Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

BURROW-BUILDING STRATEGIES AND HABITAT USE OF VOLES IN PACIFIC NORTHWEST ORCHARDS

Seidel and Booth (1960) wrote that the "life histories of the genus Microtus are not numerous in the literature." In support of his observation he cited 6 publications, all dated between 1891 and 1953. Since then the literature has exploded with a proliferation of publications. An international literature review recently revealed over 3,500 citations for the genus. When Pitymys and Clethrionomys are included another 350 and 1,880, respectively, were found. Over the last 10 years approximately 3 new publications on voles appeared every 4 days; a significant output for what some would consider such an insignificant species. Most of the publications were the result of graduate research projects on population dynamics and species ecology. As such, many do not explore more than the rudimentary ecological relationships between the animal and their environments. Unfortunate, as well, is that all but one confined their observations to only a small part of their total environment. For many of these animals, their life underground may be more important for their survival than that above ground. Trapping studies conducted by Godfrey and Askham (1988) with permanently placed pitfall live traps in orchards revealed a significant inverse population fluctuation during the year. During the winter, when populations are expected to decrease, as many as 6 to 8 mature Microtus montanus were collected at any 1 time in the traps after several centimeters of snow accumulation. During the summer, when populations are expected to increase, virtually no animals were collected in the traps. According to current population dynamics theory, greater numbers of animals, including increasingly larger numbers of immature members of the community, should appear in any sample between the onset of the breeding period, generally in the spring, taper off during the latter part of the production season, usually late summer, and then decline as the limiting factors begin to take effect. For us, we trapped more animals in the fall and early winter than we did during the spring and summer. A review of the above literature did little to answer our question. Where are the animals going during the summer and why?