators afford to be naive about the forces vying for advantage in a battle where the stakes are high. Roles are being redefined, and the principal must be alert to what's happening. (Editor)