Student learning is the main reason for the school's existence. The focus on results, the focus on student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation's history. To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school's vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.
Frederick C. Lunenburg is Jimmy N. Merchant Professor of Education at Sam Houston State University. Previously, he was on the faculty of educational administration at the University of Louisville, Loyola University Chicago, and Southern Utah University, where he also served as Dean of the College of Education. In addition, he has held public school positions as high school English teacher and reading specialist, high school principal, and superintendent of schools. Dr. Lunenburg's scholarship includes 48 books, 21 book chapters, and over 200 articles published in both practitioner and academic/research journals. Beverly J. Irby is Associate Dean for Academic Affairs, Regents Professor, and Marilyn Kent Byrne Endowed Chair for Student Success at Texas A & M University, College Station, Texas. In addition, she serves as Director of the Educational Leadership Research Center at Texas A & M University. She is editor of the following research journals: Mentoring and Tutoring, Advancing Women in Leadership, Dual Language and Practice, and Education Policy Briefs. She is Principal Investigator: SEED Grant (APLUS) and OELA Grants (PAL and MOOPIL). Dr. Irby has written numerous books, research reports, and articles, many of which have been presented at regional, national, and international meetings.
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 Learning Focusing Questions Creating a Vision The Principal's Vision Beliefs, Values, and Attitudes The Leadership Framework Benefits of Articulating the Vision Shepherding the Vision Vision Detractors Vision Maintainers Creating a Professional Learning Community Creating a Mission Statement Developing a Vision Developing Value Statements Establishing Goals Goal Statements Hierarchy of Goals Criteria for Effective Goals The Goal-Setting Process Problems with Goal Setting Making Goal Setting Effective Developing Plans for Attaining Goals Strategic Plans Tactical Plans Operational Plans Standing Plans Single-Use Plans How Some Schools Have Used Goal-Setting to Improve Test Scores Developing a Culture for Learning Definition and Characteristics Heroes, Traditions, and Networks Maintaining School Culture The Principal as Instructional Leader Focusing on Learning Encouraging Collaboration Analyzing Results Providing Support Aligning Curriculum, Instruction, and Assessment Summary Chapter 2. The Curriculum Focusing Questions Concepts and Models of Curriculum Tyler: Classical Model Beauchamp: Managerial Model Taba: Applicative Model Saylor and Colleagues: Systems Model Eisner: Dimensional Model Ornstein: Systemic Model Irby and Lunenburg: Aligned Model Relationship of Curriculum to Instruction The Principal as Curriculum Leader Building a Community of Learners Curriculum Goals and Instructional Objectives Writing Effective Instructional Objectives Developing a Needs Assessment Conducting a Needs Assessment Incorporating Standards Selecting Assessment Tools Developing a Curriculum Alignment Process Focusing the Vision on the School's Mission through Curriculum Aligning the Curriculum to the Vision and Mission Summary Chapter 3 Teaching and Learning Focusing Questions The Principal's Role in Teaching and Learning The Principal's Role in Instructional Planning Promoting Teacher Reflection Using Student Data in Instructional Planning Using Students' Cultural Background in Instructional Planning Ethnoinstruction Differentiated Instruction Using Theoretical Frames for Instructional Planning Gagne: Conditions of Learning Guilford: Structure of Intellect Kohlberg: Stages of Moral Development Rosenshine and Meister: Scaffolding Piaget: Stages of Intellectual Development Dunn and Dunn: Learning Styles Gardner: Multiple Intelligences The Effective Schools Model Clear and Focused Mission Instructional Leadership High Expectations Opportunity to learn and Time on Task Frequent Monitoring Safe and Orderly Environment Positive Home-School Environment Effective Teaching Practices Twelve Practices of Effective Teaching Conditions for Learning Best Practices for the Classroom Models of Evaluation Formative and Summative Clinical Supervision Walk-Through Observations Peer Coaching Summary Chapter 4 Professional Development to Improve Learning The Principal's Mission Related to Professional Development The Principal's Mission for Teacher's Professional Development High Quality Professional Development Ten Principles of Effective Professional Development Action Research Evaluation Portfolio The Principals Mission for Personal Professional Development The Professional Development Portfolio Using the Professional Development Portfolio Ethics of Professional Development National Staff Development Council Code of Ethics Summary Chapter 5 Directing Student Services Focusing Questions Guidance and Counseling Services Aims Role of the Counselor Major Services Methods of Counseling Evaluation of Counseling Services Attendance and Student Records Use of Assessment Data to Improve Learning Reporting to Parents and Families Methods of Reporting Student Progress Extracurricular Programs and Athletics Goals Functions Special Education Services Related Services Due Process Protections Discipline Gifted Education Definitions of Giftedness Administrative Arrangements Curriculum Models Bilingual Education Program Descriptions Administrative Arrangements Bilingual Education Models English as a Second Language Summary Chapter 6 Organizational Structure and Design Focusing Questions Schools as Open Systems Inputs Transformation Process Outputs Feedback Leadership Functions Planning Organizing Leading Monitoring Effective Principals Task Dimensions Human Resource Activities Behavioral Profiles of Effective Principals The Demise of Bureaucracy Emergent Models of Organizational Structure System 4 Design Site-Based Management Transformational Leadership Group Dynamics and Teams Synergistic Leadership Theory Summary Chapter 7 Decision Making: Individual and Group Processes Focusing Questions The Nature of Decision Making Types of Decisions How are Decisions Made? Individual Influences on Decision Making The Role of Intuition in Decision Making Creativity in Decision Making Stages in the Creative Process Characteristics of Creative People Conditions Necessary to Stimulate Creativity Enhancing Creativity Creativity Training Decision-Making Styles Directive Analytical Conceptual Behavioral Group Decision Making Benefits of Group Decision Making Decision Quality Decision Creativity Decision Acceptance Decision Judgment Decision Accuracy Problems with Group Decision Making Groupthink Risky Shift Escalation of Commitment Techniques for Improving Group Decisions Brainstorming Nominal Group Technique Delphi Technique Devil's Advocacy Dialectical Inquiry Group Behavior Stages of Group Development Forming Storming Norming Performing Adjourning Characteristics of Mature Groups Group Roles Group Norms Group Status Group Size Group Cohesiveness Summary Chapter 8 Developing Effective Communications Focusing Questions The Importance of Communication Functions of Communication Directing Action Linking and Coordinating Building Relationships Learning Organizational Culture Presenting a School's Image Generating Ideas Promoting Ideals and Values Fostering Motivation Providing Information The Communication Process Develop an Idea Encode Transmit Receive Decode Accept Use Feedback Verbal Communication: Speaking and Writing Nonverbal Communication Kinesics Proxemics Paralanguage Chronemics Practical Tips Formal Communication Channels Downward Communication Upward Communication Horizontal Communication Diagonal Communication Informal Communication Channels The Grapevine Rumor How to Combat Rumors Communication Networks Network Patterns Network Analysis Barriers to Communication Frames of Reference Sender Credibility Filtering Selective Perceptions Structure Information Overload Semantics Status Differences Gender Differences Cultural Context Ethnocentrism "Poilitically Correct" Communication Overcoming Barriers to Communication Communicating in Diverse Organizations Repetition Empathy Understanding Feedback Regulating Information Flow Simplifying Language Encouraging Mutual Trust Adapting Communication Styles Active Listening Technology and Communication Electronic Mail (E-mail) Instant Messaging Social Networking Voice Mail Personal Digital Assistants and Smartphones Blogs (Web Logs) Presentation Technology Videoconferencing Choosing Media: A Contingency Approach Persuasive Communication Summary Chapter 9 Change and Stress Management Focusing Questions The Nature of Organizational Change Forces for Change Resistance to Change Overcoming Resistance to Change Approaches to Managing Change Lewin's Three-Step Model Kotter's Eight-Step Model Harris's Five-Phase Model Greiner's Pattern of Change Model Organizational Development Interventions Total Quality Management Strategic Planning Survey Feedback Appreciative Inquiry Job Enrichment Behavioral Performance Management Work Stress and Its Management Sources of Stress Effects of Stress Coping with Stress Summary Chapter 10 Budgeting and School Facilities Management Focusing Questions School Budgeting Expenditures Revenue The Budgeting Process Line-Item Budgeting Zero-Based Budgeting Planning-Programming Budgeting Systems Financial Controls Internal Control Financial Audits School Facilities Management School Infrastructure Costs Financing School Construction Asbestos Radon Gas School Lead Indoor Air Quality Electromagnetic Fields Summary Chapter 11 Creating Safe Schools School Safety Understanding School Violence Research on School Crime and Student Safety Violent Deaths at School Nonfatal Victimization-Student Reports School Environment-Crime Incidents Bullying Disrespect for Teachers Gang Activities Illegal Drugs Hate-Related Words Fights, Weapons, and Illegal Substances Fear and Avoidance Discipline, Safety, and Security Measures Causes of School Violence Access to Weapons Media Violence Cyber Abuse Environmental Impact Improving School Safety Physical Surveillance Weapons Deterrence Campus Police Officers School Policies Instructional Programs Profiling Potentially Violent Students Counseling and Mediation Research on Alcohol and Drug Use Among Adolescents Alcohol Tobacco and E-Cigarettes Illicit Drugs Marijuana Prescription and Over-the-Counter Drugs Other Illicit Drugs Inhalants Risk of Future Addiction Disorder Importance of Relationships with Parents Applying Research to Practice: Developing an Action Plan Strategy 1: Predict School Violence Strategy 2: Prevent School Violence Strategy 3: Focus Resources on Schools Strategy 4: Strengthen the System Strategy 5: Develop a Crisis Management Plan Strategy 6: Create an Orderly Climate for Learning Summary Chapter 12 Human Resources Management Focusing Questions Recruitment Job Analysis Legal Constraints Personnel Sources Teacher Recruitment Consortium Selection Interviews Components of a Good Interview Process Testing Assessment Centers Professional Development Assessing Professional Development Needs Setting Professional Development Objectives Selecting Professional Development Methods Evaluating the Professional Development Program Orientation and Induction of the Beginning Teacher Performance Appraisal Appraisal Methods Common Rating Errors Other Appraisal Methods Supervision and Evaluation Improving Teacher Performance Appraisals Union-Management Relations Bargaining Issues The Bargaining Process Bargaining Tactics New Bargaining Strategies Summary Chapter 13 Community Relations Focusing Questions Principals as "Boundary Spanners" School, Family, and Community Involvement Principals Leading Community Efforts during Catastrophes Principals Leading school, Family, and Community Involvement More Family Involvement Information for Principals to Consider The Harvard Family Engagement Model School-Community Relations and Public relations The Politics of Internal and External Publics Consideration of the Media and Community Relations NSPRA Standards for Educational Public Relations Programs Public Relations Plan The Four-Step Public Relations Process Public relations Planning Process Summary Chapter 14 The Principal and Ethics Focusing Questions The Ethical Principal Principals and Philosophical Concepts of Ethics Rights Freedom Responsibility and Authority Duty Justice Equity Caring Character, Commitment, and Formality Loyalty Prudence Critique Profession Moral Imperative Principals and Ethical Behavior in Schools Principals Promoting Ethical Behavior in Athletic Programs Principals Promoting Ethical Behavior through Character education Politics and Procedures That Promote Ethical Beha Ethics for Principals National and State Codes for Principals National Ethical Codes State Codes Summary Chapter 15 Political and Policy Context Focusing Questions Society, Policy, and Politics Policy, Politics, and the Principal What is a Policy? The Examination of Policy Conceptual Framework for Understanding Policy What is Meant by Politics? Types of Educational Politics Politics in the District Working with the Superintendent and other External Forces Summary Chapter 16 The Principal and Legal Issues Focusing Questions Legal Framework for Public Education Federal Level The Federal Constitution Federal Statutes Federal Administrative Agencies Case Law State Level State Constitutions State Statutes State Administrative Agencies Local Level The American Judicial System Federal Courts State Courts Church-State Relations Prayer and Bible Reading Distribution of Religious Literature Released Time for Religious Instruction Religious Absences State Aid to Private Schools Aid to Encourage Educational Choice Attendance and Instructional Issues Compulsory School Attendance The School Curriculum Student Proficiency Testing School Fees Students' Rights Freedom of Expression Student Appearance Student Discipline Classification Practices Rights of Students with Disabilities A History of Neglect Section 504 of the Rehabilitation Act of 1975 Individuals with Disabilities Education Act Teachers' Rights Licensure and Certification Contracts Termination of Employment Discrimination in Employment Tort Liability Definition of a Tort Intentional Interference Elements of Negligence Defenses against Negligence Collective Bargaining Scope of Bargaining Bargaining Issues The Bargaining Process Bargaining Tactics New Bargaining Strategies Local School Districts and School Boards Powers of Local School Boards School Board Membership School Board Procedures School Elections School Finance Local Financing of Public Schools Challenges to State Finance Systems Spending versus Outcomes State Financing of Public Schools State Financial Responsibility School Finance Trends Summary References Name Index Subject Index
The Lunenburg and Irby text is an insightful and research embedded re-casting of the principal's role which reflects important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure, but is expanded to include important co- leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school's vision and goals with the ultimate winners being the students. -- Fenwick W. English, Professor and Department Chair, Educational Leadership, Teachers College, Ball State University
