Making Sense of Leading Schools: A Study of the School Principalship.

Autor/inn/en	Portin, Bradley; Schneider, Paul; DeArmond, Michael; Gundlach, Lauren
Institution	Washington Univ., Seattle. Center on Reinventing Public Education.
Titel	Making Sense of Leading Schools: A Study of the School Principalship.
Quelle	(2003), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Effectiveness; Administrator Responsibility; Administrator Role; Assistant Principals; Charter Schools; Educational Administration; Educational Environment; Educational Improvement; Educational Planning; Elementary Secondary Education; Instructional Leadership; Occupational Information; Private Schools; Public Schools; School Effectiveness; Teacher Leadership + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Charter school; Charter-Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Instruction; Leadership; Bildung; Erziehung; Führung; Berufsinformation; Private school; Privatschule; Public school; Öffentliche Schule; Schuleffizienz; Lehrerfunktionsstelle
Abstract	This report documents a study that examined what school leaders actually do to effectively lead schools. It then presents what this implies for policy and leadership development. Data for the study were collected from interviews with principals, vice principals, and teachers from 21 public, private, charter, contract, and magnet schools in 4 cities in 4 states. From the interviews came five major conclusions: (1) The core of the principal's job is diagnosing the school's particular needs and deciding how to meet them; (2) regardless of school type, leadership is needed in seven areas: instructional, cultural, managerial, human resources, strategic, external development, and micropolitical; (3) principals are responsible for ensuring that leadership happens, but they do not have to provide it; (4) a school's governance structure affects the ways key leadership functions are performed; and (5) principals learn by doing and acquire skills on the job. The results suggest that a variety of leaders and leadership models can work within schools. The report concludes with some suggestions about how district and state policymakers and colleges of education can change to better support the variety of leaders and leadership. (WFA)
Anmerkungen	Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/MakingSense_PortinWeb.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC