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ERIC Number: ED458685
Record Type: Non-Journal
Publication Date: 2000-Oct
Pages: 32
Abstractor: N/A
ISBN: ISBN-0-937846-21-X
Leadership for Student Learning: Reinventing the Principalship. School Leadership for the 21st Century Initiative: A Report of the Task Force on the Principalship.
Institute for Educational Leadership, Washington, DC.
State and local education systems must abandon the century-old model of the principal as a middle manager directly responsible for every aspect of school operations and performance. Intense job stress, excessive time requirements, difficulty satisfying parents and community, social problems that make it difficult to focus on instructional issues, and low pay do not have to be the norm. Instead, new arrangements of managing building operations must be tried, such as through outsourcing and team leadership strategies. New models of the principalship must revolve around leadership for learning. Principals should be given the tools and freedom to do their job well, and rewards for high-grade performance. Effective strategies for ensuring quality and results should be explored, chiefly through unprecedented efforts in principal assessment, accountability, and data collection. Only by addressing these issues can public education systems ensure that principals have the instructional, community, and visionary leadership necessary to achieve significant improvements in student learning. There is a need for data, information, and research. Resources for support, technical assistance, and guidance for state and local efforts are also necessary. Recruitment, race and gender gaps, principal-preparation programs, professional standards, and retirement systems that do not cross state lines are problems that must be addressed. (Contains 12 references.) (RKJ)
Institute for Educational Leadership, 1001 Connecticut Avenue, NW, Suite 310, Washington, DC 20036. Tel: 202-822-8405; Fax: 202-872-4050. For full text:
Publication Type: Opinion Papers
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: Ford Foundation, New York, NY.; Carnegie Corp. of New York, NY.; UPS Foundation, Inc., Greenwich, CT.; Metropolitan Life Foundation.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Institute for Educational Leadership, Washington, DC.
Grant or Contract Numbers: N/A
IES Cited: ED565615