Understanding the Leadership Capacity and Practice of Assistant Principals

The purpose of this study was to explore the leadership capacities and practices of assistant principals. The research also sought to determine what relationships existed between capacity and practice and to see if there was a difference based on experience, context and personal characteristics. Since the majority of principals first serve as assistant principals, their work and experiences as assistant principals will have significant consequences (Kwan, 2009). The literature has long held and continues to challenge the notion that the role of assistant principal is adequate preparation for the principalship (Chan, Webb, & Bowen, 2003; Harris, Muijs, & Crawford, 2003; Kwan, 2009; Mertz, 2000; Webb & Vulliamy, 1995). Based on empirical findings, this study has affirmed the need to further research and refine the role of the assistant principal. The results indicate that in addition to strengths, there are explicit gaps and missed opportunities in the leadership practices of assistant principals that impact the potential for building a leadership pipeline within schools. The work of the assistant principal is characterized by a proliferation of duties rather than a strategic set of practices that support distributed leadership and sustainability.

An Investigation of the Impact of an Aspiring Principals Preparation Program on Principal Leadership Effectiveness

School districts need to “build the bench” to ensure that their schools will have effective principals when vacancies arise (Johnson-Taylor & Martin, 2007). Assistant principals represent a potential pool of new school leaders who are prepared to move confidently into the principalship (Oliver, 2005). Although a critical leader in schools, the assistant principal position is underutilized and under-researched (Oleszewski, Shoho, & Barnett, 2012). This lack of focus on assistant principals is concerning because they are part of the school leadership team and often advance to the position of school principal. The purpose of this study was to examine the impact of Bay City Public Schools’ (a pseudonym) Aspiring Principals Preparation Program (AP3; also a pseudonym) on assistant principals’ learning-centered leadership behaviors, as assessed by the Vanderbilt Assessment of Leadership in Education (Val-Ed) survey. The study compared the Val-Ed scores of assistant principals who had participated in one of three cohorts of AP3 training to the scores of assistant principals who did not participate. The results indicated that participation in the AP3 had no significant impact on respondents’ learning-centered leadership behaviors, as assessed on the VAL-ED instrument. This study may be useful as the district seeks to validate the effectiveness of AP3 and identify potential refinements and program modifications.

Women primary principals : leadership between the flags

The purpose of this paper is to outline my research project and share some of the perspectives that have emerged during the process of analysis and reflexivity. This is a case study of twelve female primary school principals in the independent sector in Victoria. Independent schools are generally referred to as the private sector or non-government schools to distinguish them from the government sector. Also the reference to primary principals’ is generally used to refer to a ‘Junior School Head’ position within a K – 12 School. Many schools often combine the role of the Junior Head’s position and / or the Deputy Principal or Assistant Principal’s position.

This paper introduces the work narratives of successful professional women in senior leadership positions in independent schools. The analysis of the narrative process itself and how these women shape and are shaped by their cultural discourses about leadership provides the focus for this study. In particular how the context and discursive strategies they use to tell their stories are instrumental in their construction of professional identity and its relationship to subjectivity. Thus professional work narratives offer insights into subjectivity and identity as the women tell their leadership stories. Initially Clandinin and Connelly’s (1994) ‘narrative inquiry’ approach provided a useful conceptual basis from which to gather the written responses to a questionnaire collected during 2004, interviews (taperecorded and transcribed) and my reflexive journal maintained during and after the interview process.

The development of professional learning and a research culture in a primary school in Melbourne, Australia

This paper outlines the development a/professional/earning and a research culture at Benleigh West Primary School, which is located in a middle class suburb of Melbourne, Victoria. Whilst leadership is widely dispersed at BWPS, as it is in other schools, from students to teachers to the Assistant Principal and Principal, the primary focus in this paper is on the Principal and the ways she has influenced the professional and research culture at the school. Evidence of a change in school climate is presented as are the steps taken to create and foster learning collaborative communities among the staff at BWPS.

The merchant's assistant, or, Merchantile instructer : containing a full account of the moneys, coins, weights and measures of the principal trading nations and their colonies, together with their values in United States currency, weights and measures /

Mode of access: Internet.

The American coast pilot : containing the courses and distances between the principal harbours, capes, and headlands, on the coast of North and South America; with directions for sailing into the same; describing the soundings, bearings of the light-houses and beacons from the rocks, shoals, ledges, &c. With the prevailing winds, settings of the currents, &c. and the latitudes and longitudes of the principal harbours and capes. Together with a tide table / By Edmund M. Blunt. To which is annexed, the Shipmaster's assistant; containing disbursements and other ship accounts, &c. /

Issued without the Shipmaster's assistant which was published separately in 1822 under the title: The merchant's and shipmaster's assistant.

The music teachers' assistant, being a few friendly words to young teachers, supplemented with a new pronouncing dictionary of nearly 3,000 musical terms and a table of the principal abbreviations used in music.

Mode of access: Internet.

Principal Effectiveness: Middle School Leaders' Perceptions Of Principal Practices To Improve Middle School Reading Achievement

ABSTRACT Title of Document: PRINCIPAL EFFECTIVENESS: MIDDLE SCHOOL LEADERS’ PERCEPTIONS OF PRINCIPAL PRACTICES TO IMPROVE MIDDLE SCHOOL READING ACHIEVEMENT Kathleen R. Brady, Doctor of Education, 2016 Directed By: Dr. John Norris, Department of Education The purpose of this exploratory and descriptive study was to examine school leaders’ perceptions of leadership practices that contribute to principal effectiveness in improving reading achievement in middle schools in a large public school district. The data was gathered through the use of a Web-based survey that was emailed to 97 school based leaders including 20 principals, 40 assistant principals, 17 reading department chairpersons, and 20 professional development lead teachers in middle schools with grade 6-8 and 7-8 configurations. Data were collected and analyzed in order to make inferences about principal practices at middle school. The findings of this study indicated few differences between middle school principals’, assistant principals’, reading department chairpersons’, and professional development lead teachers’ perceptions of principal leadership practices that are most important to and have the greatest impact on student reading achievement success. Furthermore, the findings indicated that participants’ three top ranked resources needed to increase the effectiveness of principals in order to improve reading achievement at middle schools include implementing a collaborative planning protocol to support literacy instruction, adding a reading coach to the middle school staff, and providing professional development activities focused on literacy instruction across the content areas. The results were used to make recommendations that may contribute to middle school principal effectiveness.

Principal preparation and training : a look at China and its issues

Purpose: The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a number of countries. As an illustration, it provides an overview of the curriculum used in the initial preparation of school principals at Beijing Normal University.-----Design/methodology/approach: The paper draws mainly on writing and research from China, Australia and the USA to explore principal preparation and training in China.-----Findings: In addition to providing a rich description of principal preparation in China, the paper's main findings comprise seven key challenges that confront China as it endeavours to provide quality principal preparation. These challenges include China's diversity and uneven social, cultural and educational development; limited resources in some regions throughout China; the place and importance of study tours for principal preparation; the teaching approach used to train principals; the process used for assessing principal learning during their training programs; the limited transfer of learning from the classroom to the school environment; and the timing of training for principals.-----Practical implications: Each of the challenges arising here raises important practical implications for developers of principal training programs.-----Originality/value: The paper paints a picture of principal preparation in China and raises a number of issues and challenges with which it continues to grapple. Of note is that China is not alone in facing some of these ongoing concerns.

Decentred optical axes and aberrations along principal visual field meridians

Suggestions that peripheral imagery may affect the development of refractive error have led to interest in the variation in refraction and aberration across the visual field. It is shown that, if the optical system of the eye is rotationally symmetric about an optical axis which does not coincide with the visual axis, measurements of refraction and aberration made along the horizontal and vertical meridians of the visual field will show asymmetry about the visual axis. The departures from symmetry are modelled for second-order aberrations, refractive components and third-order coma. These theoretical results are compared with practical measurements from the literature. The experimental data support the concept that departures from symmetry about the visual axis in the measurements of crossed-cylinder astigmatism J45 and J180 are largely explicable in terms of a decentred optical axis. Measurements of the mean sphere M suggest, however, that the retinal curvature must differ in the horizontal and vertical meridians.

An historical analysis of the development of thinking in the principal writings of Malcolm Knowles

Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles’ thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles’ thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles’ thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles’ works.

Liability of principal contractor for independent subcontractor considered by the High Court

Case note of Leighton Contractors Pty Ltd v Fox (2009) 258 ALR 673 ----- In Leighton Contractors Pty Ltd v Fox (2009) 83 ALJR 1086 ; 258 ALR 673 the High Court considered the liability of a principal contractor for the negligence of independent subcontractors on a building site. In its decision, the court considered the nature and the scope of the duty owed by principals to independent contractors.

A principal at work : a story of leadership for building sustainable capacity of a school

This study explores through a lifestream narrative how the life experiences of a female primary school principal are organised as practical knowledge, and are used to inform action that is directed towards creating a sustainable school culture. An alternative model of school leadership is presented which describes the thinking and activity of a leader as a process. The process demonstrates how a leader's practical knowledge is dynamic, broadly based in experiential life, and open to change. As such, it is described as a model of sustainable leadership-in-process. The research questions at the heart of this study are: How does a leader construct and organize knowledge in the enactment of the principal ship to deal with the dilemmas and opportunities that arise everyday in school life? And: What does this particular way of organising knowledge look like in the effort to build a sustainable school community? The sustainable leadership-in-process thesis encapsulates new ways of leading primary schools through the principalship. These new ways are described as developing and maintaining the following dimensions of leadership: quality relationships, a collective (shared vision), collaboration and partnerships, and high achieving learning environments. Such dimensions are enacted by the principal through the activities of conversations, performance development, research and data-driven action, promoting innovation, and anticipating and predicting the future. Sustainable leadership-in-process is shared, dynamic, visible and transparent and is conducted through the processes of positioning, defining, organising, experimenting and evaluating in a continuous and iterative way. A rich understanding of the specificity of the life of a female primary school principal was achieved using story telling, story listening and story creation in a collaborative relationship between the researcher and the researched participant. as a means of educational theorising. Analysis and interpretation were undertaken as a recursive process in which the immediate interpretations were shared with the researched participant. The view of theorising adopted in this research is that of theory as hermeneutic; that is, theory is generated out of the stories of experiential life, rather than discovered in the stories.