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Shah, Bela P.; Blank, Martin J. – Principal Leadership, 2004
A community school is both a place and a set of partnerships between the school and other community resources. Because community schools are premised on the comprehensive nature of student learning and development, they not only offer rigorous curriculum but also provide additional services, support, and opportunities for children, youth, their…
Descriptors: Vision, Traditional Schools, Principals, Hospitals
Coppola, Albert J.; Scricca, Diane B.; Connors, Gerard E. – Principal Leadership, 2004
A strong academic background and a firm grasp of subject matter are essential qualifications for all candidates. However, there are more important things than content knowledge, academic background, or particular skills, and even more important than prior teaching experience. Teachers with the right stuff are teachers who have the character,…
Descriptors: Teaching Experience, Committees, Rating Scales, Teacher Shortage
Lindsay, Sandra R.; Halfacre, John D.; Welch, Frances C. – Principal Leadership, 2004
Principals can easily validate the tension of opposites thinking. Their work is filled with paradoxical dilemmas and days in which the questions are complex and void of definitive answers. In an attempt to balance the often antithetical needs and expectations of the students, the faculty members, the community, and the district office, the…
Descriptors: Principals, Administrator Role, Conflict Resolution, Faculty
Ramey, Kyle – Principal Leadership, 2004
Relaxed intensity refers to a professional philosophy, demeanor, and way of life. It is the key to being an effective educational leader. To be successful one must be relaxed, which means managing stress efficiently, having fun, and enjoying work. Intensity allows one to get the job done and accomplish certain tasks or goals. Educational leaders…
Descriptors: Flexible Scheduling, Professional Development, Competence, Leadership Effectiveness
Urquhart, Vicki – Principal Leadership, 2005
Only one out of five high school teachers believes that students are learning to write well according to research from Public Agenda. Test results confirm their opinion. In 1998, the National Assessment of Educational Progress (NAEP) administered a writing assessment to gauge fourth- and eighth-grade students' proficiency in writing narrative,…
Descriptors: Test Results, Writing Evaluation, Writing Tests, Principals
Gutierrez, Richard – Principal Leadership, 2005
According to the U.S. Department of Education, 39% of public school students were considered to be part of a minority group in 2000, as opposed to just 22% in 1972. Although the increased diversity offers many opportunities for staff members and students to learn from one another, not all members of the school community adjust quickly to a…
Descriptors: Racial Relations, Student Diversity, Student Problems, Minority Groups
Phillips, Melvina – Principal Leadership, 2004
Practices for improving adolescent literacy--which includes reading, writing, and speaking--are much discussed and debated among secondary school educators and researchers. At Discovery Middle School in Madison, Alabama, the debate has ended after teachers and administrators implemented several practices that elevated student achievement from…
Descriptors: Writing Achievement, Writing Evaluation, Writing Tests, Middle Schools
Dedmond, Rebecca M. – Principal Leadership, 2005
Personalized learning: Everyone knows it needs to happen, but how? It is one thing to believe in the importance of high school reform. It is quite another to embrace a system that helps every student leave high school with a diploma and plans for postsecondary education or training that lead to productive and self-sufficient adulthoods. This…
Descriptors: Educational Change, Lifelong Learning, Transitional Programs, High Schools