Frederick C. Lunenburg

Student learning is the main reason for the school’s existence. The focus on results, the focus onstudent learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation’s history. To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school’s vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.

Student learning is the main reason for the school’s existence. The focus on results, the focus onstudent learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation’s history. To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school’s vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.

The purpose of our book is to share with our readers some insights we have acquired over the years in our administrative experience implementing change and reforms. Two areas that are critical for any reform to succeed are the way communications and conflicts are handled. We have included a chapter on interpersonal communications that describes five basic communication skills. We have also included a chapter on conflict with provides a number of insights on how to handle conflicts and how to avoid conflicts. Successfully dealing with communications and conflict are essential for improving levels of openness and trust. Crucial for school culture and climate are low levels of openness and trust. There is little agreement amongst faculty that they are open and trusting with each other. This creates a guarded environment where energy is being spent in a protective mode. Motivation that should go towards improving instruction is diverted to make sure teachers stay out of trouble. Improving levels of openness and trust is a thread throughout the book, as is the concept of servant leadership. If administrators and teachers are perceived as servants as opposed to self-serving, an improvement in levels of openness and trust will result. The authors describe a number of activities for principals so they can practice the servant leadership style that is essential in order to enhance a school’s culture and climate. One of the activities addresses bullying behavior. Bullying behavior must be addressed if there is to be a positive school culture and climate.

The purpose of our book is to share with our readers some insights we have acquired over the years in our administrative experience implementing change and reforms. Two areas that are critical for any reform to succeed are the way communications and conflicts are handled. We have included a chapter on interpersonal communications that describes five basic communication skills. We have also included a chapter on conflict with provides a number of insights on how to handle conflicts and how to avoid conflicts. Successfully dealing with communications and conflict are essential for improving levels of openness and trust Crucial for school culture and climate are low levels of openness and trust. There is little agreement amongst faculty that they are open and trusting with each other. This creates a guarded environment where energy is being spent in a protective mode. Motivation that should go towards improving instruction is diverted to make sure teachers stay out of trouble. Improving levels of openness and trust is a thread throughout the book, as is the concept of servant leadership. If administrators and teachers are perceived as servants as opposed to self-serving, an improvement in levels of openness and trust will result. The authors describe a number of activities for principals so they can practice the servant leadership style that is essential in order to enhance a school’s culture and climate. One of the activities addresses bullying behavior. Bullying behavior must be addressed if there is to be a positive school culture and climate.

The purpose of School Climate and Culture vis-à-vis Student Learning is to describe a reform that improves test scores, reduces dropouts and decreases bullying behavior. There are six areas that must be improved in order to accomplish this purpose. These six areas are the following: discipline, basic needs of humans, culture and climate, control, parent and community involvement, and levels of openness and trust. Discipline is one of the main problems in classrooms across the US. The authors describe a comprehensive school reform approach that addresses the six areas and reduces resistance to school reform. Creating a “high-performing” school is an organizational approach to school reform that creates a distinctly different school culture and climate than can be found in existing schools. The authors detail a vision and mission for a comprehensive school reform that involves all stakeholders and leads to high performance.

The purpose of School Climate and Culture vis-à-vis Student Learning is to describe a reform that improves test scores, reduces dropouts and decreases bullying behavior. There are six areas that must be improved in order to accomplish this purpose. These six areas are the following: discipline, basic needs of humans, culture and climate, control, parent and community involvement, and levels of openness and trust. Discipline is one of the main problems in classrooms across the US. The authors describe a comprehensive school reform approach that addresses the six areas and reduces resistance to school reform. Creating a “high-performing” school is an organizational approach to school reform that creates a distinctly different school culture and climate than can be found in existing schools. The authors detail a vision and mission for a comprehensive school reform that involves all stakeholders and leads to high performance.

A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high-performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high-performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other distinctive feature of a high performing school is that the student peer group is a positive force and not a negative force. The end result is a school culture where faculty and students trust and care about each other, and there is a cooperative attitude.