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ERIC Number: ED297416
Record Type: RIE
Publication Date: 1986-Jul
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AIMing for Administrative Excellence. Appraising Principals: A Proposed Model.
Heuss, Ron; Psencik, Kay
If principals are responsible for implementing educational reforms, then criteria for effective leadership skills should be developed. This paper considers criteria for identifying effective principals and proposes a training and appraisal system. The paper discusses five domains that identify effective principals: (1) vision, (2) organization/collaboration, (3) people skills, (4) communication skills, and (5) hardiness. Vision implies that the principal sees the school realistically and in terms of improvement. Collaborative organization and leadership depend upon the "unit" of principal and teachers. People skills concern the ability to manage people--principals must be expert at working with diverse groups and individuals. Effective communication communicates not only information but also trust and understanding. Principals must also know whether oral or written communication is more effective in a given situation. The quality of "hardiness" involves a stress-resistant attitude; such leaders are open to change, feel involved, and sense control over events. The proposed Administrator Improvement Model (AIM) is instructionally designed to develop effective leadership skills. Training involves classroom activities, role-playing situations, and self- and peer evaluation/coaching. Workshops focus on the five identified effectiveness domains. The attitudes identified in the model encourage self, staff, and community to achieve goals through group problem solving. The model proposes that principals can transfer learned skills and attitudes related to effective leadership into making their jobs easier, more productive, and more rewarding. Three charts illustrating the model are appended. (CJH)
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A