ERIC Number: EJ863356
Record Type: Journal
Publication Date: 2009-Nov
Reference Count: 0
What Are You Most Proud of?
Principal Leadership, v10 n3 p52-54 Nov 2009
This article shares the author's experience in writing a school improvement plan. The author and other department chairs were charged to develop a plan that would guide their decision making and professional development throughout the school year. They were also charged with developing department goals and working with individual teachers to develop their goals to ensure that everything was aligned. It may sound like an easy and neat process, however, they fell prey to a problem that the author suspects all school leadership teams experience: they did not really have a process. School leaders from across the country have shared similar experience as they have attempted to implement the concepts and recommendations from Breaking Ranks II and Breaking Ranks in the Middle. To help school leaders address this issue, a process to implement school change serves as the center point of Breaking Ranks: A Field Guide for Leading Change. The author refers to Breaking Ranks II and Breaking Ranks in the Middle as the "what"of school change and the field guide as the "how." In this article, the author discusses the significance of finding a process to help principals reach their goals. The author argues that following a specific process will not guarantee success in school change, but using one to guide daily decision making will keep the process in the forefront as the work proceeds. A synopsis of the process to break ranks in the school is presented.
Descriptors: Educational Improvement, Decision Making, Professional Development, Goal Orientation, Administrator Role, Principals, Teacher Administrator Relationship, Teamwork, Leadership Responsibility, Cooperative Planning
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A