List of Figures and Tables
Foreword by Marge Hobbs
Preface
Acknowledgments
About the Authors
1. We Know What to Do, so Why Do We Fail?
The "Good to Great" Research Project
Leadership Characteristics of Level 5 Executives
Leadership Behaviors of Level 5 Executives
Two Behaviors From the Collins Study
Great School Executives Build Relationships
The School Principals in Our Study
Leadership Qualities Exhibited
Reflection
2. First, Build Relationships
A Behavior Different From the Behaviors of the Level 5
Executive
Mr. Bond and Field Elementary School
Highly Successful Principals and Building Relationships
Comparison Principals and Building Relationships
Reflection
Suggestions for Principals
3. Exercise Your Professional Will, but Stay Humble
Issues With Identifying Personal Humility in School Principals
Personal Humility: The Evidence Differs
Shy and Self-Effacing Leaders
Unreserved and Enthusiastic Leaders
Comparison Principals
Reflection
Suggestions for Principals
4. Credit Others, Accept the Blame
Additional Data for Compelling Modesty
Evidence for Sustainability of Greatness
Evidence for Compelling Modesty
Mr. Unpretentious and Bay View Elementary School
Highly Successful Principals and Compelling Modesty
Comparison Principals and Compelling Modesty
Reflection
Suggestions for Principals
5. Be Ambitious First for the School′s Success
Ambition for the Success of the School Is Key
Ms. Aspiration and Mission Elementary School
Highly Successful Principals and Ambition for the School′s
Success
Comparison Principals and Ambition for the School′s Success
Reflection
Suggestions for Principals
6. Resolve to Do What Needs Doing . . . Then Do It!
Application of Unwavering Resolve to Schools
Ms. Persevere and Mountain High Elementary School
Comparison Principals and Resolve
Reflection
Suggestions for Principals
7. Get the Right People on the Bus
School Leaders′ Difficulties in Getting the Right People
An Example of Getting the Right People
Highly Successful Principals and "First Who . . . Then What"
Comparison Principals and "First Who . . . Then What"
Reflection
Suggestions for Principals
8. Confront the Brutal Facts
Schools Face Challenges
Brutal Facts Tackled by the Principals in Our Study
Highly Successful Principals and Confronting the Brutal Facts
Comparison Principals and Confronting the Brutal Facts
Reflection
Suggestions for Principals
9. Know What Drives Your Educational Engine and Be Passionate About
It
Academics Take Issue
Our Term: Educational Engine
Mr. Focus and Pines Elementary School
Highly Successful Principals and the Hedgehog Concept
Comparison Principals and the Hedgehog Concept
Reflection
Suggestions for Principals
10. Build a Culture of Discipline
The Concept Is Not New
Difficulties in Achieving a Culture of Discipline
Ms. Discipline and Eagle Elementary School
Highly Successful Principals and a Culture of Discipline
Comparison Principals and a Culture of Discipline
Reflection
Suggestions for Principals
11. Know Commonalities and Differences Between Public Schools and
the Private Sector
Disparities Between Public Schools and the Private Sector
What We Have Learned From the Research on Leadership
Reflection
Suggestions for Principals
12. Support Research-Based Principal Preparation
The ISLLC Standards
The Mid-continent Research for Education and Learning
In Search of Excellence
Beware of Business Norms
Administrator Preparation Program Reform
A Final Comment
Reflection
Suggestions for Architects of Principal Preparation Programs
Resource A: Research Methodology
Resource B: Interview Participant Selection
Resource C: Principal Interview Questions Derived From Collins′
(2001) CEO Interview Questions and Demographic Questionnaire
References
Suggested Readings
Index
Susan Penny Gray, PhD has been an educator for more than 40 years
in Indiana and California, including 15 years as Director of
Curriculum Services for the San Marcos Unified School District in
San Marcos, California and 7 years as a member of the Educational
Leadership faculty at San Diego State University. During her tenure
as Director of Curriculum Services she was responsible for the
development, implementation, and maintenance of exemplary programs
recognized throughout California in Reading/Language Arts,
Mathematics, History-Social Science, and Science for grades K
through 12. She was also responsible for effective teacher and
principal support strategies that during the years under her
direction evolved into a powerful system of coaches and
facilitators of staff development. Dr. Gray has “walked the talk”
in helping principals become truly effective instructional leaders.
Her insights give down to earth, practical meaning to the research
discussed in this book.
Dr. Gray serves on the San Diego State University (SDSU)
Educational Administration Preparation Programs Advisory Committee.
In her capacity on this committee and as a current member of the
faculty of the Educational Leadership Department in the School of
Education at SDSU, she has assisted in implementing changes in that
school’s administration preparation program. She has designed and
currently teaches an administrative course on instructional
improvement through evaluation and supervision. In this course
students participate in a walk-through supervision practicum,
formal evaluation exercises, and the design of teacher and
administrator evaluation systems. In addition, Dr. Gray teaches and
coordinates the advanced administrator credentialing program at
SDSU and supervises the fieldwork for administrative credential
candidates at all levels.
In addition to her involvement with the faculty of Educational
Leadership at San Diego State University, Dr. Gray serves as an
officer on the Board of Directors of California Curriculum
Management Systems, Incorporated (CalCMSi). She is certified to
train administrators and teachers in Conducting Walk-Throughs for
Higher Student Achievement and has implemented this training in
several states across the country. She has also served as an
external evaluator of schools and is a certified School Assistance
Intervention Team leader for the State of California. She received
curriculum management audit training from the California Curriculum
Management Audit Center in Burlingame, California, in 1998. Since
then she has served on school district audits in California,
Washington, Texas, Ohio, Arizona, Maryland, New York, and
Pennsylvania. She has also served on academic achievement teams
conducting comprehensive on-site assessments of the educational
operations of school and community college districts in
California.
Dr. Gray earned her undergraduate degree from the University of
California, Santa Barbara, and her master’s degree from San Diego
State University. In 2006, she received a doctoral degree in
educational leadership through the Claremont Graduate
University/San Diego State University Joint Doctoral Program.
William A. Streshly is Emeritus Professor of Educational Leadership
in the College of Education at San Diego State University (SDSU).
Prior to coming to SDSU in 1990, he spent 25 years in public school
administration, including five years as principal of a large
suburban high school and 15 years as superintendent of several
California school districts varying in size from 2,500 to 25,000
students.
In addition to his numerous publications in the professional
journals, Dr. Streshly is author or co-author of five practical
books for school leaders, The Top Ten Myths in Education, Avoiding
Legal Hassles (two editions), Teacher Unions and Quality Education,
Preventing and Managing Teacher Strikes, and From Good Schools to
Great Schools: What Their Principals Do Well.
Currently, Professor Streshly is a Senior Lead Auditor for
Curriculum Management Systems, Inc., an affiliate of Phi Delta
Kappa International. He has audited the instructional operations of
more than 40 school districts in 16 states. His intense interest in
the role of effective school leadership stems from his own
extensive experience as well as his in-depth observation of the
work of hundreds of practicing school principals across the
country.
"A useful resource for programs dedicated to training new
administrators as well as for principals who want to improve the
collaborative cultures of their schools. It will drive the thinking
of principals and teachers who are committed to school
improvement."
*John Pieper, Fifth-Grade Teacher*
"Lots of food for thought. The ideas and strategies will nudge
people in the right direction and help administrators be brave
enough to either bring about change or resist change. This would be
a good book for a principal study group."
*Mary Johnstone, Principal*
"Links Jim Collins’s work to success in the school setting. The
examples of the school leaders who were able to lead effective,
systemic change are powerful."
*Brenda Dean, Assistant Director of Curriculum and Instruction*
"This book is timely and hits all the hot topics."
*Ted Zigler, Professor*
"These successful principals move beyond platitudes and optimistic
denial and learn to face the facts of what is necessary to improve
schools—then they do it. Among other things, these star principals
learn to work with their teachers and their union rather than
around them."
*Charles Taylor Kerchner, Hollis P. Allen Professor*
"The authors present evidence that supports a new paradigm for
apprenticing school administrators-one that differs from the
traditional model of un-researched best practices and standards.
School leaders can use this book to inspire activities that will
transform their schools and reframe their professional
behaviors."
*Sirreadalot.org, March 2008*
"From qualities shared by superior schools and leaders to applying
leadership principles and school-tested routines, this book is
packed with insights."
*The Bookwatch, April 2008*
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