Role Group Strategies: Community, Teachers, Principals, District Office, Policymakers

Community
Promote an awareness of the changing and increasingly complex role of administrators from that of a building manager to an instructional leader.

		Interactive Case Study:  System Wide Change The George Lucas Educational Foundation.  (2003). http://glef.org/systemreform/home.html This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey.  The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community.  Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
		Instructional Module:  View of the Principal and the Job The George Lucas Educational Foundation. (2004). http://glef.org/modules/prin/index.php This module outlines the various job responsibilities of a principal for those outside of or thinking of joining the profession.  The contents focus on professional development and mentoring and profile three innovative leaders in different school settings.
		The New Principal Northwest Regional Educational Laboratory.  (2000, Spring). Northwest Education Magazine http://www.nwrel.org/nwedu/spring00/index.html This tool outlines the characteristics needed by principals to effectively serve as instructional  leaders and capably build leadership in others.  It provides examples of successful principals from the Northwest and links to school leadership resources.
		The Seven Principles of Sustainable Leadership Hargreaves, A. and Fink, D. (2004, April).  Educational Leadership,  61(7), 8-13. http://www.ascd.org/publications/ed_lead/200404/hargreaves.html This article outlines seven principles of sustainable leadership uncovered in a 30-year study of eight American and Canadian high schools.  Unlike traditional leadership practices that bring about “flurries of change but little lasting or widespread improvement,”  this article outlines practices that both individual administrators and school districts can implement to bring significant, long term reform to schools.

Community
Advocate for and support the establishment of principal professional development programs.

		The Story of CSLA:  Making a Difference for Administrators WestEd Regional Educational Laboratory.  (2000, Fall).  R+D Alert. http://www.wested.org/online_pubs/rd-00-03.pdf Leadership development academies have become an increasingly common approach to addressing the issue of principal professional development.  This brief outlines several state-wide approaches to principal professional development and school leadership.  Beginning with a description of the California School Leadership Academy (CSLA), the brief also examines what it takes to be an effective leader and the leadership potential in the community.  Finally, the it profiles the Western Assessment Collaborative’s Leadership Initiative, which emphasizes leadership in support of standards based instruction.
		Principal Leadership Training and School Reform:  A Guide for School and District Leaders North Central Regional Educational Laboratory.  (2004).  http://www.ncrel.org/csri/tools/lead.htm This article outlines the characteristics of effective instructional leaders and then details the elements of quality principal professional development programs.  It provides a list of questions that schools and districts can use to assess the quality of their leadership training programs and highlights various principal professional development programs from across America.
		ASCD Capwiz Advocacy Toolkit Association for Supervision and Curriculum Development. (2004).  http://capwiz.com/ascd/home/ These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates.  It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.
		Making the Connection: A Guide to Involving Policymakers in a Community Dialogue on Education Southwest Educational Development Laboratory http://www.sedl.org/pubs/policy93/policy93.pdf Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform.  This resource provides step by step instructions on engaging policymakers in dialogue on education issues.  The authors provide a description of different roles for participants, advice on how to make the most of participation both during and after the dialogue, and a recruiting planner to assist in inviting policymakers to the discussion.
		Deliberating about Education:  A New Policy Tool? Southwest Educational Development Laboratory. (1999, December).  Insights on Education Policy, Practice, and Research 10. http://www.sedl.org/policy/insights/dec99/ For fundamental changes to occur in American education, conversations must involve all stakeholders from policymakers to parents and teachers.  These types of conversations are often difficult to create and sustain because participants often don’t understand their own roles, or the roles of others in the process of dialogue.  This article from the Southwest Educational Development Laboratory outlines a “long-standing model for public engagement known as deliberative dialogue.”  The document explores the potential of deliberative dialogue to enhance communication between policymakers and the public.
		New Help for School Administrators Furger, R.  (2000, October).  Edutopia Online. http://glef.org/php/article.php?id=Art_168&key=238 This article outlines the need for principal professional development programs and profiles the Higher School Performance Program of the University of North Carolina - Chapel Hill's Center for School Leadership.  The program helps principals from low-performing schools to understand their school data and to identify structural changes for school improvement.  The program also matches principals with "critical friends" or retired administrators who act as mentors.

Teachers
Engage administrators in powerful conversations related to teaching and learning.

		The Professional Development of Leaders Lambert, L.  (2003). Leadership Capacity for Lasting School Improvement.  http://www.ascd.org/portal/site/ascd/template.chapter/ menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId =f0758aec2ecaff00VgnVCM1000003d01a8c0RCRD This chapter from Leadership Capacity for Lasting School Improvement examines the importance of collaborative learning among colleagues that stresses reflection, inquiry, and dialogue.  The author discusses successful teaming and leadership development strategies and provides practical examples of schools effectively developing leadership skills.
		Sustaining School Improvement:  Professional Learning Communities Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganization Development/5031TG_proflrncommfolio.pdf This article describes the shared vision, shared leadership, and collaborative activity of professional learning communities.  The authors rate the relative effectiveness of different strategies and highlight the efforts of Lewis and Clark Middle School, in Jefferson, Missouri, to increase the level of active teaching and learning at their school.
		Redefining Professional Development and Instructional Leadership Through Dialogue Alabama Best Practices Center http://www.bestpracticescenter.org/pdfs/toolkit.doc Communication is vital to building consensus and shared vision within a school. This toolkit outlines a plan for engaging schools in Teacher Dialogue Forums -- structured conversations designed to help teachers reflect on real classroom experiences as well to examine research on topics related to school reform.  The authors outline the process for establishing Teacher Dialogue Forums and give detailed plans for specific forums related to professional development and instructional leadership.
		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.
		Collaboration Lite Puts Student Achievement on a Starvation Diet DuFour, R. (2003, Summer). Journal of Staff Development, 24 (3). http://www.nsdc.org/library/publications/jsd/dufour244.cfm This article defines the difference between congeniality and coordination and what the author considers true collaboration: analysis of professional practices to effect change in schools.  He provides three questions that school leaders should emphasize in collaboration with colleagues: (1) What should students learn? (2) How will we know when they have learned it? (3) How can we improve student achievement?
		Designing Powerful Professional Development for Teachers and Principals Sparks, D.  (2002). National Staff Development Council. http://www.nsdc.org/library/leaders/sparksbook.cfm Dennis Sparks of the National Staff Development Council has been a leader in the field of professional development for the last 16 years.  This book, provided free of charge on NSDC’s website, outlines the critical components of effective professional learning programs and the steps that schools and districts should take to maximize the professional growth of their teachers and principals.  Topics covered include: setting the stage for powerful professional learning, providing a context for professional learning, developing school leaders, and developing teachers.

Teachers
Involve administrators in the design, implementation and evaluation of action research projects.  Present action research findings to administrators as school improvement recommendations.

		Action Research Tools and Resources The Teacher Leaders Network  http://www.teacherleaders.org/Resources/ARgroup/ARresources.html The members of the Teacher Leaders Network, a major initiative of the Southeast Center for Teaching Quality, recently examined the process and potential of action research as a school improvement tool.  This web page features an extensive list of action research resources.  Included are articles related to action research, sample action research projects, and reviews of books that are designed to introduce educators to the process of action research.
		Introducing Schoolwide Action Research Association for Supervision and Curriculum Development http://www.ascd.org/portal/site/ascd/template.chapter/ menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter MgmtId=1e05177a55f9ff00VgnVCM1000003d01a8c0RCRD This chapter from How to Use Action Research in the Self-Renewing School by Emily Calhoun introduces the concept of action research, describes two models of action research, and provides scenarios of two imaginary schools pursuing school improvement in different ways.
		Themes in Education:  Action Research Ferrance, E.  (2000). Themes in Research. Northeast and Islands Regional Educational Laboratory. http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf This booklet introduces the concept of action research, a process of careful reflection on practice that encourages collaboration and allows teachers to address issues that are pertinent to their settings.  It provides an overview of the history of action research, an explanation of a process for completing it, stories from two teachers who have completed action research, and links to additional action research resources.
		What is Action Research? Sagor, R.  (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development. http://www.ascd.org/portal/site/ascd/template.chapter/ menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter MgmtId=74edb2cc2fcaff00VgnVCM1000003d01a8c0RCRD This chapter from the book Guiding School Improvement with Action Research by Richard Sagor introduces the concept of and processes involved in action research.  He discusses the impact action research has on building reflective practitioners, achieving school-wide priorities, and building professional cultures and outlines a seven-step process common to any action research project.

Principals
Investigate the changing nature of the principalship and examine characteristics of effective instructional leaders. Participate in the North Carolina Principal Executive Program.

		Principals who Know How to Share Leadership Alabama Best Practices Center.  (2004, Spring). http://www.bestpracticescenter.org/pdfs/wte4-1.pdf The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
		The Knowledge Loom:  The Principal as an Effective Instructional Leader The Education Alliance at Brown University http://knowledgeloom.org/pil/index.jsp This tool gives detailed explanations of the standards for instructional leadership created by the Interstate School Leaders Licensure Consortium (ISLLC) and the National Association for Elementary School Principals (NAESP).  Under each standard, the site provides success stories in actual schools, research, policy and additional resources related to each standard.  There is also a discussion forum where participants can discuss principal instructional leadership with other peers and with experts.
		Leading for Learning:  Reflective Tools for School and District Leaders Knapp, M.S., Copland, M.A., and Talbert, J.E. (2003). Center for the Study of Teaching and Policy http://depts.washington.edu/ctpmail/PDFs/LforLSummary-02-03.pdf While principals are expected to be instructional leaders within their buildings, many have not been trained to handle this complex task.  This document, created by the Center for the Study of Teaching and Policy, examines the relationship among student learning, professional learning, and system learning and describes five "areas of action" for leaders to create more effective learning opportunities for all students.  The authors outline concrete tasks for school leaders, details what quality efforts would look like, and describes challenges leaders might face.
		The Principals’ Executive Program http://www.ga.unc.edu/pep/ The Principals Executive Program (PEP), a part of the Center for School Leadership Development at the University of North Carolina, provides public school administrators with professional development on topics such as curriculum mapping, data-driven decision making, and developing future leaders.  In addition to topical programs, PEP also offers residential programs, in which administrators attend longer leadership seminars ranging from three to twenty days.  This website includes information on upcoming seminars and links to various administrative resources.
		The Changing Shape of Leadership.   King, D. (2002, May).  Educational Leadership,  59 (8), 61-63. http://www.ascd.org/author/el/2002/05may/king.html This short article describes six areas where administrators are now expected to offer leadership, with a particular emphasis on instructional leadership and a focus on improving learning for students.
		Instructional Module:  View of the Principal and the Job The George Lucas Educational Foundation. (2004). http://glef.org/modules/prin/index.php This module outlines the various job responsibilities of a principal for those outside of or thinking of joining the profession.  The contents focus on professional development and mentoring and profile three innovative leaders in different school settings.
		The New Principal Northwest Regional Educational Laboratory.  (2000, Spring). Northwest Education Magazine http://www.nwrel.org/nwedu/spring00/index.html This tool outlines the characteristics needed by principals to effectively serve as instructional  leaders and capably build leadership in others.  It provides examples of successful principals from the Northwest and links to school leadership resources.

Principals
Complete a self-assessment process designed to highlight strengths and areas for improvement.

		Individual Assessment Exercises and Development Guide National Association for Secondary School Principals.  (2001). http://www.principals.org/training/04-03.cfm This site provides several easy to use resources that encourage administrators to reflect on their personal strengths and weaknesses as leaders.  A Self Assessment Checklist covers areas from educational leadership and resolving complex problems to communication and developing self and others. The Personal Development Guide helps administrators who have completed the Self Assessment create a plan to address areas of weakness discovered.  Finally, the Mentor/Protégé Suggestions provides possible strategies that mentors and their protégés can use to maximize the results of a program of self-investigation.
		Individual Development Plan Guidebook National Association for Secondary School Principals.  (2001). http://www.principals.org/s_nassp/bin.asp?TrackID=&SID=1&DID=47192&CID=39& VID=2&DOC=FILE.PDF This guidebook leads school administrators through a process of reflection on their own personal strengths and weaknesses.  Questions address personal as well as professional goals and prompt users to develop an action plan for achieving their goals and objectives.
		Leadership Audit Tool:  A Participatory Management Checklist Center for School and Community Development. http://www.ncrel.org/cscd/proflead.htm This online tool helps school administrators and leaders to reflect on the degree of participatory management that they allow for within their own schools.  Covering areas related to decision-making and problem solving, survey takers get a chart showing their personal areas of strength and weakness.  This tool can be used multiple times during the course of a year, tracking progress and growth.  It can also be effective to identify the individual strengths of administrators across an entire county.

Principals
Develop a mentor protégé relationship with an experienced colleague.

		Virtual Mentors National Association of Secondary School Principals. http://www.nassp.org/training/mentors.cfm On the “Virtual Mentor” page, three NASSP/Metlife State Principals of the Year volunteer their time to be online mentors, answering questions on any topic in a discussion board forum.  In addition to submitting questions, principals can browse the questions and responses from administrators across the nation who likely have similar concerns.  Topics run the gamut, from online security for staff development sessions to dealing with difficult parents and students.
		Making the Case for Principal Mentoring The Education Alliance at Brown University http://www.alliance.brown.edu/pubs/pln/prncpalmntrg.pdf This report created in 2003 by the Education Alliance at Brown University outlines the importance of effective programs that recruit, develop and support principals.  It identifies elements of effective principal mentoring programs and profiles eight principal support programs from across the United States.
		More than Mentors:  Principal Coaching Bloom, G., Castagna, C. and Warren, B. (2003, May/June). Leadership Magazine. http://www.newteachercenter.org/docs/more_than_mentors.pdf This document describes the Principals’ Leadership Network, an initiative from the Northeast and Islands Regional Education Laboratory that focuses on the needs of school principals.  With sections on mentoring, the role of the principal as instructional leader, developing and retaining quality principals, and professional development, this document provides a comprehensive look at how one area is addressing the challenges of supporting principal growth.
		Executive Coaching Pardini, P. (2003, November). School Administrator http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=1451&snItem Number=950&tnItemNumber=1995 This article addresses the growing trend of using executive coaching to provide individualized, on-going professional development to school administrators and leaders. It explains the difference between coaches and mentors, provides guidance on how to find a coach, and highlights several successful coaching arrangements.
		Instructional Module:  View of the Principal and the Job The George Lucas Educational Foundation. (2004). http://glef.org/modules/prin/index.php This module outlines the various job responsibilities of a principal for those outside of or thinking of joining the profession.  The contents focus on professional development and mentoring and profile three innovative leaders in different school settings.

Principals
Participate in collaborative study groups with other district administrators. Collectively examine the role of school administrators in fundamental organizational change.

		Come Together Onick, R.E. (2003, September).  Principal Leadership, 4(1).  http://www.principals.org/publications/pl/pl_come_together_0903.cfm This article from NASSP describes the work of a collaborative group of middle school principals in Milwaukee, WI.  Motivated by Michael Schmoker, who once said, “Just imagine the benefits if administrators began to do their own action research on effective ways to promote a culture of effective collaboration and data-driven improvement?” these principals have committed to monthly meetings focused on identifying promising models for school reform.  The article includes a description of several projects that these principals have successfully examined and implemented in the past several years.
		Issues about Change:  Principals and Teachers:  Continuous Learners Southwest Educational Development Laboratory.  (2001). http://www.sedl.org/change/issues/issues72/welcome.html This resource from SEDL outlines the importance of continuous learning for principals and for teachers.  It shares the stories of three principals who are committed to their own development and the impact that this leadership has had on their school community.
		Principals Evaluating Peers Gil, L.S. (1998, October). School Administrator http://www.aasa.org/publications/sa/1998_10/Gil.htm There has been much emphasis on the development of formative evaluation programs for teachers that emphasize professional growth over summative evaluation programs that emphasize performance.  This article examines an attempt in the Chula Vista School District of California to bring the same changes to the evaluation of administrators.  Abandoning the traditional system of summative evaluations provided by district superintendents, Chula Vista School District has created a system of peer review for administrators.  Based on monthly meetings of Peer Evaluation Groups consisting of 4-7 principals, this system encourages administrators to grow professionally through collaboration with peers and self-reflection.
		Rapid Results:  The Breakthrough Strategy Schmoker, M. (1999). Results: The key to continuous school improvement. http://www.ascd.org/portal/site/ascd/template.chapter/ menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter MgmtId=fc22b2cc2fcaff00VgnVCM1000003d01a8c0RCRD In this chapter from his book Results: The Key to Continuous School Improvement, Mike Schmoker explains how rapid reform is possible if an organization commits to focusing on short-term, achievable goals based on a shared vision of success.  He argues that the momentum created by experiencing short-term victories leads to continued enthusiasm, as well as contributes to a spirit of collective inquiry and problem solving, and he provides examples of several schools who have experienced rapid change as a result of focusing on short-term goals.
		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web/ This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.

District Office
Design principal professional development that is focused on instructional leadership and organizational change. Provide tools to assist principals working towards fundamental change within their schools. Encourage school leaders to participate in the North Carolina Principals’ Executive Program.

		The Story of CSLA:  Making a Difference for Administrators WestEd Regional Educational Laboratory.  (2000, Fall).  R+D Alert. http://www.wested.org/online_pubs/rd-00-03.pdf Leadership development academies have become an increasingly common approach to addressing the issue of principal professional development.  This brief outlines several state-wide approaches to principal professional development and school leadership.  Beginning with a description of the California School Leadership Academy (CSLA), the brief also examines what it takes to be an effective leader and the leadership potential in the community.  Finally, the it profiles the Western Assessment Collaborative’s Leadership Initiative, which emphasizes leadership in support of standards based instruction.
		Va. Principal Cadre Aims to Fix Schools Archer, J.  (2004, April 28).  Va. Principal cadre to fix schools.  Education Week. http://www.edweek.org/ew/ewstory.cfm?slug=33Turnaround.h23 The types of skills and personalities that principals need to thrive in challenging schools are often different than the skills needed for most school administrators.  Recognizing this challenge, the State of Virginia has instituted a program that will grant principals certification as “turnaround specialists.”  This article from Education Week outlines the need for the program and describes similar plans in states around America.  Initially planned as a pilot program with 10 principals, if successful, the state plans to widen its pool of principals qualified to work in challenging schools.
		The Principals’ Executive Program http://www.ga.unc.edu/pep/ The Principals Executive Program (PEP), a part of the Center for School Leadership Development at the University of North Carolina, provides public school administrators with professional development on topics such as curriculum mapping, data-driven decision making, and developing future leaders.  In addition to topical programs, PEP also offers residential programs, in which administrators attend longer leadership seminars ranging from three to twenty days.  This website includes information on upcoming seminars and links to various administrative resources.
		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.
		E-Lead:  Leadership for Student Learning Laboratory for Student Success. http://www.e-lead.org/ This website describes the principles of professional development for school leaders, outlines leadership development programs in place across the United States, and provides a Leadership Library that contains resources on topics ranging from action research and professional learning communities to mentoring and supplying the principal pipeline.
		Designing Powerful Professional Development for Teachers and Principals Sparks, D.  (2002). National Staff Development Council. http://www.nsdc.org/library/leaders/sparksbook.cfm Dennis Sparks of the National Staff Development Council has been a leader in the field of professional development for the last 16 years.  This book, provided free of charge on NSDC’s website, outlines the critical components of effective professional learning programs and the steps that schools and districts should take to maximize the professional growth of their teachers and principals.  Topics covered include: setting the stage for powerful professional learning, providing a context for professional learning, developing school leaders, and developing teachers.
		Leadership Library:  Leadership Assessment The Laboratory for Student Success and the Institute for Educational Leadership http://www.e-lead.org/library/resources.asp?ResourceID=16 Assessing the leadership potential of teachers is a relatively new concept in education.  While businesses have screened employees for possible management positions for decades, schools are just beginning to tap into leadership assessment strategies with their faculties.  This link provides a detailed description of the rationale behind school-based leadership assessment, explains the range of assessment tools available and then provides a list web-based related resources.
		New Help for School Administrators Furger, R.  (2000, October).  Edutopia Online. http://glef.org/php/article.php?id=Art_168&key=238 This article outlines the need for principal professional development programs and profiles the Higher School Performance Program of the University of North Carolina - Chapel Hill's Center for School Leadership.  The program helps principals from low-performing schools to understand their school data and to identify structural changes for school improvement.  The program also matches principals with "critical friends" or retired administrators who act as mentors.

District Office
Establish / Formalize principal coaching and mentoring programs.

		Virtual Mentors National Association of Secondary School Principals. http://www.nassp.org/training/mentors.cfm On the “Virtual Mentor” page, three NASSP/Metlife State Principals of the Year volunteer their time to be online mentors, answering questions on any topic in a discussion board forum.  In addition to submitting questions, principals can browse the questions and responses from administrators across the nation who likely have similar concerns.  Topics run the gamut, from online security for staff development sessions to dealing with difficult parents and students.
		Making the Case for Principal Mentoring The Education Alliance at Brown University http://www.alliance.brown.edu/pubs/pln/prncpalmntrg.pdf This report created in 2003 by the Education Alliance at Brown University outlines the importance of effective programs that recruit, develop and support principals.  It identifies elements of effective principal mentoring programs and profiles eight principal support programs from across the United States.
		More than Mentors:  Principal Coaching Bloom, G., Castagna, C. and Warren, B. (2003, May/June). Leadership Magazine. http://www.newteachercenter.org/docs/more_than_mentors.pdf This document describes the Principals’ Leadership Network, an initiative from the Northeast and Islands Regional Education Laboratory that focuses on the needs of school principals.  With sections on mentoring, the role of the principal as instructional leader, developing and retaining quality principals, and professional development, this document provides a comprehensive look at how one area is addressing the challenges of supporting principal growth.
		Executive Coaching Pardini, P. (2003, November). School Administrator http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=1451&snItem Number=950&tnItemNumber=1995 This article addresses the growing trend of using executive coaching to provide individualized, on-going professional development to school administrators and leaders. It explains the difference between coaches and mentors, provides guidance on how to find a coach, and highlights several successful coaching arrangements.

District Office
Conduct yearly leadership audits of building principals.

		Portfolios:  The first phase of new principal screening Meyers, J.  (2004, April). Catalyst-Chicago, an independent school reform observer. http://catalyst-chicago.org/04-04/0404principal.htm With the pool of qualified candidates shrinking and expected retirement of over 400 principals, the Chicago Public Schools are faced with the challenge of providing strong instructional leaders for many of its schools.  In an attempt to meet this challenge, the system has instituted a new principal screening policy that requires potential candidates to submit a portfolio outlining their leadership experience and documenting the academic performance of the students that they have worked with.  This article describes the requirements of the new system and some controversy over its potential effects.
		Individual Assessment Exercises and Development Guide National Association for Secondary School Principals.  (2001). http://www.principals.org/training/04-03.cfm This site provides several easy to use resources that encourage administrators to reflect on their personal strengths and weaknesses as leaders.  A Self Assessment Checklist covers areas from educational leadership and resolving complex problems to communication and developing self and others. The Personal Development Guide helps administrators who have completed the Self Assessment create a plan to address areas of weakness discovered.  Finally, the Mentor/Protégé Suggestions provides possible strategies that mentors and their protégés can use to maximize the results of a program of self-investigation.
		Individual Development Plan Guidebook National Association for Secondary School Principals.  (2001). http://www.principals.org/CPD/pdf/IDP_guidebook.pdf This web link provides a guidebook that administrators can fill out when reflecting on their own personal strengths and weaknesses.  Complete with sections that help an administrator to reflect on their personal as well as professional goals, this document provides a strong foundation for principals interested in their own professional growth.  This document would be a good starting point for administrators interested in reflecting on their current position combined with their plans for the future.
		Leadership Audit Tool:  A Participatory Management Checklist Center for School and Community Development. http://www.ncrel.org/cscd/proflead.htm This online tool helps school administrators and leaders to reflect on the degree of participatory management that they allow for within their own schools.  Covering areas related to decision-making and problem solving, survey takers get a chart showing their personal areas of strength and weakness.  This tool can be used multiple times during the course of a year, tracking progress and growth.  It can also be effective to identify the individual strengths of administrators across an entire county.

District Office
Develop a support a system of "principal collaboratives."

		Come Together Onick, R.E. (2003, September).  Principal Leadership, 4(1).  http://www.principals.org/publications/pl/pl_come_together_0903.cfm Engaging in reflective study of practice is not a process that has to be limited to teachers.  Principals can collaborate with one another to study school and district-wide issues, looking for solutions that are pertinent and that hold potential.  This article from NASSP describes the work of a collaborative group of middle school principals in Milwaukee, WI.  Motivated by Michael Schmoker, who once said, “Just imagine the benefits if administrators began to do their own action research on effective ways to promote a culture of effective collaboration and data-driven improvement?” these principals have committed to monthly meetings focused on identifying promising models for school reform.  The article includes a description of several projects that these principals have successfully examined and implemented in the past several years.
		Issues about Change:  Principals and Teachers:  Continuous Learners Southwest Educational Development Laboratory.  (2001). http://www.sedl.org/change/issues/issues72/welcome.html This resource from SEDL outlines the importance of continuous learning for principals and for teachers.  It shares the stories of three principals who are committed to their own development and the impact that this leadership has had on their school community.
		Principals Evaluating Peers Gil, L.S. (1998, October). School Administrator http://www.aasa.org/publications/sa/1998_10/Gil.htm There has been much emphasis on the development of formative evaluation programs for teachers that emphasize professional growth over summative evaluation programs that emphasize performance.  This article examines an attempt in the Chula Vista School District of California to bring the same changes to the evaluation of administrators.  Abandoning the traditional system of summative evaluations provided by district superintendents, Chula Vista School District has created a system of peer review for administrators.  Based on monthly meetings of Peer Evaluation Groups consisting of 4-7 principals, this system encourages administrators to grow professionally through collaboration with peers and self-reflection.

Policymakers
Advocate and provide funding for principal professional development programs that emphasize instructional leadership. Continue to provide support for the North Carolina Principals’ Executive Program.

		The Story of CSLA:  Making a Difference for Administrators WestEd Regional Educational Laboratory.  (2000, Fall).  R+D Alert. http://www.wested.org/online_pubs/rd-00-03.pdf Leadership development academies have become an increasingly common approach to addressing the issue of principal professional development.  This brief outlines several state-wide approaches to principal professional development and school leadership.  Beginning with a description of the California School Leadership Academy (CSLA), the brief also examines what it takes to be an effective leader and the leadership potential in the community.  Finally, the it profiles the Western Assessment Collaborative’s Leadership Initiative, which emphasizes leadership in support of standards based instruction.
		Va. Principal Cadre Aims to Fix Schools Archer, J.  (2004, April 28).  Va. Principal cadre to fix schools.  Education Week. http://www.edweek.org/ew/ewstory.cfm?slug=33Turnaround.h23 The types of skills and personalities that principals need to thrive in challenging schools are often different than the skills needed for most school administrators.  Recognizing this challenge, the State of Virginia has instituted a program that will grant principals certification as “turnaround specialists.”  This article from Education Week outlines the need for the program and describes similar plans in states around America.  Initially planned as a pilot program with 10 principals, if successful, the state plans to widen its pool of principals qualified to work in challenging schools.
		Improving School Board Decision Making: The Data Connection Linda Dawson http://www.schoolboarddata.org/index.htm This site contains training tools, PowerPoint presentations, and quizzes designed to introduce school board members to using data to make good decisions. The site also highlights the activities of school boards in specific communities and provides links to additional resources on how to use data effectively.
		The Principals’ Executive Program http://www.ga.unc.edu/pep/ The Principals Executive Program (PEP), a part of the Center for School Leadership Development at the University of North Carolina, provides public school administrators with professional development on topics such as curriculum mapping, data-driven decision making, and developing future leaders.  In addition to topical programs, PEP also offers residential programs, in which administrators attend longer leadership seminars ranging from three to twenty days.  This website includes information on upcoming seminars and links to various administrative resources.
		E-Lead:  Leadership for Student Learning Laboratory for Student Success. http://www.e-lead.org/ This website describes the principles of professional development for school leaders, outlines leadership development programs in place across the United States, and provides a Leadership Library that contains resources on topics ranging from action research and professional learning communities to mentoring and supplying the principal pipeline.
		Financing Professional Development in Education Website The Finance Project.  (2002).  http://www.financeprojectinfo.org/ProfDevelop/ This website takes a comprehensive look at professional development in education. The site addresses funding and costs, the role of federal, state, and local decision-making, and how to evaluate the effectiveness of professional development programs.
		New Help for School Administrators Furger, R.  (2000, October).  Edutopia Online. http://glef.org/php/article.php?id=Art_168&key=238 This article outlines the need for principal professional development programs and profiles the Higher School Performance Program of the University of North Carolina - Chapel Hill's Center for School Leadership.  The program helps principals from low-performing schools to understand their school data and to identify structural changes for school improvement.  The program also matches principals with "critical friends" or retired administrators who act as mentors.

Policymakers
Establish a set of standards that define excellence in administration.

Recognizing and Encouraging Exemplary Leadership in America’s Schools: