The Principal: Leadership for a Global Society

The Wisdom of Planning

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

Book Title: The Principal: Leadership for a Global Society
Chapter Title: "The Wisdom of Planning"
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.n5
Print pages: 99-121
© 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.
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The Wisdom of Planning

Experienced principals often feel pressure to be wise in planning. As demands on administrators expand ex-
ponentially, effective school leaders now scale up planning operations to meet a wide range of global educa-
tional issues. Interestingly, as times continue to change dramatically, school principals across the spectrum
are learning to change with them. As part of these changes, principals are learning the importance of integrity
and ethics as well as developing a stronger focus on vision and planning.

Questions Addressed in this Chapter Include the following

1. What is the principal's role in planning?
2. What is a goal-based model? How does a principal determine the locus of planning deci-
sions?
3. How can a principal identify and allocate leadership functions for planning purposes?
4. What are the specific steps of the management matrix and how can this tool assist prin-
cipals when developing a project?
5. Why is planning, as well as organization, so important for our globally oriented principals?

Key to Leadership
Principals need to develop a clear vision of planning that inspires others.

The Principal as Visionary Leader

With so many world changes looming on the horizon, school leaders are now poised for a new era in planning
development. As part of this new era, increasing student achievement, formulating a clear vision of school-
ing, and inspiring others seem to be what matters the most to successful principals. For example, Davis and
Jazzar (2005) emphasize in their work the importance of having an understanding of what needs to be un-
dertaken as well as an understanding of what needs to be accomplished. This concept follows closely with
the ELCC Standard #1, which promotes the development, articulation, implementation, and stewardship of a
school vision supported by the community. Even Stephen Covey (1989), in his Seven Habits of Highly Effec-
tive People, relayed the critical nature of vision in his personal management philosophy. As a result of this
heightened interest in vision and inspiration, experienced and successful principals are now coming to realize
the importance of planning as they work to transcend a multitude of problems in everyday school life.

With this in mind, the authors have developed the following definition of a successful planning model: A plan-
ning model specifies the sequencing of major decisions based on a clear and inspiring vision as to the future
of school operations.

Types of Management Planning

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Planning involves power. And, as part of this new reality, school leaders are becoming aware that planning
is more about creation, whereas management is more about compliance (Cook, 2004). Thus, in the future,
it will be paramount for principals to be cognizant of fundamental planning strategies and the processes of
planning. In this regard, Lunenburg and Irby (2006) list six types of educational planning. They are as follows:
goal-based, strategic, tactical, operational, standing, and single-use.

Goal-Based Plans
Whatever the situation, goal-based planning appears to remain at the heart of school change—seemingly to
hold the best promise for reform. Ubiquitous in nature, goal-based planning models can and often do con-
tain conceptually intertwined elements of strategic, tactical, operational, standing, and/or single-use planning.
Along with a shared vision, other elements of planning involve everything from raising student achievement
scores to making positive connections with staff and community. For these reasons, it is imperative that local
school principals place themselves in charge of the individual school goal-based planning process.

Strategic Plans
Unlike much loftier goal-based models, principals are using strategic plans to design and define specific goals.
Actually, strategic plans help school administrators turn visionary goals into reality. For building-level leaders,
key components of strategic plans might focus on developing activities and/or obtaining resources such as
money, personnel, space, time allocation, and facilities.

Tactical Plans
Tactical plans, on the other hand, have a far shorter time frame. Tactical plans are used by school leaders
to purposefully direct activities toward accomplishing specific goals. For example, principals often use day-
to-day tactical plans as a way to complete individual projects, allocate school materials, and/or integrate the
school's vision.

Operational Plans
Also important to principals is the area of operational planning. Operational plans are designed by building-
level administrators, teacher leaders, and department heads to deal specifically with organizational issues.
These types of plans are steeped in the direct implementation of specific goals and the cohesion of overall
operations. Although they have a narrower time frame than tactical or strategic plans, operational models are
especially useful in dealing with unintended consequences and problems.

Standing Plans
Still another dimension of planning is the use of standing plans. Standing plans by themselves tend to in-
crease the overall sticking power of school operations. For example, they are designed to make and adopt
rules as well as to enforce procedures and policies. In many ways, large and small, these types of plans are
very specific and involve a chronological sequence and/or series of steps that are to be carried out before
achieving a specific task. Fundamental in nature, standing plans often involve a myriad of procedures that run
the gamut from adding and dropping courses to developing rules for cafeteria and building use.

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Single-Use Plans
Single-use plans are utilized by school administrators to reflect a predetermined course of action. Just as im-
portantly, they are short in duration and normally require a minimal amount of time. Principals and teacher
leaders often use these types of plans as a default for such common occurrences as school assemblies or
arranging for a school dance.

Each of these planning models is unique in scope and depth and yet each is fundamentally essential for
school leaders when dealing with day-to-day operations. Thus, learning and being able to implement such
plans is a major benefit for any building-level administrator—especially when tackling today's myriad of seem-
ingly endless problematic challenges.

Importance of Goal-Based Planning

Of all the models, goal-based planning seems to be the most common. It certainly is the most popular. Since
goal-based planning is so prevalent in schools, the authors list several aspects of the model in Exhibit 5.1.

Tip for Principals: 5.1

Planning does help induce positive change and it does help to reinvent schools.

As part of the goal-based planning process, highly effective principals generally incorporate three core orga-
nizational strategies. These three strategies include

• distinguishing between district and school-based responsibilities to help clarify the locus of decision
making,
• deciding what organizational structures are needed—appointing the needed advisory groups and
committees, and
• allocating specific leadership functions to school staff.

Once each of these three organizational structures is in place and a locus of decision making is made, princi-
pals can then begin taking a series of steps to develop a framework of planning. It is at this point that school
leaders need to formulate and align their vision of school operation with district goals as well as with stan-
dards established by the state and federal governments.

It is at this juncture that an advisory group or individual school committee is appointed to carry out projects
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or activities. Committee work can then be planned, organized, and evaluated. All evaluative information and
data collection from the committee is folded back into the planning scheme for future reconsideration. A key
here is always keeping the principal and other school leaders in the loop. This allows everyone to stay well
ahead of upcoming problems and helps ease the challenge of pressing district, state, or federal regulations.
With an effective planning process in place and an advisory committee in full operation, forward-looking and
visionary principals will be better able to use their knowledge as well as their talents to create a workable and
effective operations model.

Thus, in reviewing the building-level planning process, it should be noted how effective principals use a variety
of models to foster widespread reform and change. As can be seen, the process described above and tools
provided in this book should very well assist building-level administrators in leading this new change.

Locus of Planning: Strategic Development

Whatever the design model or whatever the school, successful principals are learning the importance of hold-
ing on to common goals when formalizing individual building plans. It is especially important for individual
principals to realize that goals can be highly impacted by multiple levels of government. These include at the
federal level (when policy decisions are planned), at the state level (when state officials decide to change
graduation requirements), at the district level (when a superintendent makes revisions in curriculum), at the
school level (when a principal adds a new course), and at the classroom level (when a teacher plans a new
unit of study).

Exhibit 5.1 A Goal-Based Planning Model

Organize for Planning

1. Determine the locus of planning decisions: differentiate between district and school
planning responsibilities.
2. Prioritize the organizational structures needed to facilitate planning and set up struc-
tures.
3. Identify leadership functions and allocate those functions appropriately.

Establish the Planning Framework

1. Align district educational goals with building goals or targets.

2. Formulate a database.
3. Develop a planning calendar.

Carry Out Specific Planning Activities

1. Conduct needs assessment in high-productivity areas by using data sources.

2. Organize committees (when needed) to carry out development or improvement pro-
jects, and monitor their work.
3. Evaluate development or improvement projects.
4. Make necessary organizational changes and provisions for effective implementation.

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5. Secure resources needed for new or revised programs.

6. Provide professional development needed for effective implementation.

SOURCE: Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: Strategies for
development and implementation (2nd ed., p. 135). Thousand Oaks, CA: Sage Publications.

Tip for Principals: 5.2

Sharing common goals and vision is a key to effective planning.

In most school projects, a central question becomes whether there should be a balance between district-
based planning and school-based planning. This is a critical question for local principals. Subsequently, the
controversy for an answer is seemingly endless.

There certainly are those who argue for strong district control. Fenwick English (1980), for example, acknowl-
edges only two levels of control, state and district. According to English, what occurs at the school and build-
ing levels should be completely controlled by district policies and procedures. His views seem to be shared by
leaders of many large school districts who have attempted in recent years to standardize planning throughout
the entire district.

On the other hand, there are those who argue just as persuasively for individual school-based planning. For
example, when examining the area of curriculum, Gass (1979) suggests two major reasons for encouraging
school-based curriculum planning:

• First, schools are clamoring for autonomy.

• Second, there is some evidence that centrally developed curricula, for whatever reason, end up not
being implemented as planned.

The bottom line is that the planning process often poses difficult questions with no simple answers. In reality,
however, most decisions of any consequence eventually fall on the local principal's desk. With this being said,
the discussion that follows will therefore focus on the importance of individual building-level planning as it re-
lates to overall district goals.

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Building-Level Organizational and Planning Structures

One of the strongest signs of school change is the huge energizing resource of top-notch school principals. It
is a principal's interest in developing localized planning through a community group and staff that really makes
the difference. To date, finding and keeping top-notch principals has been no easy task. This is perhaps be-
cause the principal's job is relentless and continues to grow more stressful with more difficult times.

Along with rapid school change comes the expanding role of the principal. Ultimately, and as part of the task,
today's building-level administrators must learn to identify a plethora of school problems, prioritize solutions,
develop plans, and then implement a series of lock-step approaches to solving scads of unwieldy situations.

Tip for Principals: 5.3

Formulating a school planning committee is a major element in developing leadership.

To address this issue, principals are formalizing organizational structures within their respective schools to
assist with planning delineations. Unfortunately, this can have both positive and yet limited effects for new
school leaders. For example, a novice principal could appoint too many standing committees. Such an error
results in a cumbersome bureaucratic structure that only complicates planning. Experienced principals, on
the other hand, are centering their efforts on a single community-based building-level committee and through
a means of “tweaking the process,” give it some power to do some creative planning.

Building an Advisory Committee

If there is one marked determiner of success and leadership, it is a principal's ability to open up the school
to the community. This is a critical dynamic to change. With this in mind, it should not be hard to imagine
the importance of developing a community-based building advisory committee. Some principals even call this
committee their vision alive group because it helps keep the local school's vision alive. Members of this vital
group are generally selected and appointed by the building-level administrator. The committee's makeup in-
cludes the principal, teacher leaders, subject-matter specialists, grade-level teachers, and, just as importantly,
parents and other community members. Once formalized and put into operation, this community-based pow-
er of mutual allegiances can advise the principal on both school and community issues. Thus, the importance
of this high-profile group and its role in the planning process cannot be underestimated.

Allocating Collaborative Leadership Functions

With so many educational challenges afloat, more school leaders are taking a larger interest in moving toward
meaningful change. Along with this meaningful change, principals are encouraging greater numbers of stake-
holders to be a part of the planning process. For example, most high school level department chairs are being
asked to take on additional leadership tasks within their respective subject areas. Middle school principals
are now relying even more upon grade-level team leaders, while others use department heads. Even some
community volunteers are being asked to lend a hand. All of this is part of a drastic shift in leadership roles.

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And not all of it is positive. It can develop into turf wars. That is why it is so important for principals to follow
ELCC Standard #5, which encourages administrators to act with integrity and always remain ethical.

Cultivating a collection of kindred spirits has proven to be a smart way for principals to tap into a school's
collective capacity. There seems to be a lot of momentum garnered from this sharing of ideas. As part of this
sharing and two-way interactive community-based process, building-level administrators are stepping up to
the plate and reaching for clear answers to four basic questions:

• What is required to make the improvements we wish to see in the student-centered environments of
our schools?
• Why do we want to commit a great deal of time and money to an initiative for change? Are our mo-
tives focused on improving student learning?
• Who is the best person(s) within the school to help lead the initiative we are considering?
• Who will be best suited to assess and maintain the quality of programs after the initial stages of im-
plementation are completed?

Direct answers to the aforementioned questions can and do provide a multiplier effect of success and help
keep the planning process in motion—thus avoiding a monstrous destabilizing force commonly referred to as
“system shock.” System shock is when faculty and staff, en mass, balk and thus refuse to embrace change.
This sort of between a rock and hard place situation occasionally arises when a novice principal or superinten-
dent moves too fast in the planning process. Moving presumptively, or just too fast, often creates roadblocks
and political barriers hampering even the best of intentions. The result is a highly disgruntled faculty and staff.
As many principals can attest, upset and concerned staff members can and often do disrupt the entire plan-
ning process. The best way to avoid system shock is for savvy administrators to reinforce alignment between
a district's vision and individual school goals.

Tip for Principals: 5.4

Maintaining alignment between district vision and individual building goals is critical to the planning
process.

If there is a truism in education, it is that great principals have a fierce bias in finding ways to make things
happen. In this regard, it is the dynamic principal who makes sure everyone on staff is in concert with and
adhering to an already determined set of agreed-on beliefs. Thus, correlating the planning process from top
to bottom helps top school leaders close the circle to educational and global challenges.

Developing Aspiring Leaders

Another proactive aspect of effective principals is their willingness to prepare and train aspiring leaders. Pro-
viding quality internships for aspiring principals follows closely with ELCC Standard #7. With schools and ed-
ucation struggling for public support, there is a need to consume research and to review connections between
effective leadership and effective planning.

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Tip for Principals: 5.5

Proper planning helps prevent a “disconnect” between educational leadership and what principals re-
ally need to be doing.

In reviewing the ponderables of why schools fail, Robert Hughes (2005), deputy director of the National In-
stitute for School Leadership (NISL), notes that the connections between strategic ends and operational ex-
cellence are much looser in education than in other professions. This type of damning evidence is becoming
alarmingly commonplace. According to Hughes and NISL, a research study found many entrenched projects
and programs whose strategic purpose was often nowhere to be found. The result is a disconnect between
educational leadership and what principals really need to be doing. The study also notes that principals were
spending only 15 to 30% of their time on improving instruction in their schools. The rest of the time was fo-
cused on such things as schedules, buses, food services, facilities, sports programs, and matters related to
discipline and safety in their schools (p. 37). With a focus on leadership and planning, NISL and other organi-
zations are trying to solve this problem by providing train-the-trainer models. This involves facilitators training
the best and the brightest of principals to head leadership teams. These teams in turn train cohorts of school
leaders in self-esteem and self-efficacy skills needed to meet the requirements of increased planning and ac-
countability. Most training for aspiring leaders requires a serious commitment of about 33 days over a period
ranging from 18 months to 2 years. The program focuses on changing entire leadership, teaching, and learn-
ing cultures. As a result of its success, a number of states are launching similar leadership teams and offering
training in such areas as coaching and instructional leadership.

Project-Based Planning
Along with a need to train a pipeline of new leaders, there is an equal need to respond to a preponderance of
top-down change. An unheralded increase in federal regulations and restrictions is now exemplifying a need
for new school leadership. During this challenging period of paradigm shifts, both aspiring and experienced
principals need to learn how to meet these key concerns head on.

Tip for Principals: 5.6

Project-based planning is considered to be the engine of school change.

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One of the ways principals are dealing with top-down change, especially at the building level, is through the
use of project-based planning. Project-based planning is often referred to by many successful principals as
their “go-to strategy” of choice. It works because locally generated activities often encourage staff vision, pur-
pose, and renewed commitment during periods of educational change. Accordingly, it is through shared lead-
ership that school leaders are better able to build ownership, not only in a specific project but also among
staff.

Conducting Needs Assessment

A major part of any project planning process involves the development of a thorough needs assessment.
Kaufman (1982) defines needs assessment as a process of identifying gaps between what is and what should
be. Therefore, needs assessment is immensely helpful to local principals in that it can be used for a series of
multilevel purposes. For example, using a needs assessment program, staff members can examine current
goals and objectives in order to best identify instructional opportunities. Information gleaned from the needs
assessment can be used to infuse change directly into the classroom. The result is a major improvement in
the teaching and learning process and a major improvement in the learning environment. For that reason,
it is through the development of a quality needs assessment program that principals and teachers can best
facilitate systemic educational change and reform in our schools and in our classrooms.

Developing a Database
As part of the needs assessment process, principals are finding the use of computerized data programs to be
extremely helpful. For many school principals, the development of a comprehensive database can and does
provide an important window to overall school operations. Through this window, individual school leaders are
able to view needed and necessary changes in their respective buildings.

As can be seen, highly effective principals are leading practical action and change through data analysis. To
that end, most school leaders are tapping into their districts' banks of computerized data. This one-size-fits-all
collection of information can be used in assessing needs and planning curricula not only for the district but
also for individual schools. Unfortunately, the temptation for many school leaders is to collect too much data
just because it might be available or seems interesting. It makes more sense for an insightful principal to col-
lect and organize only information likely to be used. A partial list of needs assessment data that are perhaps
the most useful for building-level administrators is shown in Exhibit 5.2.

As noted above, data analysis and an assessment of student performance indicators can be very instrumental
for principals targeting change. Along these lines, ADAM (Academic Data Analysis and Management), an
electronic system for data management, enables principals and teachers to monitor student mastery as well
as helps connect data from each student's classroom performance with other measures of student learning.
For example, this data might include the following: state test scores, standardized test scores, academic in-
tervention history, prior letter grades, and attendance (March & Peters, 2002). It is important to note here,
however, that ADAM is not the only program on the market, because there are actually many of these types
of software programs available to schools today.

A key for effective principals is to use comprehensive data and other management tools to help facilitate in-
structional, operational, and systemic reform. Good and reliable data can lead to amazing results, especially
if channeled through well-led teachers. For example, databases in the area of curriculum can (1) determine
professional development interests and needs; (2) develop a background of skills and usage; and (3) identify

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individuals willing to share ideas and techniques as well as to inventory the type and level of materials and
resources used in the classroom. Therefore, utilizing databases and conducting an in-depth understanding of
curricular needs should be a part of every principal's school planning program. Along with the use of compre-
hensive databases, principals should also consider using other tools such as a management matrix.

Exhibit 5.2 Information for Database

Community Resources

1. People with knowledge, expertise, and influence

2. Organizations and places useful as resources

Students

1. Date of birth, sex, and ethnic identity

2. Eligibility for federal or state assistance programs
3. Parents' occupations and marital status
4. Verbal and mathematical abilities and IQ score
5. Talents, skills, and special interests
6. School achievement: standardized test scores and curriculum-referenced test scores
7. English proficiency; native language if other than English
8. Limitations: physical, emotional, and learning disabilities
9. Learning styles and cognitive levels
10. School record: subjects studied, grades, and attendance
11. Career and educational plans
12. Extracurricular activities
13. Community activities

Faculty

1. Subjects and grades certified to teach

2. Present assignment
3. Special interests and competencies
4. Recent professional development: courses, workshops, etc.

School

1. Courses offered and enrollments

2. Extracurricular activities and student participation

Other Resources

1. State curriculum guides

2. Curriculum guides from other districts
3. Other sources of learning objectives
4. Professional materials and resources for teachers

Management Matrix
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A management planning matrix, developed by the Northwest Regional Educational Laboratory in Portland,
Oregon, and shown in Exhibit 5.3, is a planning tool for school leaders (Whitehead, Jensen, & Boschee,
2003). The feasibility of this unique matrix follows with ELCC Standard #3 from an organizational and op-
erational standpoint and encourages principals not only to develop goals but also to formulate measurable
indicators. In addition, it motivates principals, as planners, to detail activities, to set leadership roles, to adopt
a calendar, to initialize implementation and, finally, to formulate evaluation.

A fascinating aspect of the management matrix for principals is its unique ability to stimulate creative thought
and to crystallize ideas. As such, it is the aspect of brainstorming that makes this tool so effective.

Management Matrix Steps

Step 1: Articulate Learning Target or Focus Area

This function can be easily allocated to a planning committee. For example, a school principal who desires to
purchase electronic whiteboards can ask committee members to draw up a management matrix that specif-
ically targets this form of classroom technology. Committee members are then directed to determine what,
where, when, and how electronic whiteboards are to be purchased, implemented, and evaluated.

Step 2: Develop Indicators

This step is probably the most difficult to attain for building-level administrators and is often missing in the
planning process. Examples of measurable indicators might include number of teachers or students involved
in a project, a percentage of students raising achievement scores, and/or comments, positive letters, or notes
from parents. The important thing is that each measurable indicator, as part of the planning process, be tied
back to the budget. This helps with a summative evaluation of the project at year's end. Determining measur-
able indicators (and relating these indicators back to the budget) can also be quite useful to principals when
writing grant applications. It can literally make the difference in the success of receiving a sizeable grant.

Step 3: Formulate Status Today

This planning step helps formulate what resources and materials already exist in the school. For example, if
a principal is planning to purchase electronic whiteboards, it is vital to know exactly how many of these de-
vices, if any, are currently being used. Wall space, wiring, electric outlets, and the number of available LCD
projectors are also considerations.

Step 4: Activities
This step determines what action is needed. For example, if the purchase of electronic whiteboards is a target
or focus area, a budget needs to be set. In addition, management will need to determine which teachers will
receive the boards and what professional development is needed to make them fully operational. Other ques-
tions might include: How will the electronic boards be serviced? And when should they be replaced in the
future? Each of these questions should be answered and noted on the matrix.

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Step 5: Leadership
Another important component is the determination of who is responsible for various activities. Examples in-
clude: Who will research the cost of the electronic whiteboards? Who will perform the professional develop-
ment? Who will receive training? And who will be in charge of each training session? Leadership for each of
these areas should be designated on the matrix.

Step 6: Schedule or Calendar

Setting a schedule and calendar is the final step—as well as a crucial step for the planning matrix process. As
will be noted below, the school calendar and schedule literally drives the planning process toward completion.

After each of the six steps of the matrix noted above is addressed, it is important for local school principals to
evaluate the entire process on its own merits. Thus, an overall evaluation of the process needs to be made at
year's end. It is at this point where measurable indicators (developed in Step 2 and listed on the matrix) will be
crucial in determining the summative outcome of any plan—either positive or negative. Thus, for highly effec-
tive principals, tying measurable indicators to positive outcomes and the budget—as well as visibly graphing
these outcomes—often determines the success of previous planning. For strong school leaders, successful
planning and implementation of one project can very well lead to the possible funding of future projects. In
retrospect, success does bring about success.

Exhibit 5.3 Management and Monitoring Matrix

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A fascinating aspect of the management matrix for principals is its unique ability to stimulate creative thought
and to crystallize ideas. As such, it is the aspect of brainstorming that makes this tool so effective.

Formulating a Planning Calendar

As noted in Step 6 of the planning matrix, an important part of any principal's job is the creation of a school
calendar. This follows with ELCC Standard #6 and helps principals create a larger political and social picture
of the school. Although operations in many schools can be unpredictable, school leaders do need to estab-
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lish an effective planning schedule. A well-thought-out and a well-planned school calendar often provides a
valuable pillar of support down the road.

There is a saying that teachers are much happier and more engaged if they know the direction the operation
is headed. The positive side of this statement, for principals, is that much of a school's direction can be visu-
ally displayed via a school calendar. This is especially true in regard to curriculum mapping and development.

A well-crafted curriculum calendar is a very useful tool for principals. It is especially helpful in sharing an in-
dividual school's vision as well as sharing purpose and mission with colleagues, parents, and the community.
As per the building-level curriculum calendar shown in Exhibit 5.4, note the distinction made between major
curriculum and other fields. By embracing the notion of such a schedule, the principal is able, in a 5-year cy-
cle, to assess all major fields, five other fields, and every program level. It is crucial to note, however, that this
individual school planning calendar must follow and be in sync with the district's overall calendar as well.

As described above, a specialized calendar does put theory into action. It does assist principals in setting the
direction of overall curriculum planning for schools. Nonetheless, if a curriculum schedule is to gain momen-
tum and traction in the way of planning, it is important for school administrators to do some mapping as well.
Using a master schedule such as the one in Exhibit 5.4 as a reference, a principal and/or a planning commit-
tee can begin mapping out specific curriculum projects. This of course will be influenced not only by the local
building calendar but also by the school district's calendar.

On the face of it, there is little doubt that mapping and scheduling curriculum are important planning elements
for any principal. As one can imagine, it is crucial for administrators to continually hard-wire planned opera-
tions into any school's schedule. Thus, a calendar document should mark out important reference points for
the building advisory committee, especially if the committee is to keep each project on target. Realistic target
dates are a key ingredient, and committee members need to work together to ensure a workable progression
of events. In this regard, it is important to remember that teacher leaders and committee members are usually
chosen because of interest level, academic preparation, and knowledge of how to get tasks done. It is often
the teachers on the front lines who have the best idea of how long and how much effort it will take to complete
a project. The sharing of ideas in the initial stages can save a principal a lot of heartache, and perhaps a
career.

Exhibit 5.4 Curriculum-Planning Calendar

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Professional Development
Professional development is an additional crucial component of planning. As no surprise, it is one of the prin-
cipal's most effective means of leading and ensuring transformational change. Following ELCC Standard #2,
professional development provides a comprehensive professional growth plan for all staff. Many individual
building projects have failed or were counterproductive because they were not supported with top-level pro-
fessional development strategies.

Tip for Principals: 5.7

A major planning issue for principals is the timing of professional development as it relates to program
change.

Most building-level principals agree that our nation's schools cannot address the problems of educational
planning and change without first talking about substantial teacher preparation. This is especially true if in-
service preparation is linked to pedagogy, program development, and a love for learning. This means a major
role of any principal is helping teachers to develop a caring, altruistic, persistent, and civic responsibility to-
ward students and others. If teachers are to make the most effective use of learning applications available for
classrooms, then building-level administrators will have to focus on providing high-quality professional devel-
opment. By doing so, school principals will ensure that all teachers will be able to teach and all students will

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be able to learn.

Tip for Principals: 5.8

The strength of a professional development model relies on preplanning and flexible implementation.

Although many variations exist in the specifics of professional training, there are three precise models that
principals have used successfully.

Model 1
Professional development sessions are held prior to any major change in program. The intent here is to up-
date teachers' knowledge about new developments in the field, to give them the skills they need for specific
curriculum and instructional materials, and to provide an opportunity for them to exchange and try out such
materials.

Model 2
Professional development sessions are held subsequent to program change. New learnings become the ba-
sis for a series of professional development programs and mentoring plans offered immediately prior to the
introduction of the project. This essentially is the model used in most hands-on implementation projects. The
chief advantage of this model is the close fit between program change and professional development.

Model 3
A more contemporary approach for professional development is the community-based learning model. An
example would be the Teacher Leaders Network (TLN). These are community-based independent networks,
both physical and virtual, that make it possible for teachers to draw on external communities that promote
divergent thinking. Such networks support the view that teachers have unique insights that can improve ed-
ucation and accelerate student achievement. These networks are especially important because they enable
some of the best teaching minds in a state, region, or nation to bond into influential professional learning com-
munities. Independent teacher networks have the potential to transform traditional concepts of teacher input
and professional development (Berry, Norton, & Byrd, 2007).

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Tip for Principals: 5.9

A clear vision will determine success or failure of any professional development model.

Each of the three models noted above provides a creative and innovative use of professional development
practices. Each can make the difference as to whether school change will be both lasting and successful,
especially if accompanied by time-tested strategies such as those listed below.

Successful Professional Development Strategies

Early-Out Time for Students

Principals with a passion for learning have found ways to adjust schedules and provide planning and/or in-
service time for teachers while maintaining state requirements for student contact time. In schools where flex-
ibility abounds, teachers have agreed to start earlier and end later each day as well as give up some recess
time in order to develop blocks of time per week, or every other week, for in-service and planning. A key is
to make sure part of that earned block of time is devoted to in-service. It is also important to make sure that
state requirements for student contact time are met.

The Rule of Three: “Ask Three and Then Me”

This little rule helps take pressure off of principals and improves professional development and cooperation.
For example, if individual staff members ask their colleagues for help first before going to the principal, the
building-level administrator will have more time for curriculum-related instruction and managerial concerns.
In the end, the “Rule of Three” gives principals more time to deal with serious issues as well as allowing for
more collegiality among staff.

Sending Pairs of Individuals to Workshops and Seminars

Many programs have failed because only one teacher is allowed to attend a conference or receive special
training. Thus, this isolated individual might not have the time or energy to carry the program through all of
the implementation stages. Successful principals are learning to send a minimum of two individuals to attend
workshops, seminars, and conferences. Teachers feel more comfortable working and training in a coopera-
tive and supportive environment. Having at least two teachers obtain the same in-service background is a
tremendous way to increase the success of the curricular programs. The key, however, is to make sure the
individuals who attend these conferences and training sessions share their newly found information with other
colleagues as well.
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Substitute Rotation
Effective school leaders are developing blocks of time by having a set of substitutes rotate through the
school's schedule. For example, a set of five substitutes can release five teachers in the morning while the
same five substitutes can release another set of teachers in the afternoon. Because this procedure diminish-
es regular teacher/student contact time, it is recommended that it should be used sparingly. However, it is
beneficial when scheduling a special consultant for a certain period of time.

Schedule Adjustment
Creative building administrators also adjust and align scheduled prep times—such as music, art, library, and
physical education classes—in order to provide in-service to new teachers. For example, it is beneficial to
align an experienced teacher or mentor's prep times with a new teacher's so they can visit and share ideas.
The experienced teacher can assist and model effective uses of technology during these times.

School/University/College Partnerships
Both college and university faculty are constantly looking for ways to integrate their students into local
schools, whether they are small or large. Many schools are using college and university students to help in-
service faculty on technological innovations and/or model teaching strategies in the classroom. Local school
faculty members learn new ideas, and the university student receives a grade and credit for the experience.

Curriculum and Technology Cooperatives

More small and rural school districts are now realizing the benefits of developing cooperatives. What cannot
be achieved singly can be achieved through a collaboration of resources. School districts are banding togeth-
er and hiring curriculum and technical coordinators who can provide the training and professional develop-
ment needed at a local level. Some school district cooperatives are joining with colleges and universities to
provide credit to experienced teachers acting as instructors, as well as credit for participants.

Community Resources
As noted in ELCC Standard #4, principals are finding the importance of collaborating with families and other
community members, responding to diverse community interests and needs, and mobilizing community re-
sources. School leaders in both small and large school districts across the country are finding the value of
people as a professional development resource within their local communities. Individual community mem-
bers who have a great deal of technical experience can provide both equipment and knowledge to school
districts. Many individuals in the private sector are especially good at providing in-service in the area of word
processing, electronic mail, satellite, multimedia, cable, and other technical applications. The key is for school
leaders to seek out and involve community members who can make these types of contributions in the area
of technology to the district.

Organizing, Evaluating, and Providing Resources

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Along with professional development, the application of evaluation, organization, and resources is equally im-
portant. For example, principals in the know are now using the specificity and results of evaluation as a way
to create and organize new, more effective school planning. Therefore, local principals are looking for more
creative and more effective as well as accurate ways of determining measurable benefits of each planned
project. This, of course, will take new vision, new leadership, and a deeper understanding of the nature of
planning and evaluation.

Tip for Principals: 5.10

Measurable indicators of success are critical to effective planning.

Nonetheless, despite the pressures for better evaluation, there is first a special need for better planning. After
determining whether to strengthen existing elements or add new ones, top-notch principals need to be re-
sourceful in securing necessary finances required for new or improved elements of change. A key, therefore,
for principals is first to model hope and optimism, especially when applying for grants and other assistance.
Second, learn to establish very specific priorities. This is particularly important when applying for competitive
grants or just asking the community for more funding. Setting priorities can make or break a deal either way.
If a building-level administrator determines a certain project to be a priority for students, a supportive com-
munity will oftentimes provide financial resources. This, of course, depends on each community and how the
community perceives its school as well as its school's leadership. Thus, within positive community settings, it
is plausible for creative principals to obtain needed resources through effective planning—especially if those
resources are critical to student success. Through perseverance and proper planning, building-level leaders
are proving an ability to obtain gifts and donations and even win competitive grants that eventually yield mon-
etary rewards.

Tip for Principals: 5.11

Community stakeholders will generally provide financial support if a project is a priority for students.

Competitive grants can be and often are a great resource for principals wanting larger-scale change and im-
pressive reform. But grants can be difficult to attain. Planning and preparing a successful grant now requires
a careful best-evidence synthesis of research. Building-level principals who plan for grants are learning how
to work with parents and stakeholders to match proposed grants to prioritized problems as well as to com-
munity interests. As a result, principals are becoming aware that creating community support can be a great
way to obtain hard-to-get grants as well as other resources. Through this type of community support, effective
principals are finding ways to maximize the restructuring process and to heighten overall school planning.

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Therefore, celebrating and building on success is instrumental if principals are to be successful planners.
But, as school administrators re-imagine teaching and learning and garner important support and resources
through planning and evaluation, it will be critical for building leaders not to be lured into implementing change
for change's sake. It will be important for these same leaders not to plan just to plan. Implementing change
without regard for personnel or students has usually not been successful for principals. Therefore, it is impor-
tant for every school leader to make sure the change process is based on well-founded vision, goals, proper
evaluation, and a lot of community support. The bottom line is that it does not take a miracle to create suc-
cessful schools. What it does take is a lot of good principals and a lot of good planning.

Summary
In summary, prudent and effective planning combined with strong leadership and a shared vision can be pow-
erful tools as well as the “tipping point” to supporting school change. It is through knowledgeable leadership
and planning that principals and teacher leaders can advance existing educational systems toward a new
reality of reinventing schools. This is perhaps how we as a society will be able to address current and ever-
present global challenges. Therefore, as we put things in perspective, artful leadership, clear vision, and ef-
fective planning may very well be the keys for principals to build a better bridge for learning. Such a bridge
will permit schools to bond with a multiplicity of cultures as well as a diversity of global aspirations; and, in the
end, hopefully, connect us with our future destiny.

Applications
1. Why is planning so important to the principalship? What role does project-based planning
play at a local building level?
2. As a building-level principal, outline specific steps you would take in planning and imple-
menting any new program in your school.
3. Develop a planning management matrix along with calendar for the implementation of a
new program.
4. How would you as principal use a database as part of the needs assessment process?
5. How would you as a principal allocate leadership functions when planning and implement-
ing a new program in your school? Give examples.
6. What are critical organizational issues facing school principals in the future? Discuss how
building-level principals might address these issues from a planning perspective.

Case Study: Sharing Leadership

Players
Dr. Rachel Meyers, assistant superintendent, East Rock School District

Sue Cooper, principal, Craighead Elementary School

David Franson, principal, Brighton Elementary School

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Setting
State curriculum meeting

Scenario
Sue Cooper, a principal from Craighead Elementary School, meets with a fellow principal, David Franson, at
a state curriculum meeting. Sipping steaming hot coffee from a cup and sounding frustrated and disappoint-
ed, Principal Cooper shares how she is not being involved in the initial planning process for the use of pacing
guides in her school.

“We were all taken by surprise,” she says mournfully. “One day we go to meeting in Assistant Superintendent
Rachael Meyers' office and she declares we will be using pacing guides at all grade levels. Next thing I know
we're ordering materials. No discussion.”

David Franson nods his head, trying to understand what he is hearing. “That must have been a shocker,” he
says, his eyes widening with surprise. “I can't imagine what the staff and parents think.”

“Actually it's a nightmare,” Cooper says, now blowing on her hot coffee, trying to cool it down. The pacing
guides are not working and the teachers are in revolt. I've already had both parents and teachers in my office
demanding to know what's going on.”

Principal Franson puts an extra lump of sugar in his coffee and grabs a stir stick. “I wish a few of our bosses
would learn to keep us in the loop,” he says, still looking perplexed. He then adds dolefully, “You know what
they say, a little planning and involvement goes a long way.”

The Challenge
How could Assistant Superintendent Rachel Meyers have handled the planning and implementation of pacing
guides differently in the East Rock School District? What specific organizational and planning steps did she
need to take?

Key Issues/Questions
1. Is it important to involve building principals in the initial planning process? Why or why
not?
2. Why is Principal Cooper sounding frustrated and disappointed with the assistant superin-
tendent?
3. What are some immediate planning steps Principal Cooper might take to help resolve this
situation with teachers now in revolt?
4. How can Principal Cooper ease parent and community concerns?
5. With the sudden implementation of pacing guides, what are some other critical planning
issues Principal Cooper might face in the future?

Webliography

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Association for Supervision and Curriculum Development

• www.ascd.org

Education Week's Research Center

• www.edweek.org

Guide to Active Research

• www.infed.org/research/b-actres.htm

Guide to Educational Research

• http://www.eric.ed.gov/

National Association of Elementary School Principals

• http://www.naesp.org/

National Association of Secondary School Principals

• http://www.principals.org

School Leadership

• www.educationcounts.govt.nz/publications/series/2515/60169/60170
• www.michaelfullan.ca

Note: Web resources are time and date sensitive. Websites listed above may become inactive at any time.

References
Berry B., Norton J., & Byrd A. (2007). Teachers as leaders: Lessons from networking. Educational Leadership,
65(1), 48–52.
Cook W. J. Jr. (2004). When the smoke clears. Phi Delta Kappan, 86(1), 73–75, 83.
Covey S.R. (1989). The seven habits of highly effective people. New York: Free Press.
Davis D., & Jazzar M. (2005). Seven habits of effective principal preparation programs. Principal, 84(5),
19–21.
English F.W. (1980). Improving curriculum management in the schools. Washington, DC: Council for Basic
Education.
Gass J.R. (Ed.). (1979). School-based curriculum development. Paris: Centre for Educational Research and
Innovation.
Glatthorn A. A., Boschee F., & Whitehead B. M. (2009). Curriculum leadership: Strategies for development
and implementation (2nd. ed.). Thousand Oaks, CA: Sage.
Hughes R.C. (2005). Creating a new approach to principal leadership. Principal, 87(5), 37.
Kaufman R.A. (1982). Needs assessment. In English F. W. (Ed.), Fundamental curriculum decisions (pp.
53–67). Alexandria, VA: Association for Supervision and Curriculum Development.
Lunenburg F. C., & Irby B. J. (2006). The principalship: Vision to action. Belmont, CA: Wadsworth.
March J., & Peters K. (2002). Curriculum development and instructional design in the effective school
process. Phi Delta Kappan, 83(5), 379–381.
Whitehead B. M., Jensen D. F. N., & Boschee F. (2003). Planning for technology: A guide for school adminis-
trators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.
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• matrix management
• calendars
• professional development
• needs assessment
• matrices
• districting
• administrators

http://dx.doi.org/10.4135/9781544308609.n5

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