The Principalship: A Learning-Centered Approach is a one-of-a kind textbook written especially for principals to help them understand current theories of teaching and learning and best leadership practices as well as practical application of these theories.

TABLE OF CONTENTS (DRAFT) NOTE: We plan to change the title and issue this as a first edition because the TOC and manuscript will be quite different from the first edition, essentially making this a new text. We will test titles with our reviewers and customers as part of our market development efforts. We will test the proposed TOC along with various feature sets with customers as part of our combined content development and market development efforts. Our efforts will be focused on take-aways from Ubben/Hughes and potentially Crow/Matthews. We also plan to develop some featured content that is similar to the professional principalship books that sell into the market, giving our text some practical flair to balance out the excellent theory and research base. All of this will be tested with customers throughout the development phase to see what works. Chapter 1 Creating a Vision for LearningFocusing QuestionsCreating a VisionThe Principal's Vision Beliefs, Values, and Attitudes The Leadership Framework Benefits of Articulating the VisionShepherding the Vision Vision Detractors Vision MaintainersCreating a Professional Learning Community Creating a Mission Statement Developing a Vision Developing Value Statements Establishing GoalsGoal StatementsHierarchy of GoalsCriteria for Effective GoalsThe Goal-Setting ProcessProblems with Goal SettingMaking Goal Setting EffectiveDeveloping Plans for Attaining GoalsStrategic PlansTactical PlansOperational PlansStanding PlansSingle-Use PlansHow Some Schools Have Used Goal-Setting to Improve Test ScoresDeveloping a Culture for LearningDefinition and CharacteristicsHeroes, Traditions, and NetworksMaintaining School CultureThe Principal as Instructional LeaderFocusing on LearningEncouraging CollaborationAnalyzing ResultsProviding SupportAligning Curriculum, Instruction, and AssessmentSummaryChapter 2. The CurriculumFocusing QuestionsConcepts and Models of CurriculumTyler: Classical ModelBeauchamp: Managerial ModelTaba: Applicative ModelSaylor and Colleagues: Systems ModelEisner: Dimensional ModelOrnstein: Systemic ModelIrby and Lunenburg: Aligned ModelRelationship of Curriculum to InstructionThe Principal as Curriculum LeaderBuilding a Community of LearnersCurriculum Goals and Instructional ObjectivesWriting Effective Instructional ObjectivesDeveloping a Needs AssessmentConducting a Needs AssessmentIncorporating StandardsSelecting Assessment ToolsDeveloping a Curriculum Alignment ProcessFocusing the Vision on the School’s Mission through CurriculumAligning the Curriculum to the Vision and MissionSummaryChapter 3 Teaching and LearningFocusing QuestionsThe Principal’s Role in Teaching and LearningThe Principal’s Role in Instructional PlanningPromoting Teacher ReflectionUsing Student Data in Instructional PlanningUsing Students’ Cultural Background in Instructional PlanningEthnoinstructionDifferentiated InstructionUsing Theoretical Frames for Instructional PlanningGagne: Conditions of LearningGuilford: Structure of IntellectKohlberg: Stages of Moral DevelopmentRosenshine and Meister: ScaffoldingPiaget: Stages of Intellectual DevelopmentDunn and Dunn: Learning StylesGardner: Multiple Intelligences The Effective Schools ModelClear and Focused MissionInstructional LeadershipHigh ExpectationsOpportunity to learn and Time on TaskFrequent MonitoringSafe and Orderly EnvironmentPositive Home-School EnvironmentEffective Teaching PracticesTwelve Practices of Effective TeachingConditions for LearningBest Practices for the ClassroomModels of EvaluationFormative and SummativeClinical SupervisionWalk-Through ObservationsPeer CoachingSummaryChapter 4 Professional Development to Improve LearningThe Principal’s Mission Related to Professional DevelopmentThe Principal’s Mission for Teacher’s Professional DevelopmentHigh Quality Professional DevelopmentTen Principles of Effective Professional DevelopmentAction ResearchEvaluation PortfolioThe Principals Mission for Personal Professional DevelopmentThe Professional Development PortfolioUsing the Professional Development PortfolioEthics of Professional DevelopmentNational Staff Development Council Code of EthicsSummaryChapter 5 Directing Student ServicesFocusing QuestionsGuidance and Counseling ServicesAimsRole of the CounselorMajor ServicesMethods of CounselingEvaluation of Counseling ServicesAttendance and Student RecordsUse of Assessment Data to Improve LearningReporting to Parents and FamiliesMethods of Reporting Student ProgressExtracurricular Programs and AthleticsGoalsFunctionsSpecial Education ServicesRelated ServicesDue Process ProtectionsDisciplineGifted EducationDefinitions of GiftednessAdministrative ArrangementsCurriculum ModelsBilingual EducationProgram DescriptionsAdministrative ArrangementsBilingual Education ModelsEnglish as a Second LanguageSummaryChapter 6 Organizational Structure and DesignFocusing QuestionsSchools as Open SystemsInputsTransformation ProcessOutputsFeedbackLeadership FunctionsPlanningOrganizingLeadingMonitoringEffective PrincipalsTask DimensionsHuman Resource ActivitiesBehavioral Profiles of Effective PrincipalsThe Demise of BureaucracyEmergent Models of Organizational StructureSystem 4 DesignSite-Based ManagementTransformational LeadershipGroup Dynamics and TeamsSynergistic Leadership TheorySummaryChapter 7 Decision Making: Individual and Group ProcessesFocusing QuestionsThe Nature of Decision MakingTypes of DecisionsHow are Decisions Made?Individual Influences on Decision MakingThe Role of Intuition in Decision MakingCreativity in Decision MakingStages in the Creative ProcessCharacteristics of Creative PeopleConditions Necessary to Stimulate CreativityEnhancing CreativityCreativity TrainingDecision-Making StylesDirectiveAnalyticalConceptual BehavioralGroup Decision MakingBenefits of Group Decision MakingDecision QualityDecision CreativityDecision AcceptanceDecision JudgmentDecision AccuracyProblems with Group Decision MakingGroupthinkRisky ShiftEscalation of CommitmentTechniques for Improving Group DecisionsBrainstormingNominal Group TechniqueDelphi TechniqueDevil’s AdvocacyDialectical InquiryGroup BehaviorStages of Group Development FormingStormingNormingPerformingAdjourningCharacteristics of Mature GroupsGroup RolesGroup NormsGroup StatusGroup SizeGroup CohesivenessSummaryChapter 8 Developing Effective CommunicationsFocusing QuestionsThe Importance of CommunicationFunctions of CommunicationDirecting ActionLinking and CoordinatingBuilding RelationshipsLearning Organizational CulturePresenting a School’s ImageGenerating IdeasPromoting Ideals and ValuesFostering MotivationProviding InformationThe Communication ProcessDevelop an IdeaEncodeTransmitReceiveDecodeAcceptUseFeedbackVerbal Communication: Speaking and WritingNonverbal CommunicationKinesicsProxemicsParalanguageChronemicsPractical TipsFormal Communication ChannelsDownward CommunicationUpward CommunicationHorizontal CommunicationDiagonal CommunicationInformal Communication ChannelsThe GrapevineRumorHow to Combat RumorsCommunication NetworksNetwork PatternsNetwork AnalysisBarriers to Communication Frames of Reference Sender Credibility Filtering Selective Perceptions Structure Information Overload Semantics Status Differences Gender Differences Cultural Context Ethnocentrism “Poilitically Correct” CommunicationOvercoming Barriers to Communication Communicating in Diverse Organizations Repetition Empathy Understanding Feedback Regulating Information Flow Simplifying Language Encouraging Mutual Trust Adapting Communication Styles Active ListeningTechnology and CommunicationElectronic Mail (E-mail)Instant MessagingSocial NetworkingVoice MailPersonal Digital Assistants and SmartphonesBlogs (Web Logs)Presentation TechnologyVideoconferencingChoosing Media: A Contingency ApproachPersuasive CommunicationSummaryChapter 9 Change and Stress ManagementFocusing QuestionsThe Nature of Organizational ChangeForces for ChangeResistance to ChangeOvercoming Resistance to ChangeApproaches to Managing ChangeLewin’s Three-Step ModelKotter’s Eight-Step ModelHarris’s Five-Phase ModelGreiner’s Pattern of Change ModelOrganizational Development InterventionsTotal Quality ManagementStrategic PlanningSurvey FeedbackAppreciative InquiryJob EnrichmentBehavioral Performance ManagementWork Stress and Its ManagementSources of StressEffects of StressCoping with StressSummaryChapter 10 Budgeting and School Facilities ManagementFocusing QuestionsSchool BudgetingExpendituresRevenueThe Budgeting ProcessLine-Item BudgetingZero-Based BudgetingPlanning-Programming Budgeting SystemsFinancial ControlsInternal ControlFinancial AuditsSchool Facilities ManagementSchool Infrastructure CostsFinancing School ConstructionAsbestosRadon GasSchool LeadIndoor Air QualityElectromagnetic FieldsSummaryChapter 11 Creating Safe SchoolsSchool SafetyUnderstanding School ViolenceResearch on School Crime and Student SafetyViolent Deaths at SchoolNonfatal Victimization—Student ReportsSchool Environment—Crime IncidentsBullyingDisrespect for TeachersGang ActivitiesIllegal DrugsHate-Related WordsFights, Weapons, and Illegal SubstancesFear and AvoidanceDiscipline, Safety, and Security MeasuresCauses of School ViolenceAccess to WeaponsMedia ViolenceCyber AbuseEnvironmental ImpactImproving School SafetyPhysical SurveillanceWeapons DeterrenceCampus Police OfficersSchool PoliciesInstructional ProgramsProfiling Potentially Violent StudentsCounseling and MediationResearch on Alcohol and Drug Use Among AdolescentsAlcoholTobacco and E-CigarettesIllicit DrugsMarijuanaPrescription and Over-the-Counter DrugsOther Illicit DrugsInhalantsRisk of Future Addiction DisorderImportance of Relationships with ParentsApplying Research to Practice: Developing an Action PlanStrategy 1: Predict School ViolenceStrategy 2: Prevent School ViolenceStrategy 3: Focus Resources on SchoolsStrategy 4: Strengthen the SystemStrategy 5: Develop a Crisis Management PlanStrategy 6: Create an Orderly Climate for LearningSummaryChapter 12 Human Resources ManagementFocusing QuestionsRecruitmentJob AnalysisLegal ConstraintsPersonnel SourcesTeacher Recruitment ConsortiumSelectionInterviewsComponents of a Good Interview ProcessTestingAssessment CentersProfessional DevelopmentAssessing Professional Development NeedsSetting Professional Development ObjectivesSelecting Professional Development MethodsEvaluating the Professional Development ProgramOrientation and Induction of the Beginning TeacherPerformance AppraisalAppraisal MethodsCommon Rating ErrorsOther Appraisal MethodsSupervision and EvaluationImproving Teacher Performance AppraisalsUnion-Management RelationsBargaining IssuesThe Bargaining ProcessBargaining TacticsNew Bargaining StrategiesSummaryChapter 13 Community RelationsFocusing QuestionsPrincipals as “Boundary Spanners”School, Family, and Community InvolvementPrincipals Leading Community Efforts during CatastrophesPrincipals Leading school, Family, and Community InvolvementMore Family Involvement Information for Principals to ConsiderThe Harvard Family Engagement ModelSchool-Community Relations and Public relationsThe Politics of Internal and External PublicsConsideration of the Media and Community RelationsNSPRA Standards for Educational Public Relations ProgramsPublic Relations PlanThe Four-Step Public Relations ProcessPublic relations Planning ProcessSummaryChapter 14 The Principal and EthicsFocusing QuestionsThe Ethical PrincipalPrincipals and Philosophical Concepts of EthicsRightsFreedomResponsibility and AuthorityDutyJusticeEquityCaringCharacter, Commitment, and FormalityLoyaltyPrudenceCritiqueProfessionMoral ImperativePrincipals and Ethical Behavior in SchoolsPrincipals Promoting Ethical Behavior in Athletic ProgramsPrincipals Promoting Ethical Behavior through Character educationPolitics and Procedures That Promote Ethical Beha Ethics for PrincipalsNational and State Codes for PrincipalsNational Ethical CodesState CodesSummaryChapter 15 Political and Policy ContextFocusing QuestionsSociety, Policy, and PoliticsPolicy, Politics, and the PrincipalWhat is a Policy?The Examination of PolicyConceptual Framework for Understanding PolicyWhat is Meant by Politics?Types of Educational PoliticsPolitics in the DistrictWorking with the Superintendent and other External ForcesSummaryChapter 16 The Principal and Legal IssuesFocusing QuestionsLegal Framework for Public EducationFederal LevelThe Federal ConstitutionFederal StatutesFederal Administrative AgenciesCase LawState LevelState ConstitutionsState StatutesState Administrative AgenciesLocal LevelThe American Judicial SystemFederal CourtsState CourtsChurch-State RelationsPrayer and Bible ReadingDistribution of Religious LiteratureReleased Time for Religious InstructionReligious AbsencesState Aid to Private SchoolsAid to Encourage Educational ChoiceAttendance and Instructional IssuesCompulsory School AttendanceThe School CurriculumStudent Proficiency TestingSchool FeesStudents’ RightsFreedom of ExpressionStudent AppearanceStudent DisciplineClassification PracticesRights of Students with DisabilitiesA History of NeglectSection 504 of the Rehabilitation Act of 1975Individuals with Disabilities Education ActTeachers’ RightsLicensure and CertificationContractsTermination of EmploymentDiscrimination in EmploymentTort LiabilityDefinition of a TortIntentional InterferenceElements of NegligenceDefenses against NegligenceCollective BargainingScope of BargainingBargaining IssuesThe Bargaining ProcessBargaining TacticsNew Bargaining StrategiesLocal School Districts and School BoardsPowers of Local School BoardsSchool Board MembershipSchool Board ProceduresSchool ElectionsSchool FinanceLocal Financing of Public SchoolsChallenges to State Finance SystemsSpending versus OutcomesState Financing of Public SchoolsState Financial ResponsibilitySchool Finance TrendsSummaryReferencesName IndexSubject Index

Focusing Questions. Each chapter begins with five or six focusing questions designed to draw the reader’s attention to major topics within the chapter.Examples. Hundreds of examples of real school situations are sprinkled throughout the text. We believe that a well-constructed example can illuminate the most complex concept.Illustrations. Each chapter contains descriptive figures and tables to visually clarify important concepts covered in the chapter.Summary. At the end of each chapter, a brief point-by-point summary recaps critical and especially major issues of theory, research, and practice.Field-Based Activities. At the end of each chapter, activities for discussion are included to help stimulate application of concepts and foster greater understanding of the material.Case Studies. A case from the world of practice is included at the end of each part of the book. Suggested Readings. An annotated list of readings on chapter topics is provided at the end of each chapter. These are current and popular readings that principals and prospective principals will find helpful in operating and understanding the operation of schools.Citations. Our text is documented extensively throughout, so that those who wish to follow up on certain matters and obtain more detail can do so. References appear at the end of the book in American Psychological Association (APA) style. This provides the reader with a quick and easy reference to documented material cited in the text.