Rowman & Littlefield Publishers
Pages: 172
•
Trim: 6½ x 9½
978-1-4758-2246-5 • Hardback • December 2015 • $74.00 • (£57.00)
978-1-4758-2247-2 • Paperback • December 2015 • $38.00 • (£29.00)
978-1-4758-2248-9 • eBook • December 2015 • $36.00 • (£28.00)
M. Scott Norton has served as a classroom teacher, coordinator of curriculum, associate superintendent and superintendent of schools. He served as professor and vice-chairman of the Department of Educational Administration at the University of Nebraska, Lincoln, and as professor and chairman of the Department of Educational Administration and Policy Studies at Arizona State University.
Foreword
Preface
Chapter 1: What’s Happened in the Responsibilities of School Principals in the Ten Years from 2004 to 2015
The Focus of Chapter 1
Living the School’s Vision
Meeting the Challenges of On-going Change
Pre-quiz
Discussion of the Answers for the Pre-quiz
Status of Today’s School Principal: Retaining Principals on the Job
Student Attitudes and Behaviors
Student Achievement and Accountability
Inclusion-Meeting the Needs of All Students
Effective Time Management and Effective Administration
The Inadequacy of Preparation Programs for School Leaders
Distributive Leadership Models for Meeting Program Changes
Snapshot #1-Using Teacher Talent for Resolving School Problems
Unfunded and Underfunded Mandates
Job Complexity-Job Stress—Job Satisfaction
Summary
Discussion Questions
Case Studies
References
Chapter 2: Recalibrating the Principalship as a Leader of Change
What Does a Viable Mission Statement Look LIke?
Examples of School Mission Statements
The Characteristics of Visionary Leaders
The Internal and External Environments in Which the School is Embedded
The Specific Benefits of Developing and Implementing the School’s Vision Statement
A Mission Statement Quiz (MSQ)
Discussion of the Mission Statement Quiz
Scoring the MSQ
Development of the School’s Mission Improvement Guide
Tying the School’s Mission Statement and the Improvement Guide
School Board Policy: Guiding School Improvement Practices
Local School Improvement Standards
Examples of Mission Improvement Guides
Summary
Discussion Questions
Case Studies
References
Chapter 3: Guiding the Role Changes for the Work of the School Principal
Want Major Changes and Improvements? Then we must pay for them
Involvement of Educators in Politics is to be Avoided. Or is It?
Recalibrating the Position Description of the School Principal
The Primary Contents of a Principal’s Position Analysis
Leadership for School Program Improvement
Implications for the Recalibration of the School Principalship
The School and Power Structure Analysis
Using an Issue Analysis Approach
Being the Catalyst for Developing a Learning Culture in the School
How to Know a Learning Leader When You See One
The Learning Leadership Quiz (LLQ)
Discussion of the LLQ
The School Principal as the Primary Source for Providing Faculty Growth and Development
Establishing a Mentoring Program
The Benefits of a Mentoring for Both the Protégé and Mentor
Qualities of an Effective Mentor
Establishing an Effective Mentor Training Program
Summary
Discussion Questions
Case Studies
References
Chapter 4: Preparation and Licensing of School Principals: Reversing the Downhill Trend
Snapshot #1-Football Practices On-line: Just Kidding
The History of Preparation Programs for School Principals: Help Wanted!
New Procedures for Recruiting and Selecting School Leaders
A Model for Principal Preparation Improvement Programs
Clarification of the Preparation Model
A New Look at Financing Education in America
The Bachelor’s Degree Does Deserve Priority Attention
The Master’s Degree Program for Potential Administrator Candidates
The Continuous Improvement Program within the Administrator Academy
Examples of Administrator Academy Programs
Checking Your Progress
Polices, Administrative Regulations and School Rules
The NEPN/NSBA Policy Codification System
The Davies/Brickell Codification System
Summary
Discussion Questions
Case Studies
References
Chapter 5: Major Issues/Tasks, Challenges, Issues and Leadership Strategies for Attacking Them
Demands for Accountability and Leadership strategies
Leadership in Action
Lightbulb Experience #1-Let’s Just Wait and See
Attacking External Mandates and Other Program Requirements
Snapshot #5.1-Let’s Just Wait and See
Improving School Climate: A Key for Student Academic Success
Establishing a Balanced Work-life for School Principals
Parent Involvement and Support: Now It’s Controversial
Teacher Personnel Issues/Problems: On the Attack
Hiring High Quality Teachers
The Troubled and/or Marginal Teacher Problem
Collegiality /Collaboration Time for Improving School Programs
Collaboration and Special Project Teams
Students with Special Needs: Inclusion
Dealing with the School Principal’s Increasing Work Load
A Procedure for Analyzing Just How Your Time is Being Spent
Summary
Discussion Questions
Case Studies
References
About the Author
School principals face new challenges in regard to leadership responsibilities, goals and objectives. M. Scott Norton underscores the need to gain new knowledge and skills to create more effective leadership that emphasizes a collaboration with faculty in setting a mission to which all members can commit. Aspiring educational leaders will learn how to tackle the ever-changing challenges and trends encountered by school principals, and how to create a vision needed to succeed.
— District Administration
Dr. Norton has focused on the key responsibility of school principals today, that of leadership as an agent of change. The issues and problems that school principals encounter today are realistically viewed as symptoms of change. As the book clearly emphasizes, new leadership knowledge and skills will be an on-going requirement for the practicing principal. School improvement is tied directly to the extent that school leaders and their staffs continue to grow and develop. Norton speaks boldly of the program changes that must be implemented to prepare potential school leaders to meet the new challenges facing education and to assure that practicing principals are highly effective in the role of a learning leader. His recommendations for planning and implementing new models for preparing school principals are revolutionary. Although the school principal’s leading role in improving the education programs for children and youth is set forth clearly, the book’s message is significantly important for those educators that assume the responsible roles of preparing school leaders and providing meaningful programs for continuous administrative improvement.
— Mike Andersen, EdD, principal, Barry Goldwater High School, Phoenix, Arizona
The Changing Landscape of School Leadership: Recalibrating the School Principalship is one of those books that should be on the reading list of all practicing school principals as well as those individuals in positions of preparing school leaders. The book’s message is one that must be read, studied, and digested by educators that truly want to improve the quality of leadership in America’s schools. As Dr. Norton emphasizes, the work of the contemporary school principal has evolved into a leadership role that differs greatly from that of only a few decades ago. The book serves as a guide for meeting the ever-changing responsibilities of the school principal. However, the book provides much more than a list of recommendations for meeting on-going problems that must be resolved. Rather, it strongly asserts that preparation programs for potential school leaders must receive foundational review and restructuring. Thus, the book is much more than a list of recommendations for meeting contemporary issues and problems, it sets forth models and leadership changes for school success.
— Barry L. Fritch, M.Ed, educator, principal/learning leader, Broadmor Elementary School, Tempe, Arizona
This book does a great service toward answering the growing national concerns for improved educational programs for children and youth in America’s schools. Although national concerns regarding the need for improving student learning in schools continues, the specific ways and means for realizing the needed improvement are not always established. Dr. Norton clearly establishes the need for improving administrative leadership. This book gives the reader clear, precise and coherent models for planning, organizing and implementing effective administrator preparation programs that provide the skills and knowledge that are needed to meet the changes that are onoing in American’s society. Dr. Norton’s book will be a welcomed addition to one’s professional library.
— Larry K. Kelly, Ed.D., author, educator, international consultant