The goals for this study were to examine principals' perceptions regarding their own supervision and evaluation and compare to superintendents' perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents' regarding their own…

A tenured respected principal learns that supervisory relationships with staff are only one side of the leadership coin. The other side turns up when a new assistant superintendent is assigned as his supervisor. Problems are imminent when the supervisor seems ready to usurp the principal's traditional decision-making authority. The principal, as…

The "No Child Left Behind Act" has profoundly impacted public schools throughout our country. All school personnel must work together thoughtfully and diligently to address the mandates set forth by this federal law. As reforms are initiated and instructional programs are restructured, this qualitative multiple-case study examines…

Where should public school leaders be trained to become principals, supervisors, and superintendents? Traditionally, schools of education in universities have been responsible for training school administrators. This notion has been challenged by those advocating alternative choices for administrators in schools. Thus, the business and military…

Interviews with 15 superintendents and principals in Winnipeg found general agreement on the positive effects of principal transfer and on the procedures followed in the transfer process. A sequence of 11 common procedures is presented as a guide to planning principal transfer. (SV)

The influence of supervision as an administrative control mechanism used by superintendents to direct the work of high school principals and the nature of administrative control in schools was studied for 12 principals. Supervision, measured by superintendent visits, was generally perceived as light, and principals felt they were afforded…

Reflective practice in professional education stands in sharp contrast to the assumptions underlying the more commonly used traditional supervisory models. This paper presents findings of a study that examined administrator use of a reflection-on-action process to build a climate of reflection and dialogue. Methodology included a case study of one…

A recent study indicates that the superintendent's personal involvement in principal supervision and evaluation, including frequent school visits, can be a key ingredient in school effectiveness. (MCG)

Three approaches an assistant superintendent might take to correct discipline problems at an elementary school characterized by weak administrative leadership are discussed. The approaches focus on: (1) professional development for the principal; (2) teacher improvement; and (3) cooperation among parents and school personnel. (PP)

This information packet contains journal articles, book chapters, conference papers, and ERIC clearinghouse publications on small schools management strategies for superintendents and principals. Topics cover (1) elements of formal team management; (2) role of the administrator in creating the environment necessary for effective schools; (3)…

Discusses the results of a recent Canadian study in which the perceptions of superintendents, principals, and teachers were analyzed and compared in order to determine the actual level of agreement between the practices for instructional supervision outlined in the school division's policy manual and the actual practice in the schools governed by…

This speech proposes an approach to evaluating principals that incorporates strategies for motivating principals to improve. The first step is to abandon the "middle management mentality" by granting full decision-making authority to principals over matters directly pertaining to their schools, such as teacher employment, use of allocated funds,…

A model for improving school and classroom effectiveness must pay attention to: (1) leadership; (2) school climate; (3) supervision; (4) teacher behaviors; (5) student behaviors; and (6) student achievement. Chapter 1 of this book on effective schools and classrooms introduces these important issues and describes a model incorporating these…