Principal Leadership For Global Society

The Principal: Leadership for a Global Society
Nature of Leadership: Challenge of the Times
Contributors: By: Bruce M. Whitehead, Floyd Boschee & Robert H. Decker

Book Title: The Principal: Leadership for a Global Society
Chapter Title: "Nature of Leadership: Challenge of the Times"
Pub. Date: 2013
Access Date: January 27, 2020
Publishing Company: SAGE Publications, Inc.
City: 55 City Road
Print ISBN: 9781412987103
Online ISBN: 9781544308609
DOI: http://dx.doi.org/10.4135/9781544308609.n1
Print pages: 3-25
© 2013 SAGE Publications, Inc. All Rights Reserved.
This PDF has been generated from SAGE Knowledge. Please note that the pagination of the online
version will vary from the pagination of the print book.
SAGE SAGE Books
© 2013 by SAGE Publications, Inc.
Nature of Leadership: Challenge of the Times

Public and private schools and school principals are experiencing one of the most challenging times in educa-
tion. In an educational caldron of rejuvenated processes, school leaders, experienced and aspiring, through
research and experience are learning more about their own vulnerabilities as well as their newly found suc-
cesses.
Research studies by the National Center for Analysis of Longitudinal Data in Education (CALDER) “provide
evidence that the quality of a principal affects a range of school outcomes including teachers' satisfaction
and their decisions about where to work, parents' perceptions about the schools their children attend, and,
ultimately, the academic performance of the school” (Rice, 2012, p. 1). Further, the evidence provided by
CALDER “demonstrates that the school principal's job is complex and multifaceted, and effectiveness of prin-
cipals depends on their level of experience, their sense of efficacy on particular kinds of tasks, and their allo-
cation of time across daily responsibilities” (Rice, 2012, p. 1). Unfortunately, the research, as reported by Rice
(2012), “demonstrate[s] that principals with the experience and skills found to be related to effectiveness are
less likely to be working in high-poverty and low-achieving schools, raising equity concerns about the distrib-
ution of effective principals” (p. 1).
Subsequently, today's principals have to view education as more than just tests, charts, and graphs. They
have to reconnect with core principles supported by research conducted by the Wallace Foundation since
2000 in order to acknowledge and validate the undertaking. In addition, as a team, today's principals and
teacher leaders need to explore ideas and find alternative ways to become more audacious in their approach
to education. At the same time, building-level administrators and teacher leaders will need to become more
humanistic in their day-to-day practice.
From a realistic perspective, this book presents an easy-to-understand and practical nature of the principal-
ship—as well as the critical correlation between leadership and student academic achievement. More impor-
tantly, it provides the “big picture” for effective leadership. A key during these trying times is to know what
will be different for the principal in the future—as well as how to improve and accentuate educational lead-
ership on a global scale. Our focus is to present what is attainable for principals as well as what is possible
for teacher leaders. Simply putting theory into practice is no longer acceptable. If school leaders are to excel,
they must magnify an awareness of what elements for leadership have a research base that works and then
move toward a locus for increasing student success.
For the purpose of this book, the authors will also utilize elements of the Educational Leadership Constituent
Council (ELCC) standards as intercessors to build a framework for learning the roles of the principalship.
Collaborative roles include the principal as a visionary, a planner, an instructional leader, a change agent
and systemic leader, a manager and operations director, a supervisor, a behavioral specialist, an evaluator, a
community leader, a cultural advisor, and a public relations specialist.
Key to Leadership
The principal remains the central source of leadership influence in a school.
The focal point of this textbook is based on valid research and practical applications by the authors that will
SAGE Books - Nature of Leadership: Challenge of the Times
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help practicing and aspiring principals to excel. For example, successful principals of turnaround schools learn
quickly what matters the most and then focus on what actions are needed to produce significant transforma-
tions (Protheroe, 2012). Consequently, approaching the principalship with knowledge of valid research and a
plan of action will help individuals avoid the edges of panic and failure. If principals and teacher leaders at the
elementary, middle, or high school levels are to excel, they must be able to handle management, operations,
and curriculum and be accountable for their actions. Learning how to plan with and negotiate the unexpected
is crucial to this undertaking. In addition, as any experienced principal or teacher leader will tell you, raising
the awareness of educational risks and providing options can make the difference in a school.
Questions Addressed in this Chapter are the following

1. What definite elements help a principal excel as a school leader?
2. Who is the model principal?
3. Why is it important for principals to become leaders in our global society?
4. What is the global achievement gap and how are elementary, middle, and secondary
school principals working cooperatively to address this problem?
5. How has the principalship changed and what will it be like in the future?
Preparing to Excel as a Principal

Until the 21st century, school leadership, especially the principalship, was noticeably deficient from most ma-
jor reform agendas. As noted by the Wallace Foundation (2012), “the people saw leadership as important
to improving schools, there was uncertainty about how to proceed” (p. 3). Today, however, improving school
leadership ranks high on the list for school reform. For example, in a detailed survey conducted in 2012 by
the Wallace Foundation, it was found that
school and district administrators, policymakers, and others declared principal leadership as among
the most pressing matters on a list of issues in public school education. [Only] teacher quality stood
above everything else, but principal leadership came next, outstripping subjects including dropout
rates, STEM (science, technology, engineering and math) education, student testing, and prepara-
tion for college and careers. (p. 3)
Subsequently, as reported by the Wallace Foundation (2012), an emphasis on the principal's role is getting
attention from state education agencies and the U.S. Department of Education to transform the nation's 5,000
troubled schools, “a task that depends on the skills and abilities of thousands of current and future school
leaders” (p. 3).
Empirical Links between School Leadership and Student Achievement

In the past, the principalship resembled the middle manager as suggested in William Whyte's 1950s classic
The Organization Man—an overseer of buses, boilers, and books. As the Wallace Foundation (2012) reports
that
Today, in a rapidly changing era of standards-based reform and accountability, a different conception
[for the principalship] has emerged—one closer to the model suggested by Jim Collins' 2001 Good
to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses

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with great clarity on what is essential, what needs to be done and how to get it done. (p. 4)
This transformation brings with it notable changes in what public education desires from principals. “They can
no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations,
and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering
effective instruction” (p. 4).
Tip for Principals: 1.1

“Having high expectations for all is one key to closing the achievement gap between advantaged and
less advantaged students.”
The Wallace Foundation, 2012, p. 5
The research findings by the Wallace Foundation (2012) since 2000 on the school principal as leader purport
five key responsibilities required to excel:
• Shaping a vision of academic success for all students, one based on high standards (Wallace Foun-
dation, 2012, p. 4).
Rationale: In contrast to the past when principals were seen as managers and high standards were con-
sidered the province for college-bound students only, two realizations are prevalent today. First, in a global
economy, career success depends on a strong education. Second, the vision of academic success for all
is contagious to faculty and underpins a schoolwide learning environment that focuses on goals for student
progress.
A shared vision developed around standards and success for all students is an essential element of
principal leadership. As researchers at the University of Washington indicated, “as the Cheshire cat
pointed out to Alice, if you don't know where you're going, any road will lead you there.” (Wallace
Foundation, 2012, p. 6)
• Creating a climate hospitable to education in order that safety, a cooperative spirit, and other foun-
dations of fruitful interaction prevail.

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Rationale: A hospitable climate allows both adults and children to put learning at the center of their daily
activities. It also combats teacher isolation, closed doors, negativism, defeatism, and teacher resistance. An
effective principal will focus on building a sense of school community “with the attendant characteristics—re-
spect for every member of the school community; an upbeat, welcoming, solution-oriented, no blame profes-
sional environment; and efforts to involve staff and students in a variety of activities, many of them school
wide” (Wallace Foundation, 2012, p. 6).
• Cultivating leadership in others so that teachers and other adults assume their part in realizing the
school vision (Wallace Foundation, 2012, p. 4).
Rationale: A longstanding truism in leadership theory holds that leaders in all walks of life and all kinds of
organizations, private and public, “need to depend on others to accomplish the group's purpose and need to
encourage the development of leadership across the organization” (Wallace Foundation, 2012, p. 6).
• Improving instruction to enable teachers to teach at their best and students to learn at their utmost.
Rationale: To improve instruction, the principal should do many first-hand observations in classrooms, leaving
behind detailed notes for teachers, sharing “gold nuggets” of exemplary practices, things to thinks about, and
steps for improvement. An effective principal will encourage teachers to do skill building on their own (Wallace
Foundation, 2012, p. 9).
• Managing people, data, and processes to foster school improvement (Wallace Foundation, 2012, p.
4).
Rationale: Effective leaders nurture and support their staff members; view data as a means not only to pin-
point problems but also to understand their nature and causes; and use a six-step process—planning, imple-
menting, supporting, advocating, communicating, and monitoring—to carry out their responsibilities (Wallace
Foundation, 2012, p. 12).

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Meaningful feedback and constructive evaluation can open new doors to improving daily practice.
Accordingly, each of the five key responsibilities for the principalship must interact with the other four for any
part to succeed. “It's hard to carry out a vision of student success, for example, if the school climate is char-
acterized by student disengagement, or teachers don't know what instructional methods work best for their
students, or test data are clumsily analyzed” (Wallace Foundation, 2012, p. 5). One can be assured that lead-
ership is effective when all five tasks are well carried out.
Redefining Leadership: Attributes of An Effective Principal

A model principal is one who builds respect, care, recognition, and empathy with others. Developing positive
interactions, real conversation, and team building outside the office and within the educational community is
reflective of any exceptional principal. Moreover, having a vision, knowledge, and ability to promote the suc-
cess of all students is paramount. This is what facilitates the development and articulation as well as imple-
mentation of the school vision that is supported by the community (ELCC Standard #1).

Successful principals are those who discover who they are and what they are capable of doing.
Today, in a rapidly changing era of standards-based reform and accountability, a different conception for the
principalship has emerged. As the Wallace Foundation (2012) reports,
this shift brings with it dramatic changes in what public education needs from principals. They can
no longer function simply as building managers, tasked with adhering to district rules, carrying out
regulations, and avoiding mistakes. They have to be (or become) leaders of learning who can devel-
op a team delivering effective instruction. (p. 4)
Developing strong character and foresight allows principals the ability to solve real problems. Along this line,
it is important to determine exactly what principals do. Cangelosi (2009) lists several critical components of
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successful principals.
Successful principals:
• Take on the role of instructional leader as well as a building manager

• Capitalize on teacher professional skills and develop leadership opportunities
• Focus on team building
• Build collaboration with school and community stakeholders
• Display leadership qualities beyond their school
Acquiring frontline experience as a school principal can be exhilarating. Successful principals discover who
they are and of what they are capable of doing. That is how they manage difficult situations. As part of that
process, learning how to develop a positive discipline style that is embraced by staff and parents proves in-
strumental. Such a style promotes success through actions of integrity, fairness, and ethical standards (EL-
CC Standard #5). This also allows principals to exhibit a sense of empathy—a sense of humor without sar-
casm—as well as emanating a sense of warmth and humanness. In addition, taking on the role of an instruc-
tional leader, as well as manager of a school, allows a principal the ability to direct positive change. With
these new roles, principals are learning the skill of data collection and analysis as well as becoming more
proficient in developing curriculum. After becoming competent curriculum leaders, school principals will finally
be able to focus on what they should be doing—strengthening student achievement, increasing attendance,
and providing for student safety. Such actions allow principals to acquire the knowledge and ability to promote
a positive school culture, develop an effective instructional program, apply best practices to student learning,
and design comprehensive professional growth plans for staff (ELCC Standard #5).
With success, school leaders quickly learn to broaden their take on the situation. It seems that without effec-
tive principals, one cannot expect leadership to emerge adequately from staff or students (Ubben & Hughes,
1997). A major part of being a productive principal is capitalizing on teachers' professional skills and providing
new leadership opportunities. Effective principals exhibit raw courage and learn to work with others to culti-
vate and inspire a shared vision of student academic success. Through collaboration, they foster an environ-
ment and culture conducive to the realization of quality programs. As educational leaders, principals facilitate
the development of dynamic, long-range systemic programs as well as ensure the development of successful
curricular designs, instructional strategies, and learning environments for students.
Building collaborative partnerships is a priority of effective principals. Listening to others and finding it okay
not to have all the answers will strengthen any school leadership team. Albeit not easy to do, delegation will
improve the overall management of the school and increase productivity as well as improve school culture.
Improving management gives principals the knowledge and ability to promote student success by managing
organization, operations, and resources in a way that promotes a safe, efficient, and effective learning envi-
ronment (ELCC Standard #3). Future principals who help each other to find solutions to school and manage-
ment issues will enhance their potential to become effective school leaders.
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It is vital to include as many staff members as possible, not just teacher leaders, as part of the leader-
ship process.
Shared leadership is an important first step as well. As part of the shared leadership responsibility, it is very
important for principals to help in-service others and develop quality administrative internship programs. This
type of training provides significant opportunities for new principals to synthesize and apply knowledge and
practice as well as to develop skills. This helps future principals better sustain standards-based work in real
settings and allows for planned and guided operations with other institutions, colleges, and universities (EL-
CC Standard #7). It makes sense for principals to broaden responsibilities whenever the job is too large for
one person. This is where teacher leaders as well as other staff can lend a hand. Instead of a principal trying
to provide total leadership for a comprehensive project, it is better to spread the leadership to perceptive in-
dividuals from a group of professional educators. The key, however, is to include as many staff members as
possible in the leadership process. Effective principals have learned how to make sure all individuals feel they
have ownership in their school. The corollary to this line of thinking is, if we trust teachers to work with stu-
dents and make decisions about their academic welfare, school principals should be willing to involve teach-
ers in discussions and leadership roles that are related.
Involving the community can be part of the denial process or part of the solution. With this in mind, principals
need to have knowledge and ability to promote the success of all students. By collaborating with families and
other community members, responding to diverse community interests and needs, and mobilizing communi-
ty support, principals will have taken a huge step of community involvement (ELCC Standard #4). Leading
the educational community from a position of strength only makes common sense and substantiates critical
importance. School principals greatly enhance their influence when they involve stakeholders in systemic re-
form. Public engagement is no longer a theoretical phrase in discussions between academics. The formation
of community-based environments that are both broad based and supportive requires initiative and foresight
on the part of all administrators. A good deal of this foresight involves the willingness and moxie to cultivate
and capitalize on the potential knowledge, energy, and support of teacher leaders, parents, and community
members.
Pulling this all together requires flexibility on the part of principals. It will also require an understanding of
the “larger picture” of administrative responsibility. For example, it is vital for principals to have the knowl-
edge and ability to promote the success of all students by understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural context (ELCC Standard #6). Individual school leaders
are focusing on time management and learning to set priorities—determining what needs to be taken care
of right away and what needs to be put on hold. Savvy administrators are always looking for ways in which
resources—staff, time, parent needs, and money—can be put in balance. Extending leadership opportuni-
ties beyond the confines of the office is therefore a key to enhancing the nature of the principalship. Good
principals learn to test the waters and make sure parents are listening—that parents are supportive and are

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willing to stand behind administrative policies. Therefore, becoming a successful principal involves the unique
human ability of being able to anticipate and adapt to meet the needs of parents, teachers, and students. It
is the art of knowing how and when to be flexible within the educational learning community. Being a school
leader requires a person to possess a good deal of personal communication know-how. The ability of the
school principal to be flexible and to be able to shift leadership styles can provide a supportive climate for
broad-based discussions among administrators, parents, and teachers.
Determining Administrative Practices

One of the keys to becoming a successful global principal is learning how to do MORE with LESS. As will
be noted throughout this book, major goals for any principal, located anywhere in the world, should include
being knowledgeable about the processes and procedures for professional development and understanding
public relations responsibilities, as well as understanding the procedures for measuring, evaluating, and re-
porting the progress of educational programs. Being a global educational leader also involves knowing how
to improve student achievement, establish a positive school climate, and address the needs of support staff
(special education, counseling, and extracurricular programs).
From a theoretical perspective, redefining a framework of leadership is crucial to becoming an effective global
principal. Decisions made by administrators should be based on theoretical understandings as well as prac-
tical applications. As such, the job of a building-level leader is to view the position from both a normative
(formal) approach as well as a descriptive (informal) approach.

A key to successful schooling is building, maintaining, and expanding leadership density.
The key for successful schooling is building, maintaining, and expanding leadership density (Sergiovanni,
1987). This refers to all the leadership existing in the school among such groups as teachers, supervisors,
and administrators. As part of that process, a normative or formal perspective of administration is broadly de-
fined as a process of working with and through others to accomplish school goals efficiently.
A primary part of every principal's job should be communication. Providing for effective ways to disseminate
information to staff and parents, as well as effective ways to let students understand who the principal is—and
what is expected—is crucial to the job. Successful principals find innovative ways for students and parents to
know their school leader.

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Effective leaders not only establish goals but also make available conditions for others to achieve
goals.
The locus of control for school leadership is changing. If analyzed theoretically, the distinction of management
approaches appears to be between formal administrative styles and informal leadership styles. The key,
therefore, is for principals to find a blend and balance of both. Successful principals are learning to use re-
search and work an interplay of daily barriers and problems that actually guides the leadership process. But
only a paucity of published data exist from principals reflecting both applied research and the realities of
school administrators. What is needed is for principals to have access to a body of research, allowing them
to become more effective in their practical applications of the job (Martin & Papa 2008).
Practical Concepts of the Principalship: What is Reality Today?

In many communities, the gap between perceived and real administration is widening. For a very long time,
teachers have perceived the principal as a building manager as well as the person solely in charge of disci-
pline. Using this formal model of management and supervision, some principals continue to work in isolation.

School leaders are moving forward by reconnecting with touchstone values.
But, like shifting currents in the sand, the view of principals and of the principalship is changing. With a break-
through in leadership style, the days of stand-alone management seem to be over. Building-level administra-
tors are now reading the landscape and focusing on professional development and practical applications.
More principals are currently working to transform their schools through positive practice (Gwynne-Atwater &
Taylor, 2012). Many school principals wanting change are retooling by going back to school and learning to
expand their roles to comprehend the complexity of their educational responsibilities. Retooling, according to
Fullan (2009), is essential because:

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The common wisdom today is that school principals should be instructional leaders. [However], most
principals face a major obstacle—they [do not] know what instructional leadership means or how to
do it. For school leaders to fulfill this role, leadership development needs to be job-embedded, orga-
nization-embedded, and system-embedded. Few leadership development programs currently meet
the first of these successfully, and almost no programs meet the other two. (p. 45)
As shown in the literature, successful school leaders can learn to develop and hone their innate ability to meet
challenges and delegate wisely. They must also value experienced teachers and encourage them to mentor
new staff. These same principals are more willing to collaborate, promote vision, and assist others in devel-
oping change.
The reality is that new energized principals are reinventing schools. On a good day, a principal can enjoy
walking around the school visiting and reconnecting with students and teachers. With a balance of confidence
and reasonable doubt, school administrators are thus moving forward and reconnecting with their touchstone
values (i.e., connecting with core values; Donaldson, Marnik, Mackenzie, & Ackerman, 2009). Individual build-
ing leaders are now working to provide support and create leadership capacity by setting purpose and vision
based on the needs of diverse learning communities. Principals, therefore, are no longer just setting goals in
isolation but are setting conditions that allow others to set and achieve goals and develop ownership in their
school (Kohm & Nance, 2009).
The Global Principal

Principals who focus on change from a worldly perspective are becoming global in nature. A global principal is
a school leader who is aware of global challenges, world cultures, and the connection between them and the
rest of the world. To be sure, it is crucial for principals worldwide to understand how other countries develop
curriculum, conduct professional development, and handle school-related issues. Thus, it is imperative for all
school leaders to develop a global awareness through integrated online activities and other communication
sources to gather information about other countries and cultures if we are to extend learning on a more glob-
al scale. This book is unique in focusing on how building-level school principals are learning to tap into the
wealth of resources and expertise of their diverse communities to share global perspectives with students. By
expanding and developing an international perspective, many school principals are realizing the potential of
technology as a powerful new tool in connecting students and blending learning around the world. Through
mobile devices, email, video conferencing, and student exchange programs, it is now possible to share in-
formation and classroom projects with schools all over the world. Both faculty and students learn to develop
a deeper understanding and broader perspective of world challenges. Global principals thus are able to for-
mulate curriculum by encouraging staff and students to become global citizens interested in exploring civic
responsibilities, cultural awareness, the environment, and the global economy.
The need for new and vibrant global leadership from principals is coming to the forefront—it is becoming
even more evident—even more urgent. School leaders with a sense of global awareness are better able to
challenge the structure of schools (Wooleyhand, 2008). Part of that challenge is guiding students to become
responsible global citizens. Knowing what problems might arise from a worldly perspective and how to deal
with complex issues will prove to be rewarding. Knowing that this generation of students is more cognizant of
world affairs than previous generations due to advances in technology, principals have an obligation to rise to
the challenge of global transparency.
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Successful principals lead from their strengths.
As the educational web of knowing expands, a constant shift occurs in leadership theory and approach. Prin-
cipals, on a global level, are now working together in greater numbers to identify the forces and trends af-
fecting education today. With constant vigilance, more building-level administrators are projecting how trends
may conceivably play out in the future. It is important to note that as demands on principals expand, it is be-
coming more and more important to lead from one's strengths. Focusing on strengths allows an individual
school leader to engage in developing goals that will bring about major change. Future principals, therefore,
will need to learn how to make use of these strengths as well as normal differences in styles.
Kise and Russell (2009) believe that beginning principals will need to:
• Grow through action and interaction as well as reflection

• Process information through reality, connections, and experiences
• Make decisions through logic and objectivity while considering the impact on others
• Approach life through planning, perception, being flexible, and staying open
Tony Wagner (2008), in The Global Achievement Gap, relates how transformations in leadership represent
enormous challenges for future educational leaders. He lists a primary challenge as being the ability of edu-
cators to prepare students for both analytic and creative thinking.
Elements Needing Consideration

As society becomes more globally attuned to world changes, a large number of administrators are becoming
concerned as to how the United States is measuring up academically. For this reason, Wagner focuses on
the development of a global achievement gap. Basically, this gap reflects the distance between what our best
public schools are teaching and testing as opposed to what all students need to know in the world today. With
an alarming fear of other countries having more success academically, the achievement gap has profound
implications not just for work but also for citizenship and lifelong learning.

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School leaders should focus on developing well-rounded, adept, intuitive, and culturally aware stu-
dents.
Principals are finding new ways to address the global achievement gap. In this regard, building-level admin-
istrators are searching for innovative ways to share ideas. Principals are learning to open up their schools
and communicate successes with other educators on a global scale. Organizations such as the National As-
sociation of Elementary School Principals (NAESP), the National Association of Secondary School Principals
(NASSP), and the American Association of School Administrators (AASA) are teaming up to review and en-
dorse highly successful international leadership practices. For example, these organizations are now assist-
ing school principals with ideas and strategies to help ensure a multicultural an inclusive approach. This is
hugely important. Their efforts have been especially beneficial in helping building-level leaders in addressing
reading and writing academic problems experienced by English language learners (ELL). These organiza-
tions are also collaborating with others, such as the International Reading Association (IRA) and the National
Education Association (NEA) to develop best practices in schools.
Additionally, building leaders are learning to use Internet media links effectively as a way to focus on develop-
ing well-rounded, adept, intuitive, and culturally aware students. Now technologically knowledgeable, today's
administrators are becoming more aware of the importance of a global curriculum fueled by new economic,
social, political, and technological changes. The hope is to inspire and motivate students to rise to the chal-
lenge of the new world we are living in today.
According to Yong Zhao, university professor, College of Education, Michigan State University, and founding
director of the Center for Teaching and Technology Yong Zhao, “If we are to be competitive in a world market
we need to foster a broader perspective of education” (Richardson, 2012). In addition, he adds, “The United
States should deepen what it does best, rather than trying to catch up to developing nations” (p. 15). Thus,
the principalship could be a very effective format in enhancing Americans' global perspective of education.
Building-level administrators, and the roles they play in preparing students, can and will do much to foster a
milieu of creativity, networking, and adaptability.

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Experienced principals have found the most efficient way to evoke change is through influence rather
than power and authority.
Fostering a new milieu of team leadership will be a major factor in promoting systemic change in the future.
Moreover, it is through this new capacity for team leadership that school leaders will make a difference.
Nonetheless, analyzing the future of educational leadership and promoting change will be an ardent task.
Lefkowits and Miller (2009) state, “Writing scenarios about the future of education requires ‘re-perceiving’ the
future and trying to imagine all aspects of the way the world might be, not just those factors that relate specif-
ically to education” (p. 400). With that in mind, it is important for principals to develop a newly found vision—a
vision allowing American students to be highly competitive in a future global market.
Entering the Principalship

Before or immediately after a graduate program is completed for the principalship, one may want to assess
how (s)he perceives what critical skills are needed to be a successful principal (see Exhibit 1.1).
Exhibit 1.1 Beginning Principal's Critical Skills Survey

Directions: For each of the skills listed below, assess how important you believe each skill is for a begin-
ning principal to carry out in order to be successful. Please use the rating scale below in making your as-
sessment.
5 = Extremely Critical
4 = Critical
3 = Somewhat Critical
2 = Not Critical
1 = Irrelevant
Skill Rating
5432
1. Evaluating staff
1
5432
2. Facilitating/conducting group meeting
1
5432
3. Designing and implementing a data-based improvement process
1
5432
4. Developing and monitoring a building budget
1

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5432
5. Organizing and conducting parent–teacher conferences
1
5432
6. Establishing a schedule for students and staff
1
5432
7. Being aware of issues related to school law
1
5432
8. Managing food service, custodial, and office staff
1
5432
9. Establishing a positive relationship with other administrators
1
5432
10. Determining who is what in a school/district
1
5432
11. Relating effectively to board members and central office personnel
1
5432
12. Balancing district professional values and personal values
1
5432
13. Understanding the principalship as it affects personal lives
1
5432
14. Developing interpersonal networking skills
1
5432
15. Encouraging involvement by all parties in the educational system
1
5432
16. Developing positive relationships with other organizations
1
5432
17. Demonstrating awareness of possessing organizational power and control
1
5432
18. Demonstrating awareness of why one was selected for a leadership role in the first place
1
5432
19. Portraying a sense of self-confidence on the job
1
20. Having a vision along with an understanding of what is needed to achieve organizational 5432
goals 1
5432
21. Demonstrating a desire to make a significant difference in the lives of students
1
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22. Being aware of one's biases, strengths, and weaknesses
1
23. Understanding and seeing that change is ongoing and that it results in a continually changing 5432
vision of the principalship 1

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5432
24. Assessing job responsibilities in terms of the “real role” of the principalship
1
After completing the survey, compare your ratings to the research findings provided below: Re-
search Findings on Principals' Critical Skills.
SOURCE: Daresh, J. C. (2002). What it means to be a principal: Your guide to leadership (pp. 7–9). Thousand
Oaks, CA: Corwin Press. Used with permission from Corwin Press.
Research Findings on Principals' Critical Skills

The survey research results presented by Daresh (2002) are as follows:
If your highest scores are among the first eight items [1–8] on the survey, then you believe that the
most important things for you to master as a beginning principal are the technical skills associated
with the job. Research shows that you are in agreement with most other individuals who have taken
the survey while they were enrolled in preservice programs to prepare them to become administra-
tors. However, you are not in line with what experienced principals and superintendents believe are
the most important skills to be mastered. Principals who have been on the job for [three] or more
years rated the eight middle items [9–16] (which addresses self-awareness skills) as the most impor-
tant, and superintendents believe that the last eight items [17–24] (which addresses self-awareness
skills) are the most critical items for beginning principals. Both principals and superintendents rate
technical skills [items 1–8] as the least critical issues. (p. 7)
Why Choose to be a Principal?

Most all aspiring and practicing principals today are “bound by the silver cord of tradition and duty to those
who have gone before, serving the children of successive generations of Americans both honorably and well”
(Carlton, n.d.). However, the question looms, why do some choose to be school administrators? Dr. Patrick
W. Carlton, associate professor of education at Virginia Polytechnic Institute and State University and project
director of the Oral History of the Public School Principalship, interviewed more than 300 retirees since 1989.
Four samples of the transcribed interviews on why or how they became principals are shown below.
Male Principal (Encouraging)

Well, you start by becoming a teacher, by having an interest in children. Then the natural ambition of most of
us in the field is to progress to a higher level of responsibility. Part of it is a matter of ambition and part of it
is a matter of pride, to have larger areas of authority, to develop your ideas of how children should be taught
and to create an environment in which many teachers work together for the benefit of the child. This means
that you have a cooperative effort in various phases of the child's development. By being a principal you can
set policies, you can formulate and work on new ideas. You can experiment with children and you can enjoy
observing whether or not your ideas are workable and valuable or not either and, therefore, it might be better
to pursue some other course of events. (n.p.)
Female Principal (Encouraging)

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Because I had taught health and physical education for some seventeen years and I had determined, after a
certain age that I would not stay in physical education. I thought that young people, young women, deserve
young enthusiastic physical education teachers and coaches. I had determined, pretty much, that I would
probably go back and run my camp and make it into a school, on a year round basis, until an assistant prin-
cipal, who is now the state superintendent of public education, [administrator], called me in and suggested
that I prepare myself to go into school administration. He encouraged me and offered me the opportunities.
Well, he assisted me in every way to get involved in the training program at [institution] and also encouraged
me, from time to time, about how my course work was coming. I think that he was the one who really got me
going in terms of considering it as a career—school administration as a career. I think that more principals
and assistant principals need to be doing this with some of our younger teachers. (n.p.)
Male Principal (Questionable)

Money! Money had something to do with it. Really. I had taught for two years in [state] as an elementary fifth-
grade teacher. Then I came to [city] and became a physical education teacher for one year and then became
a Social Studies teacher. The next year I was forced to becoming the assistant principal of the high school. I'm
not sure that I had any qualifications that gave me that position. It seemed like our principal, the great white
father, decided that he needed some help and I was always a pretty fair disciplinarian. I think sometimes size
and an innocent look may have something to do with that but I did and was able to work with children and
able to get along with children very well. (n.p.)
Female Principal (Questionable)

Money. Money, to be very honest with you. And, I have said it very, many, many times. If they had paid me the
same money to be in the classroom as they paid me to be an administrator, I would have fought the heavy-
weight championship of the world for the room. With[out] question, because I prefer being a teacher [vs.] an
administrator. I prefer being around kids. I just like being around them. (n.p.)
A review of the transcribed interviews tends to be positive—a deep interest in children. However, several
doubtless entered the principalship for questionable reasons, especially when money was the major reason.
The transcribed interviews can be accessed at http://scholar.lib.vt.edu/faculty_archives/principalship/introduc-
tion.html.
Future Principals
No one can predict the future, but more principals are learning to be prepared and more diligent—the key is
to focus on what works. For example, the National Association of Elementary School Principals (NAESP) is
examining trends in leadership, education, and society and continues to identify a series of strategic issues
needing to be addressed. Forecasts relating to the future of education are highlighted in the NAESP publica-
tion Vision 2021: Transformations in Leading, Learning, and Community (2008).
The nine provocative forecasts are:
• Schools are the learning portals to a global workplace;

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• Free-market forces create tensions between school choice and education equity;
• Hyperlinked learning explores meaning through multimedia;
• Scientific knowledge and technology bring new understanding to child brain development;
• Holistic standards expand expectations for achieving student potential;
• Networks of learning innovation experiment with new learning strategies for children;
• The surveillance society links schools to electronic safety networks;
• Society's mounting debts compromise future investments in education; and
• Principals set the standard as lead advocates for learning.
This new global style of leadership builds on coalitions and inspires excellence. Principals, experimenting with
these changes, are learning new and innovative ways to control their own destiny. According to the National
Association of Elementary School Principals' Vision 2012 Committee Report, the old formative style (manag-
ing skills and controlling every aspect of the school) is moving toward a more descriptive style (persuasion,
political currency, and shared interests) to create conditions and settings for the right decisions to happen.
With this new bold approach, visionary principals will be able to change the face of education on a global
perspective.
Surviving the Principalship

Building relationships is an important component in the success of a global principal. A major part of building
relationships for a school leader is learning how to deal with social justice and developing a societal con-
sciousness as well as practical strategies that address a diverse population of students, teachers, parents,
and community members. Mastering the art of working with people, handling union issues, and responding
to conflict can help principals, teachers, and staff stay on track and avoid the “conflict tailspin.” The Clifton
StrengthsFinder, a web-based talent assessment, measures individuals' talent in 34 themes and reveals their
five most dominant or signature themes. These talent themes help individuals understand that they have the
potential to grow and succeed by leveraging their areas of greatest talent. The better individuals understand
people and their talents, the more effectively they can take control of situations with which they are confront-
ed. As a principal, knowing oneself in relation to the strengths you bring to the leadership role may have a
dramatic impact on how you build relationships and create a team environment that will enhance your collab-
orative leadership initiatives.
For further information concerning the Clifton StrengthsFinder, refer to the Webliography at the end of this
chapter. The StrengthsFinder is a product of the Gallup Corporation, Omaha, Nebraska.

Discover your greatest natural talents. Maximize your potential by building on your talents rather than
focusing on your weaknesses.
“Doing the right thing” means finding ways and strategies to survive during challenging times (Gonzales,
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2008). As shown in Exhibit 1.2, the “Principal Survival Guidelines” provide some unique strategies for princi-
pals.
Exhibit 1.2 Principal Survival Guidelines

Guidelines Interpretation
Effective principals learn how to control their destiny out of experiences they have
Control your des-
had. School culture has more to do with how well principals cope with adversity than
tiny.
anything else.
If it feels right, it probably is right. Successful administrators trust their instincts by for-
Develop an inter-
mulating an internal guidance system that gets them through the tough times. Others
nal guidance sys-
seem to focus on outside forces or they “lock in” on things happening to them by
tem.
chance.
It takes time and
deliberate practice By adjusting the school's daily routine only slightly, principals can induce change.
to change.
Engage in learning
Being even a little prepared is paramount to survival—it is too late when you are in a
long before you
crisis.
need it.
Determine para-
meters before In administrative triage-like situations, taking time to set parameters before making a
rushing to deci- decision is critical. It increases the odds of any principal's survival.
sions.
Learning about the
hearts and minds It is all about the qualities—good or bad—of the person next to you before heading
of staff pays huge up the mountain. It is all about knowing your people.
dividends.
Most mountain climbing accidents happen on the descent—on the way down. Surviv-
Do not celebrate
ing principals have learned not to congratulate themselves too much after reaching a
too early.
long-sought-after goal.
The more pressured principals become, the less they see. Reducing a problem to its
Avoid tunnel vi-
elements and staying open to all possible solutions is a good building-level survival
sion.
skill.
Always have an When undertaking anything risky in school administration, it is important to always
exit strategy. have a clear bailout plan.
The habitual way you react as a principal to everyday events does influence your
Be confident, not
chances of surviving a major problem. Strong principals know that retaining a core of
comfortable.
confidence will get you through most things.
Principals who practice being selfless in everyday life find that it does help when
Being selfless im-
times get tough. Performing selfless acts is like putting money in the bank. When you
proves your
need it the most, those selfless acts will come back, providing assistance and rescu-
chances.
ing when you least expect it.

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Administrative survival is being able to read nonverbal cues of those around you. Al-
Nonverbal cues
though easy to miss, a small gesture of the hand to a slight change in facial expres-
are a magical key.
sion can give an observant principal the edge in a touchy situation.
Acting cool is not the same as looking cool. Being able to handle oneself under pres-
Develop a relaxed sure is a critical skill to survival. Successful principals learn to maintain an emotional
awareness. balance when faced with adversity. If the school's leader remains calm, others will re-
main calm as well.
Realize your limita-
Learning what you can and cannot do is a paramount skill for any principal.
tions.
Regardless of how bad things get, good principals know that “trusting the process”
Trust the process.
will allow them to get where they need to go.
Character, action,
and habits are es- Long-time successful principals have found frequent action often formulates habit,
sential elements to habit creates character, and character determines destiny.
destiny.
SOURCE: the “Principal Survival Guidelines” are a collection of workable tips that the authors adhered to as
practicing school administrators.
Without a doubt, principals in our nation's schools play a very important role in society. They are the leaders
within an educational establishment who provide guidance to teachers, students, staff, and members of the
general community. If one can adhere to the aforementioned guidelines effectively and possess some of the
traits mentioned above, then the likelihood is that the individual will be an outstanding principal and educa-
tional leader.
Summary
Raising awareness of collaborative roles and yet learning how to develop options to minimize risk is an impor-
tant aspect to any principal's survival. This introductory chapter provides principals with a number of “theory
into practice” ideas as well as multiple “keys to leadership” for day-to-day, on-the-spot leadership. Within this
chapter, ELCC Standards and the roles of the principal are reviewed and discussed to provide building-level
administrators an array of strategies to adapt to changes in today's fast-paced global society. This chapter
also includes a bevy of tips on how principals can best lead and why it is important to share leadership duties
with emerging teacher leaders. Through breakthroughs in global leadership, principals are now able to ob-
tain a larger view of education as it pertains to world challenges. In addition, by investing in better leadership
practices today, principals will be better able to reinvent the schools we need tomorrow.
Applications
1. By reviewing important elements of the nature of the principalship in this chapter, write
what you think the roles of elementary, middle, and secondary school principals should
be.
2. Some educators believe the principal should be more of an instructional leader than a
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manager. Are both roles equally important or is one more important than the other? Why?
3. What are the five most important personal strengths that a principal needs to have to be
effective? Are there five, more or less?
4. More principals are sharing leadership with teachers. Compare and contrast both forma-
tive (normative) and informal (descriptive) administrative approaches to managing
schools.
5. Should individual state leaders insist elementary, middle, and secondary school principals
follow national ELCC Standards or should individual states develop their own standards?
6. Some leaders believe the Elementary and Secondary Education Act's (1965), previously
know as the No Child Left Behind Act's (2002), focus on skill building and testing is limit-
ing the principal's position to create well-rounded students. What is your opinion? Defend
your position from both a national and international perspective.
7. Outline a change strategy for principals. Note in detail how you would improve the culture
of the principalship in today's schools.
Case Study: America's Secrets
Players
Three Japanese teachers, one Japanese administrator
Akemi, Director of a Japanese School
Missoula Chamber of Commerce Members
Bob Kruger, Principal, Mike Mansfield Elementary School
Two Mike Mansfield Elementary School teachers
Setting
Principal's Office, Mike Mansfield Elementary School
Scenario
A group of three Japanese teachers and one administrator visit with Principal Bob Kruger, two leaders of the
Missoula Chamber of Commerce, and two elementary school teachers. The group meets in the principal's
office at the Mike Mansfield Elementary School on the outskirts of Missoula, Montana. Everyone is thrilled
about having a Japanese group visit one of Montana's nationally recognized Blue Ribbon Schools.
Mr. Kruger welcomes his international visitors and spends a good deal of time focusing on the school's cur-
riculum, testing, and skill building program. Akemi, one of the Japanese instructors, thanks Mr. Kruger and
his staff for honoring them. Being genuinely gracious, Akemi bows, and then speaks softly,
“We would like to thank you for inviting us.” Her eyes burnish and a gentle professional smile forms. She then
adds with a graceful gesture, “As director in my school, I would like to know how you, as principal, formulate
your curriculum. I should tell you, we, as Japanese, are very interested in how American schools teach cre-
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ativity and ingenuity.”
Mr. Kruger, his staff, and civic leaders are somewhat taken aback. Akemi then expresses how her Japanese
culture is very familiar with the importance of skill building and assessment but believes creativity and initiative
are at the heart of America's greatness. While she speaks, her Japanese colleagues smile and nod with in-
terest, hoping to learn America's secrets.
The Challenge
Analyze the nature of the principalship and concepts in this chapter. How should Mr. Kruger respond to the
request made by his Japanese visitors?
Key Issues/Questions
1. How might other countries perceive the United States's educational system?
2. What impact can a school principal have on the development of a global school curricu-
lum and upon student achievement?
3. Why did Mr. Kruger's Japanese visitors believe creativity and ingenuity are at the heart of
America's greatness?
4. States can ask the U.S. Department of Education for a waiver from some of the Elemen-
tary and Secondary Education (previously known as No Child Left Behind) requirements
if they meet certain conditions, such as imposing standards to prepare students for col-
lege and careers and setting evaluation standards for teachers and principals. Do you
support waivers for states? Why?
5. Why is it important for American students to be competitive globally?
6. In your opinion, what will the nature of the principalship look like in the future?
Webliography
Association for Supervision and Curriculum Development
• www.ascd.org
CALDER Research Report on the Principalship
• http://www.urban.org/uploadedpdf/1001370_principal_effectiveness.pdf
Clifton Strengths Finder
• https://www.strengthsquest.com/
Consortium on Chicago School Research
• http://ccsr.uchicago.edu/content/index.php
Education Trust Website

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• www.edtrust.org
Education World
• www.educationworld.com
Elementary and Secondary Education and No Child Left Behind Acts
• www2.ed.gov/legislation/esea02/index.html
National Association of Elementary School Principals
• http://www.naesp.org/
National Association of Secondary School Principals
• http://www.principals.org
Principal Effectiveness
• http://www.urban.org/publications/1001370.html
Research on the Principalship
• The Wallace Foundation: http://www.wallacefoundation.org
Note: Some Web resources are time and date sensitive and may become inactive at any time.
References
Cangelosi B.J. (2009). Shared leadership: Lessons learned. Principal, 88(4), 18–21.
Carlton P.W. (n.d.). The oral history of the principalship. Retrieved from http://scholar.lib.vt.edu/facul-
ty_archives/principalship/
Daresh J.C. (2002). What it means to be a principal: Your guide to leadership. Thousand Oaks: CA: Corwin
Press.
Donaldson G., Marnik G., Mackenzie S., & Ackerman R. (2009). What makes or breaks a principal. Educa-
tional Leadership, 67(2), 8–14.
Fullan M. (2009). Leadership development: The larger context. Educational Leadership, 67(2), 45.
Gonzales L. (2008). Everyday survival. National Geographic Adventure, 10(6), 65–74.
Gwynne-Atwater A., & Taylor P. (2012, January/February). Principal to principal: Surviving and thriving with
change. Principal, 89(3), 41.
Kise J., & Russell B. (2009). You can't do it all: A sensible way to distribute school leadership roles. Principal,
89(2), 36–40.
Kohm B., & Nance B. (2009). Creating collaborative cultures. Phi Delta Kappan, 67(2), 67–72.
Lefkowits L., & Miller K. (2009). Preparing for an uncertain future. Phi Delta Kappan, 88(5), 400.
Martin G. E., & Papa R. (2008). Examining the principal preparation and practice gap: Effective principal
preparation requires a partnership between school districts and universities. Principal, 88(1), 12–16.
National Association of Elementary School Principals. (2008, September/October). Vision 2021: Transforma-
tions in leading, learning, and community. Principal, 88(1), 22–23.
Protheroe N. (2012). Jump-start substantial school change. Principal, 89(3), 26–31.
Rice J.K. (2012, April). Principal effectiveness and leadership in an era of accountability. CALDER, Brief 8.
Retrieved from http://www.urban.org/uploadedpdf/1001370_principal_effectiveness.pdf

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Richardson J. (2009, December/2012, January). Playing “catch-up” with developing nations makes no sense
for US: An interview with Yong Zhao. Phi Delta Kappan, 91(4), 15.
Sergiovanni T.J. (1987). The principalship: A reflective practice perspective. Boston: Allyn & Bacon.
Ubben G. C., & Hughes L. W. (1997). The principal: Creative leadership for effective schools. Boston: Allyn &
Bacon.
Wagner T. (2008). The global achievement gap. New York: Basic Books.
Wallace Foundation. (2012, January). The school principal as leader: Guiding schools to better teaching and
learning. Retrieved from www.wallacefoundation.org
Wooleyhand C. (2008, September/October). What K–8 leaders must know about their role in ensuring equity.
Principal, 88(1), 24–27.
• National Association of Elementary School Principals

• success for all
• administrators
• National Association of Secondary School Principals
• achievement gap
• school leadership
• global leadership
http://dx.doi.org/10.4135/9781544308609.n1

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Principal Leadership For Global Society

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The Principal: Leadership for a Global Society

Nature of Leadership: Challenge of the Times

Contributors: By: Bruce M. Whitehead, Floyd Boschee & Robert H. Decker

Nature of Leadership: Challenge of the Times

Questions Addressed in this Chapter are the following

Preparing to Excel as a Principal

Empirical Links between School Leadership and Student Achievement

SAGE Books - Nature of Leadership: Challenge of the Times

Tip for Principals: 1.1

The Wallace Foundation, 2012, p. 5

SAGE Books - Nature of Leadership: Challenge of the Times

Tip for Principals: 1.2

SAGE Books - Nature of Leadership: Challenge of the Times

Redefining Leadership: Attributes of An Effective Principal

Tip for Principals: 1.3

• Take on the role of instructional leader as well as a building manager

Tip for Principals: 1.4

SAGE Books - Nature of Leadership: Challenge of the Times

Determining Administrative Practices

Tip for Principals: 1.5

SAGE Books - Nature of Leadership: Challenge of the Times

Tip for Principals: 1.6

Practical Concepts of the Principalship: What is Reality Today?

Tip for Principals: 1.7

SAGE Books - Nature of Leadership: Challenge of the Times

The Global Principal

Tip for Principals: 1.8

• Grow through action and interaction as well as reflection

Elements Needing Consideration

SAGE Books - Nature of Leadership: Challenge of the Times

Tip for Principals: 1.9

Tip for Principals: 1.10

SAGE Books - Nature of Leadership: Challenge of the Times

Entering the Principalship

Exhibit 1.1 Beginning Principal's Critical Skills Survey

SAGE Books - Nature of Leadership: Challenge of the Times

SAGE Books - Nature of Leadership: Challenge of the Times

Research Findings on Principals' Critical Skills

Why Choose to be a Principal?

Male Principal (Encouraging)

Female Principal (Encouraging)

Male Principal (Questionable)

Female Principal (Questionable)

The nine provocative forecasts are:

• Schools are the learning portals to a global workplace;

Surviving the Principalship

Tip for Principals: 1.11

Exhibit 1.2 Principal Survival Guidelines

SAGE Books - Nature of Leadership: Challenge of the Times

Case Study: America's Secrets

Akemi, Director of a Japanese School

Missoula Chamber of Commerce Members

Bob Kruger, Principal, Mike Mansfield Elementary School

Two Mike Mansfield Elementary School teachers

ativity and ingenuity.”

CALDER Research Report on the Principalship

Clifton Strengths Finder

Consortium on Chicago School Research

Education Trust Website

SAGE Books - Nature of Leadership: Challenge of the Times

Elementary and Secondary Education and No Child Left Behind Acts

National Association of Elementary School Principals

National Association of Secondary School Principals