DOCUMENT RESUME

ED 348 709 EA 024 027

TITLE Invitational Symposium on Recruitment, Selection, &Retention of Principals for Tennessee's Schools:Proceedings (Nashville, Tennessee, May 8-9, 1990).

INSTITUTION Tennessee State Univ., Nashville. Center ofExcellence: Basic Skills.

PUB DATE May 90NOTE 112p.

PUB TYPE Collected Works - Conference Proceedings (021)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRIPTORS Administrator Education; *Administrator Selection;Assessment Centers (Personnel); *AssistantPrincipals; Educational Administration; ElementarySecondary Education; *Faculty Recruitment; HigherEducation; *Labor Turnover; *Leadership; *Principals;Public Schools

IDENTIFIERS *Tennessee

ABSTRACTAt a 1990 symposium on principals, speakers from

Tennessee and other states shared their perspectives on schoolleadership. The symposium proceedings contains the following

presentations: (1) "Under Fire: The School, the Principal and thePreparation Program" (Barbara Nye and Mary Jane Connelly); (2) "The

Roles of Principals: Today's and Tomorrow's Schools" (Christine

Johnson); (3) "A Tennessee Case Study: Eight Beginning Principals"(Frances C. Fowler and Cynthia T. Gettys); (4) "The Principal inTennessee Schools: A Policy Statement (preliminary recommendations)"

(Kenneth E. Nye); (5) "Principals and Assistant Principals: The

Current Work Force, Supply and Demand" (Karen Weeks); (6) "National

and State Goals for Education: The Role of School Leaders" (William

L. Lepley); (7) "National Picture: Preparation and Certification ofPrincipals (an outline)" (Scott D. Thompson); (8) "Developing Leaders

for Tomorrow's Schools" (Philip Ballinger and Joseph Murphy); (9)

"Assessment Centers: Identifying and Developing Effective Principals"

(Lenor Hersey); (10) "Preparing School Administrators in Alabama"

(Rodney Roth); (11) "Making Better Principals and Making Principals

Better" (Wayne Worner and David Parks); and (12) "Leadership 21:

Preparing Principals for the Twenty-First Century" (Gary Ubben).

Following the presentations is a summary report, with 28 references,

intended to be used to develop specific policy recommendations. The

appendices contain a list of the symposium planning committee

members, the agenda, and two reports of relevant Tennessee Board of

Education policy. (MLF)

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Proceedings from the InvitationalSymposium on Recruitment, Selection &Retention of Principals for Tennessee's

Schools

BEST COPY AVAILL:1

Proceedings from theInvitational Symposium onRecruitment, Selection &Retention of Principals forTennessee's Schools

Prepared by:

The Center of Excellence forResearch in Basic Skills

Tennessee State UniversityNashville, Tennessee

0

Foreword

0n May 8 and 9, 1990, a statewide invitational symposium on recruitment, selection,and retention of principals was held in Nashville, Tennessee. The focus of thesymposium was on the role of the school principal and the importance of schoolleadership to success. The symposium was co-sponsored by the Tennessee

organization of School Superintendents, the Tennessee School Boards Association, theTennessee Board of Education, and the Danforth Foundation.

Symposium speakers from Tennessee and other states shared their perspectives onschool leadership and joined with symposium participants in the discussion of issues related toidentifying and developing public school principals. The symposium was designed as a "firststep in Tennessee's policy development process to improve the preparation, licensure,employment, and professional development of principals and other school leaders."*

The symposium proceedings contain the panel discussions and presentations made atthe symposium and relevant Tennessee Board of Education policy. The proceedings alsoinclude an introduction article regarding research and the improvement of principal preparationprograms and their linkage to school effectiveness and school leadership.

I am pleased that the Tennessee Board of Education provided the Center of Excellencefor Research m Basic Skills the opportunity to participate in the symposium and to prepare theproceedings. Disseminating research and providing information to improve practice and policyis an important objective of the Center. We believe that school leaders, higher educationfaculty, and policy makers will find this resource document useful..

For their assistance in the preparation and review of the symposium proceedings, Iwould like to thank Kenneth E. Nye, Research Associate with the Tennessee Board ofEducation and Symposium Coordmator; Mary Jane Connelly, Chair of the EducationalLeadership Department at the University of Tennessee; Carol G. Thigpin, Research Director ofthe Academic Skills Acquisition Unit, and Aurealia Corlew, Unit Secretary, with the Center ofExcellence; and Cynthia Dennis, Data Systems Coordinator with the Bureau of EducationalResearch & Services at Tennessee State University. I would also like to thank the symposiumpresenters who graciously provided their papers.

Barbara A. Nye, Ph.D.Executive Director

Center of Excellence for Research in Basic Skills

* Summary Report of the Invitational Symposium on Recruitment, Selection, and Retention ofPrincipals, 1990, p. 1.

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Contents

Forward

Research on School Leadership & Change

Under Fire: The School, the Principal & the Preparation Programby Barbara Nye & Mary Jane Connelly 2

The Principalship

The Roles of Principals: Today's & Tomorrow's Schoolsby Christine Johnson 8

A Tennessee Case Study: Eight Beginning Principalsby Frances C. Fowler & Cynthia T. Gettys 12

Where Are We in Tennessee

The Principal in Tennessee Schools: A Policy Statement (preliminaryrecommendations)by Kenneth E. Nye 18

Principals & Assistant. Principals: The Current Work Force, Supply & Demandby Karen Weeks 28

What Do We Want for the Future

National & State Goals for Education: The Role of School Leadersby William L. Lepley 32

National Picture: Preparation & Certification of Principals (an outline)by Scott D. Thompson 35

Developing Leaders for Tomorrow's Schoolsby Philip Hallinger & Joseph Murphy 36

Model Programs & Assessment

Assessment Centers: Identifying & Developing Effective Principalsby Lenor Hersey 48

Preparing Schools Administrators in Alabamaby Rodney Roth 52

Making Better Principals & Making Principals Betterby Wayne Worner & David Parks 54

Leadership 21: Preparing Principals for the Twenty-First Centuryby Gary Ubben 56

Summary Report of the Invitational Symposium on Recruitment, Selection& Retention of Principals

Foreword 59Preface 60Introduction 61Overarching Themes 62Preparation & Licensure Issues 64Employment & Professional Development Issues 67Related. Issues 69Barriers & Impediments to Reform 70Final Steps Needed to Develop Recommendations 72Bibliography of Reform, Recommendations 73

Appendices

A. Symposium Planning CommitteeB. Symposium Purpose & AgendaC. Policy on the Principals in Tennessee Schools (Nov. 15, '91)D. Licensure Standards and Rules Pertaining to the Principal

(March 27, 1992)

Under Fire: The School, thePrincipal, and the PreparationProgram

by Barbara A. Nye & Mary Jane Connelly

Since the early 1980s, educationand its reform has captured theminds and imagination, if not thepurse strings, of legislators, policy

makers and educators. In 1987, the NationalCommission on Excellence in EducationAdministration (Leaders for America'sSchools: The Report of the NationalCommissif n on Excellence in EducationAdministration, UCEA, 1987) produced areport calling for reform in the leadership ofAmerica's schools. This prompted privatefoundations and institutions of highereducation to support and invest in newreform initiatives for selecting and preparingtomorrow's administrators. The answers todemands for improved schools and schoolleadership are not always easy or apparent,and the challenge is farther complicated bysuch elements as shifting demographics,shrinking budgets and increasing pressureson students and school personnel to be heldaccountable.

THE EFFECTIVE SCHOOLSLITERATURE

From an analysis of school issues suchas leadership, order, community support,high achievement standards for all studentsand an array others, the effective schoolsresearch has evolved (Northwest RegionalEducational Laboratory, 1990). Thisresearch has clearly demonstrated theimportant and significant link betweeneffective schools and effective leadership(Bowman and Valentine, 1986; Good andBrophy, 1986; High and Achilles, 1986).

The portrait of a "good school" mirrorsthe qualities which a successful principaldemonstrates or facilitates. Among the manyattributes assigned the successful principaland often identified in the literature areorganizational ability, vision, establishing apositive environment and school climate,

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instructional insight into curriculumdevelopment and implementation,community/parent awareness andinvolvement, good public relations,student/teacher respect and above averageperformance expectations(Valentine andBowman, 1991; National Association ofElementary School Principals, 1991).

Curiously, when one thinks ofdemanding improved principalshipcompetencies and effective processes inschools, the link to principal preparationprograms is often ignored. Practitionersbelieve that the research or the process usedin programs to train successful school leadersoriginated in what's been referred to as theivory tower of higher education and is notreflective of what the practitioner does. Thelink between theory and practice is viewed astenuous at best.

While new concepts of schoolrestructuring have been shaping andenhancing the role of schools and theprincipalship, higher education principalpreparation programs have been largelyignored. Greater emphasis on preparingbrighter candidates in teacher educationprograms, content specialists and otherschool administrators, as well as the fundingof IC-12 improvements has been partiallyresponsible for the lack of specificconcentration in preparing principals. Thisfocus on other priorities has also had theeffect of draining scarce programmaticresources.

If the effective schools literature is to bebelieved, principal preparation programsshould be a key player in shaping schools forthe 21st century. This will require theestablishment of new roles such as clinicalrelationships and responsibilities between andwithin schools and university programs.Principal preparation programs will have tobe held accountable for their product.Identifying the successful knowledge base for

the superior training of principals andincorporating innovative instructionalstrategies will become mandatory elementsfor programs to be approved and to survive.They must demonstrate the need for acontinued and significant share of theresources within colleges of education.

Three key ways to improve principalpreparation programs are throughexperiential learning, mentoring andcollaboration. It is not surprising that theseinitiatives represent types of reform similarto the effective teaching and effectiveschooling literature for teacher education andschool restructuring.

EXPERIENTIALLEARNING

Current state-of-the-art curriculaespouses learning bydoing. Traditionalteaching from a textbook is challengedby the curriculumapproaches of

managed through such school basedinitiatives as internships, cooperativelearning events, case-managementsimulations and writing about suchapproaches as site-based management orschool based decision making where thepractice is in action (Nagel, 1991; Barnett,1986; Christensen, 1989).

This experiential approach requiresextensive involvement by the professor andthe practitioner. It often demands additionalreflective time from the experienced principalif an effective mentoring relationship is todevelop for the principal candidate. The roleof the professor must focus on the integrationof theory into practice through reflection and

on-the-job-trainingwith the candidate.

The advent of using anexperienced schoolprincipal as mentor is anew role.

hands-on scienceand mathematics,and even experienced based social studiesprograms Likewise field-based preparationfor principals and other leadershipprofessionals is a developing concept(NAESP, 1991, "Recommended BuildingBlocks for Principal Preparation ProgramsTM,p. 38-39). Moving significant portions of theknowledge application aspects of principalpreparation programs from the campus to theschools and from the lecture hall to schoolenvironments is a growing trend which haspromise for positive results.

The acquisition of theories aboutlearning and leadership has been shifted fromthe traditional university classroom site to thepublic school and is being facilitated and

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MENTORINGMentoring has

been found to besuccessful inassisting candidatesneeding additionallearning strategies.It has a positiveeffect in enhancingthe learning process

of students who can benefit fromopportunities for advanced studies. Theadvent of using an experienced schoolprincipal as a professional mentor is a newrole in preparing prospective principals. Theuse of mentors to help the noviceadministrator become proficient in the use ofthe requisite knowledge and skills, whiledeveloping expertise as a leader, is the markof good principal preparation program(Daresh and Playko, 1990). Theseprofessionals must be willing and able toinvest the time and energy necessary to guidethe prospective principal as well as to

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support them in their role as futureinstructional leader.

It is obligatory that the professorcultivate a cathe of successful, practicingprincipals. Selecting experienced principalswith the ability to manage, nurture, extendvalues and assist in the acquisition of jobskills and operating savvy is a new role foreducational administration professors.Sustaining the mentor after completing theselection process and establishing mutualrespect for theory and practice is an excitingand new challenge. Mentoring of theprincipal candidate by the professor and thepractitioner will demand creativity, wiseutilization of valuable time and appropriateuse of advising skills. The expected andanticipated result in establishing long-termmentoring relationships is improvedinstruction and collaboration at all levels ofthe education system.

COLLABORATIONThe concept of collaboration between

schools and higher education principalpreparation programs is evolving (NIurphy,1991). Policy makers are encouraged by thedesire of practitioners and professors to formpartnerships. Knowledgeable practitioners,with daily school experiences, are needed tohelp transform theory and research intoeffective strategies that will create excellencein schools for the 21st century.Knowledgeable scholars of programmaticreform with the requisite skills to connecttheory, research and practice must planmeaningful, shared experiences forcandidates, practitioners and professors.There must be a willingness to counsel,innovate and evaluate.

Collaboration promotes openness, buildstrust and minimizes barriers when problemsmust be solved. Opening communication andexpanding the human resources to deal with

the complex processes of schooling providesa sound basis for principal preparationprograms leading to ref-orm in classroominstruction.

To develop principal preparationprograms of excellence it will be necessary tounderstand the relationship between effectiveschools and successful school leadership.Focusing on the structure of educationaladministration programs, professors andpractitioners will have to cultivate, create andevaluate the world of theory and best practiceto design new and appropriate principalpreparation programs.

PREPARATION PROGRAMSIn addition to experiential learning,

mentoring and collaboration, the literatureidentifies other strategies for improvingpreparation programs (Murphy, 1990;Haninger, 1991). These include: (1)involving practitioners in the developmentand delivery of preparation programs, (2)enhancing the currency of school leadershipexperience for professors, (3) establishingactive advisory councils forprofessor/practitioner dialogue, (4)employing more professors with schooladministration experience, (5) using adulteducation strategies, and (6) replacing thebehavioral science approach to schooladministration with an experiential approach.Incorporating these strategies will furtherhelp to bridge the gap between theory andpractice in the effective preparation ofprincipals.

THE TENNESSEE REFORMINITIATIVE

In 1988, the University of Tennessee atKnoxville and East Tennessee StateUniversity received grants from the DanforthFoundation of St. Louis to develop programspremised on partnerships between the

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universities and school districts. In the earlystages of development, representatives fromboth institutions as well as their colleaguesfrom Memphis State University saw the needto work with the Tennessee Board ofEducation to change existing administratorcertification requirements in order to developmore effective principal preparationprograms. The Tennessee Board ofEducation and the Danforth Foundation,along with the Tennessee Organization ofSchool Superintendents and the TennesseeSchool Boards Association, supported theseefforts and a symposium on principalrecruitment and selection was held inNashville in May, 1990. State policymakers, professorsand practitionerswere invited toparticipate.

The symposiumprompted theTennessee Board ofEducation to createa task force onprincipal preparationand development inJuly, 1990.Members includedrepresentatives of the Tennessee Departmentof Education, professional organizations,principals, and college of educationadministrators and professors. In the fall of1990, this group met regularly and produceda policy document calling for significantchange in the clinical preparation ofprincipals and the blending of theory with theworld of best practice.

In 1991, the document was circulated tointerested groups for comments. TheTennessee Board of Education adopted thenew policy for the principalship inNovember, 1991. New requirements forlicensure of principals were developed andadopted by the Board in March, 1992. With

the adopting of these two policy documents,a second symposium focusing on the newresponsibilities of institutions of highereducation was scheduled for April 1992.

SUMMARYLocal school systems and Departments

of Educational Administration in Tennesseehave a unique opportunity to come forwardand respond to the reform initiative bydeveloping more appropriate preparationprograms for principals. The new licensurerequirements call for partnerships betweenprofessors and practitioners in rigorousclinical preparation experiences. It isexpected that successful programs will

engage in creativeand powerfuldelivery systemsbased on theeffective schoolsresearch. Programspreparing schoolleaders for the 21stcentury must berelevant andresponsive to thepublic's desire for=proved,

accountable education systems.

Successful programs willengage in creative,powerful deliverysystems.

REFERENCESBarnett, B.G. (1986). "Principals

Creating Case Studies of One Another: ThePeer-Assisted Leadership Program."Peabody Journal of Education, 174-186.

Bowman, M.L. and Valentine, J.W.(1986). Audit of Principal Effectiveness: AUser's Technical Manual (ERIC documentED 281 319).

Christensen, C.R. and Hansen, A.J.(1989). Teaching and the Case Method.Boston: Harvard Business School.

I u

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Daresh, J.C. and Playko, M.A. (1990)."Mentor Programs: Focus on the BeginningPrincipal." NASSP Bulletin, 73-77.

Good, T.L. and Brophy, J.E. (1986)."School Effects." In M.C. Wittrock (Ed.)Handbook of Research on Teaching (3rd ed.)(pp. 570-602). New York: Macmillan.

Hollinger, P. (1991). "New Settingsand Changing Norms for PrincipalDevelopment." NCEL Occasional Paper,Vanderbilt University, January.

High, R.M. and Achilles, C.M. (1986)."Principal Influence in InstructionallyEffective Schools." Paper presented at theannual meeting of the American EducationalResearch Association, San Francisco, CA,April. (ED 277 115).

Murphy, J. (1990). "Preparing SchoolAdministrators for the Twenty-First Century:The Reform Agenda." NCEL OccasionalPaper, Vanderbilt University, May.

Murphy, J. (1991). Bndging the gapbetween professors and practitioners. NASSPBulletin, 75, 539, 22-30.

Nagel, G.K. (1991). "Case Method: itsPotential for Training Administrators."NASSP Bulletin, 75, 539, 37-43.

National Association of ElementarySchool Principals (19 ). "Effective Schoolsand the Nature of Their Leadership."Principals for 21st Century Schools.Virginia, 7-10.

Northwest Regional EducationalLaboratory (1990). Effective SchoolingPractices: A Research Synthesis 19%Update. Oregon.

University Council for EducationalAdministrators (1987). Leaders forAmerica's Schools: The Report of theNational Commission on Excellence inEducation Administration.

Valentine, J.W. and Bowman, M.L.(1991). "Effective Principal, EffectiveSchool: Does Research Support the

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AssuMption." NASSP Bulletin, 75, 539, 1-1.

Barbara Nye Is the Executive Director ofthe Center of Excellence for Research inBasic Skills at Tennessee State University inNashville.

Mary JaneJane Connelly is the Clair of theDepartment of Educational Leadership at theUniversity of Tennessee at Knoxville.

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The Roles of Principals: Today's& Tomorrow's Schools

by Christine Johnson

ood morning and greetings fromthe beautiful Rocky Mountains.I'm honored to join today the greatstate of Tennessee in your efforts

to a ress leadership of Tennessee schoolsnow anc! in the future.

I am here to talk to you as apractitioner, your colleague, about an agendawe all care deeply about - the state ofAmerican education.

The year 2000 will mark a milestone inmodem history - not only the beginning of anew century but the origin of a newmillennium. We are living in exhilaratingtimes. As we begin the decade, we areexperiencing remarkable revolutionseconomic, technological, and social political.

And what about education? Well let mereview with you some of the statistics thatimpact us. Every day in America 1849children are abused, 9 children die fromgunshot wounds. On any given night inAmerica there are 100,000 homeless childrennot counting runaways. There are 5.3million teen alcoholics with twelve years asthe age of first use. Every 30 secondssomewhere in America a child's parents aregetting divorced; every 31 seconds inAmerica an adolescent girl becomespregnant; every 78 seconds an adolescent inAmerica attempts suicide, every 90 minutesone succeeds. I could go on and on. I won'treview dropout and achievement rates. Butyou know and I know they are abysmal as westand on the threshold of the 21st century.We know in the year 2000, one-third of theU.S. work force will include adults who arenow the children we describe "at risk."

Why is there reluctance to change howwe do business? We should be outraged!We know in too many communities peopleare not confident their children in a publicschool will be able to compete in aninternational society. We know in too many

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places children emerge from public school illprepared to face the world around them. Weknow in too many communities the state ofeducation is not only inadequate, it isdisgraceful. It is in a crisis, and this crisisdemands action As we stand on thethreshold of the 21st century, I see the1990's as the time to move beyond publicrecognition of the problem to action. Weneed to redefine our goals for education -both social and academic. We need to focuson the future, recognize that solutions thatwere right yesterday may not be right todaynor tomorrow. We need to embrace changeand make it our friend. We need tounderstand that the importance of bringingabout fundamental change in schoolsthreatens our way of life - the very meaningof democracy. Our democracy requirescooperation, compromise, and toleranceamong all citizens.

So what does that mean to you and me?School leadership - principals are key tobringing change about. While schools are amirror of society and the present state ofeducation is an indictment not only onschools but on society as a whole, that doesnot leave us as educational leaders "off thehook."

It is our inescapable responsibility tooffer the notion that needs have outpaced oureducational enterprise, to submit theevidence. Schools need help. It is up toeducational leaders to seek the strengtheningof ties between schools and all other sectorsof our community - policy makers, business,government, families, religious institutions,higher education institutions, social serviceagencies. It is up to principals to model risktaking and create the catalyst that compelsgoing beyond the status quo to try untestedapproaches. It is up to principals to buildpartnerships and alliances that are notsuperficial nor transitory with teacher unions,

political leaders, and the media as corporate learn from others, and have an open mind.citizens. As principals, we must engage in We need our schools to teach young peopleactive self-scrutiny and self-criticism about how to translate ideas into how one actuallyour enterprise and how it might be done conducts one's life. As a profession, webetter. We need to redefine traditional rules, need to demand every teacher androles, and relationships within our schools. administrator model that. Our schools needAs principals, we need to seek political and to resemble democracy because values offinancial support to recreate our schools. We democratic citizenship are hard to teach inneed to challenge powerful symbols of status autocratic schools. And it is up to us asquo - Carnegie units, time vs. mastery, principals to ask the tough questions; to becurriculum coverage vs. depth, the tough on ourselves; to create the conditionsmultimillion dollar textbook industry, where dreaming, sharing, and continualmultiple choice standardized testing vs. more examination of our mission takes place. It iscostly, more effective measurement. We up to us to demand training and preparationneed to challenge union philosophy and be field oriented.administrative policies that treat everyone the We face enormous challenges in thesame, compromising excellence, creating days and years ahead, but I believe themediocrity. We need to end the inertia that success of our nation is dependent on us.exists within The absence ofschools, the vision, a dreamlessresistance to change society, will resultat all costs, the Principals are key to at best incynicism. We need maintenance of theto foster an bringing change about. status quo, or atentrepreneurial worst thespirit. We need to disintegration of ourmove forward even society because ofif movement threatens established practices. lack of purpose and cohesion.We must be up to the task - or our publics I believe the principal is key inwill find those who are. As principals, we interpreting clues, forecasts and benchmarksmust challenge every practice that doesn't that give direction to constructing a noble,focus on student needs and achievement credible, shared vision while paying attentionoutcomes. Our schools need to model to keep core values of our society alive andlifelong learning, to teach students not only vital. I believe the principal is key into answer questions but to question answers; mobilizing potential in ourselves and others.our schools need to teach more than facts, I believe as a profession we must come tobut the application and analysis of facts. Our grips with the reality that what has been nostudents need to know that textbooks are longer can be. As a profession, we mustfallible, that experts disagree, that leading create a culture that brings understanding,historians, scientists and literary critics love, and acceptance of diversity amongcontinually argue over interpretation and people. As a profession, we need to help ourmeaning. We need to teach our students to students celebrate individualism while alsothink, to respect different points of view, to appreciating relationships that exist in ourargue forcefully for their view, but to listen,

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world and the interdependent nature of theindividual within the larger community.

As a profession, we need to movebeyond discussion of alarming headlines toaction in order to recapture our leadershipand pride for the common good. We need asprincipals to develop and model our capacityfor compassion, to dream of a better world,to rise above our prejudices, to respond toothers needs with an open heart, motivatedby love of life and love of our fellow man.

H.G. Wells writes, "Human history isbecoming more and more a race betweeneducation and catastrophe." The 1990's willbe an extraordinary time for education inTennessee and throughout the nation. It isup to us avert the catastrophe by insuring ourschool commit minds to inquiry, hearts tocompassion, and leadership to service.Millions of young people are counting onyou and me.

Finally, I know these are unsettlingtimes; but I believe deeply we make adifference. I want to close on an optimisticnote with lines from my favorite Irish poet,O' Shaughnessy, dedicated to my fellowprincipals whom I know understand theenormity of our task:

"We're the music makers.We're the dreamers of dreams.We're the movers and shakers of the world,Forever it seems." II

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Christine Johnson is Principal atAbraham Lincoln High School in Denver,Colorado.

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A Tennessee Case Study:Eight Beginning Principals

by Frances C. Fowler & Cynthia M. Gettys

n its earliest years the currenteducational reform movementfocused on ways to improveteaching. As a result, such new

programs as teacher testing, state levelevaluation programs, career ladder, and meritpay were proposed and, in some cases,implemented. In the last two or three years,however, the focus has shifted somewhat;researchers and policy makers have begun tocall for the reform of school administration.

In light of such recommendations, it isstriking that very little is known about whatit is like to become a school administrator.Daresh (1988), a pioneer in the DanforthFoundation's innovative principal preparationprogram, found that virtually no research hadbeen done on beginning administrators.

This research project was designed tolay a foundation for research on Tennesseebased beginning principals. The researcherschose to use a qualitative methodologyincluding observations and interviews toapproach the problem. Once the researchdesign was in place, they set out on the mostdifficult feat of the entire research projectlocating eight first or second year principalswho were willing to participate in the study,and who were also within easy drivingdistance of the researchers hometowns inEast Tennessee.

Since participation in the case studymeant being observed and interviewed,completing a questionnaire, and collectingartifacts, the researchers anticipated somereluctance. They were not surprised, then,to encounter hesitations immediately, and atthe Central Office level. However, seven ofthe beginning principals exhibited littleresistance themselves. One was reluctant andpostponed the observation for close to sixmonths.

The group of beginning principalsinvolved m this case study consisted of eight

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first and second year principals. This groupincluded seven females and one male; fivewere white and three were black; six wereassigned to elementary schools and two tomiddle schools. Seven of the beginningprincipals had previously had administrativeexpenence of some type; one had not.Pseudonyms for both the schools and theprincipals were developed and attached to alldata; written communication was scanned foridentifiers, which were obliterated.Everything possible has been done to protectthe identity of the eight beginning principalsthat participated as subjects in this casestudy.

PREPARATION FOREDUCATIONALADMINISTRATION

The search of the literature aboutprincipals (Maher, 1988) suggested thatprincipals generally have a low opinion oftheir principal preparation programs. To seeif this was true of the beginning principalsinvolved in this case study, these principalswere asked to fill out a questionnaire abouttheir educational administration preparation.Conversation and the questionnaire revealedthat all of the beginning principals had hadnumerous courses in administration. Allwere certified; three held doctorates. On thequestionnaire, the principals rated theircourses in administration as relatively"helpful."

Of all of the courses listed on thequestionnaire, the most highly rated coursewas the internship, which was accorded thehighest possible score by everyone who hadbeen involved in an internship programduring their educational administrationprogram. Other high scoring coursesallscored above 4 on a 1-5 scalewere classeson supervision, communication, conflict

management, organizational theory,personnel, research, politics of education,school law, and leadership. theory.

It was interesting to find that thesebeginning principals did not, for the mostpart, subscribe to the prevailing attitudetoward educational administration programswhich is described in the literature. It maybe that these eight principals had not yet beenthoroughly socialized by their peers so didnot yet share their views on administrationcourses. If so, then this study lends somesupport to Wolcott's (1973) theory thatprincipals' complaints about their training areritualistic rather than substantive. Principals'attitudes toward their preparation programsneed to be carefullystudied. It may bethat, faced with adifficult and oftenself-contradictoryjob, principals copewith that fact in partby projecting theirdissatisfaction ontocolleges anduniversities.

And anotherwho had spent years in theCentral Office and in other system widepositionsconcurred: "It is challenging."

Through the interviews, observations,and documents a rather clear picture emergedof the nature of the challenges which abeginning principal faces. All but twoprincipals commented specifically on theheavy weight of responsibility which theypersonally felt. In part, this responsibilityweighs heavily because a principal is theultimate decision maker in the school. Forexample, one new principal elaboratedpoignantly on this theme:

In terms of making decisions, the endresult has many more options; the decisions

impact on manymore people andmany moreprograms than theywould simply from ateacher's oneprogram viewpoint.

It is probablysignificant that thetwo principals whodid not mention the

Being a beginningprincipal consists of asteady stream ofinteractions.

REFLECTIONSFROM THE INTERVIEWS

Becoming a principal is a difficult task,even for those who had already had severalyears of administrative experience. Oneprincipal described her first year in thesewords:

In order to keep a school goingsmoothly in the way it should be, it is anextremely difficult job... There are so manypeople that you have to take care of, or beresponsible for. The buck truly does stop atthe principal's desk.

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burden of decision-making were the

two middle school principals, both of whomhad assistant principals working with them intheir buildings.

Being a beginning principal consists of asteady stream of interactions. Anotherdimension of this heavy responsibility is thelarge number of people from diverseconstituencies whom a principal must takeinto consideration at all times. An hour ortwo spent in a principal's office is mostinstructive in this regard. A steady stream ofpeople arrive and depart: sick ormisbehaving students, teachers withquestions about a form or a test, parentswanting to enroll their children, custodians

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wondering when they should cut the grass, These beginning principals reportedsystem-wide consultants with concerns about surprise at the enormous responsibilitythe curriculum. Meanwhile, the telephone is placed on their shoulders, and at the vastringing frequently; parents, Central Office amount of time it took to perform theiradministrators, and other principals are required tasks. They also described thecalling with problems, major or minor, necessity of adapting to a job which waswhich they must discuss with the man or extremely unpredictable and very different towoman in the front office. control.

Being a beginning principals means long Being a beginning principal means noworking hours each day. Given their role as predictable days. Five of the eight principalsthe ultimate decision maker who must responded spontaneously, in almost identicalbalance the needs of multiple constituencies, words, and often with laughter, when askedall of the beginning principals felt that their to describe a typical day. "There is no suchnew job placed greater time demands on thing as a typical day in the principalship."them than regular classroom teaching. had. One went on to explain that she was unable,Several commented that this fact had "from one day to the other [to] plan what mysurprised them when they entered the day is going to be like." Another, aprincipalship. The principal in anpressure of time, of elementary school inwork deadlines, was a lowerapparent even to an Being a beginning socioeconomic area,observer in a provided poignantprincipal's office. principal means no details of a typicalTime measuring day:devicesclocks, predictable days. "Some days arecalendars, and calm and quiet.scheduleswere not Some are just asonly visible, but nice as you couldwere frequently checked and consulted. ever want anywhere. We have children come

The problem of time, and getting all of and read to us. . . Some days you want tothe work done on time, pervaded every run out of here screaming. Everything youinterview. All of the new principals worked can think of happens, and there's nothinglong hours. The most extreme case was one typical, and there's no wayunless you watchfirst year principal who described her the moonthere's no way to determine howsituation in this way: one's day is going to be."

"The day usually begins at breakfast A third principal, the theorizer of thetime, and even though we have teachers on group, concluded: "It's a very disjointedbreakfast duty, I'm usually here. So we type job. I find that you really can't putbegin the day. . . around ten of eight. [I call olitailed attention to anything for a long timeit a day at] 5:30 or 6:00. . . span. There're always other things [to do].

"A lot of times I'm here until 8:00 p.m. And I think that's the nature of the job.". . and I'm here on Saturdays and Sundays . Being a beginning principal demands. . Preparing for faculty meetings, checking political skills. Implicit in the comments andclass assignments, things like that." actions of all of the beginning principals and

14

1 '`'

explicit in those of two in particular, was the Two other principals addressed the issueknowledge that success as a principal of competition between principals in thedepends on one's political skills. One system. One feit that she was dislikedprincipal stated that no one should be placed because she had succeeded in obtaining ain a principalship in a school system unless great deal of positive publicity for herhe or she had had previous administrative school, making other principals feel that sheexperience within that system. The reason was trying to compete with them forwas political: favorable notice from the Central Office and

[A person who lacks administrative from the community. The other principal feltexperience] doesn't know of all the politics that the principals of schools in wealthierdown at the Central Office as related to the areas looked down on inner-city schools andprincipal's office and the roles that the sought to obtain a disproportionate portion ofCentral Office can play. When you are a the system's resources for themselves andclassroom teacher, you don't know all the their more affluent schools.people at the Central. Office much less what It seems, then that moving into athey do or how they react, or what their principalship brings an individual into thepersonality is, or whether or not they should heart of a micro-political process throughbe asked a which power andquestion." resources are

Other continually beingbeginning principals Being a beginning allocated andseemed unable or conflicts are.. unwilling to openly principal demands continually beingdiscuss concepts of allocated andpower or politics, political skills. conflicts arebut is was obvious continually beingthat, at some level, resolved.they too were aware Interestingly, onlyof the need to build coalitions and to work two of the subjects identified these issues asconsciously to advance their schools. For political; however, all of the beginningexample, two principals were observed principals studied showed some awareness oftelephoning other principals in their school the new principal's need to develop and usesystem. Although one of these appeared political skills.merely to be maintaining her network, theother used an already existing contact to plan CONCLUSIONSa joint strategy for foiling a proposed Central It is apparent that the findings of thisOffice innovation. A third principal study strongly support the existing literaturecontacted other administratorsboth on the principalship. Even in their first twoprincipals and Central Office personnela years on the job, these new principals hadtotal of seventeen times during a two hour encountered most of the problems reportedobservation. These individuals seemed to be by their more experienced peers: the heavyconsciously working to build power and weight of responsibility, the conflictinginfluence within the system. demands, the uncertainty, the long hours,

and the steady stream of human interactions.

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8

Thus, it would seem that most of the stressesinherent in the principalship surface early ina principal's career.

The problem of time constraintspervaded these beginning principals'interviews; yet it did not emerge as a majortheme in the literature. It is possible that asprincipals adjust to their new role, they learnto manage their time more effectively orchoose to limit their time commitment to thejob. It is possible, too, that they simplyaccept the heavy time demands of theposition and cease to perceive them as aproblem. Future research on both beginningand experienced principals might seriouslyconsider the issue of time and itsmanagement.

A theme which occurs in the literaturebut which did not surface here is that ofpowerlessness. It is possible that beginningprincipals believe that once they havemastered their job they will be able to fulfillall of its demands so do not yet perceivethemselves as powerless.

It was interesting that only two of thesebeginning principals specifically discussedthe conflict between management andinstructional leadership. Given the fact thatthe importance of the principal's instructionalleadership is a central theme in the schooleffectiveness literature, this conflict isprobably a very serious one for manyprincipals, both new and experienced.

The theme of isolation did emerge inthis study but not in the way that wasexpected. These beginning principals did notseem isolated from their peers, apparentlybecause of support systems implemented intheir school districts. However, observationsand the analysis of their calendars and maildid suggest they were relatively isolated fromtheir teachers.

In conclusion, the researchers believethat school improvement depends not only

16

upon the improvement of classroom teaching,but also upon the improvement of principals.After all, even brilliant and thoroughlyprepared teachers are handicapped if they areassigned to schools in which the man orwoman in the front office is unable tomaintain discipline, keep the building clean,or obtain needed resources. Moreover, evenbrilliant and thoroughly prepared teachersbenefit from good leadership and a positiveschool climate. It is essential, then, tounderstand the principalship thoroughly sothat men and women can be effectivelyprepared for it. It may also be essential tounderstand the principalship so that the jobcan be modified to meet the demands of the21st Century. To both endeavors, theunderstanding of the socialization to theprincipalship is crucial.

REFERENCESJ.C. Dares (1988, October). Paper

-presented at the Annual Meeting of theUniversity Council for EducationAdministration, Cincinnati, Ohio.

R. Maher (1988). "Are GraduateSchools Preparing Tomorrow'sAdministrators?" MASS Bulletin, 72 (508),30-38.

H. Owlet (1973). The Man in thePrincipals Office. New York: Hold,Wringer, & Windsor, Inc. III

Frances C. Fowler is Assistant Professorof Educational Leadership at MiamiUniversity in Oxford, Ohio. Cynthia M.Gettys is Assistant Professor of Curriculumand Instruction at the Univers* of Tennesseeat Chattanooga.

The Principal in Tennessee'sSchools: A Policy Statement

by Kenneth E. Nye

ffecdve school leadership iscritically important as Tennesseeimplements changes required forschools of the 21st Century.

very school must have the best principalpossible. Current efforts to ensure sufficientresources and to shift decision making closerto those who are working with children inthe school and classroom underscore thepoint.

If Tennessee is to recruit and retainoutstanding principals, action will berequired to address four critical areas: (1)well focused preparation and inductionprograms, (2) opportunities to grow anddevelop professionally on the job, (3)adequate salary structures commensurate withthe level of responsibility, and (4) authorityand responsibility for accomplishing desiredresults. This policy addresses these areas byproviding for the following improvements:

Local school systems and institutions ofhigher education will collaborate in thepreparation, induction, and professionaldevelopment of principals.

The licensing of individuals with aprincipal's endorsement will include twophases: beginning principal endorsement andprofessional principal endorsement.

Individuals will attain professionalprincipal endorsement either throughbeginning principal induction or aninternship.

An individual seeking endorsement as aprincipal must hold a professional teachinglicense and have had successful teachingexperience.

A statewide registry of licensed individualswith the principal's endorsement will bemaintained by the state to assist local schoolsystems in recruiting administrativepersonnel.

18

All beginning principals who have notcompleted an internship will complete a twoto three year professional development plan,and all principals will develop and completean annual development plan for professionalgrowth.

Preparation, induction, and professionaldevelopment programs will provideunderstanding of the concepts and processesrelated to shared decision making.

The standards for preparation, licensure,professional development, and employmentwill be based on knowledge and skills neededby a principal for effective leadership andmanagement.

All school systems will provide aleadership development program for aspiringand current school administrators which maybe developed and delivered in cooperationwith other school systems.

The state will provide funding to supportincentives for the preparation and inductionof highly qualified principal candidates andfor improvements in the salary structure forprincipals.

THE PRINCIPAL'S ROLEThe principal is the primary leader of

the school. The principal works under thegeneral supervision of a local school systemsuperintendent and is responsible for carryingout the policies and procedures establishedby the local board of education and the state.The principal also works as part of the localschool system administration team incarrying out the established educationalprogram and services for students.

The role of the principal will continue tochange in the 1990's and beyond. Thischange has come about because of a numberof factors affecting school operationsincluding: (1) more systematic evaluation offaculty and staff, (2) more statewidereporting of student test scores by system and

school, (3) increased attention to changing Schools will also engage, during thesocial conditions for children and families, next decade, in more communication with(4) more direct supervision of the and involvement of parents as partners.instructional program by principals, and (5) School administrators and faculty willincreased use of technology in managing participate more broadly in the community asinformation and reporting: advocates for children and youth. Business

The role of the principal and other and industry will support and enhance theissues addressed in this policy statement services and programs of the school,reflect anticipated additional changes in the While principals are responsible for th'3way schools will operate. During the next results of the school they administer, theydecade Tennessee's schools will experience also must tap the abilities of others in leadingmore autonomy in decision making. At the various aspects of the school. The principalsame time, schools will assume more involves faculty, staff, students, parents, andresponsibility for accomplishing desired community leaders in school-based decisionresults. The selection of faculty and staff making to determine goals, operationalwill be increasingly centered at the school objectives. and the methods to accomplishlevel and will focus on team building implementation of programs and services.processes required Shared decisionfor shared decision making is a processmaking. to achieve

During the next Tennessee schools will meaningfulten years, Tennessee participation and canschools will use use technology to be a powerful tooltechnology to to build consensus,enhance instruction enhance instruction. develop a positiveand to support staff school culture, anddevelopment, accomplish schoolmanagement, and improvement.communication. Additionally, schools will School-based decision making is a processuse data and other feedback for school for involving and empowering people toimprovement. Schools will provide a more determine and accomplish desired results,complex mix of educational programs and thus ensuring commitment and followservices. Local and state policies will through.encourage flexibility in scheduling of faculty It is the responsibility of the principal toand staff time and in use of the school work in concert with the faculty, staff,building. Schools will also provide more students, parents, and community leaders inindividual faculty and staff development planning how the school will be accountableopportunities, both direct and brokered. At for the resources and programs under itsthe same time there will be increased control. Ultimately the principal isorganization of the instructional program accountable for the decisions and results ataround the development needs of children the school and for overall leadership andand knowledge about various educational management of the school facility, personnel,program options. and students. The effectiveness of a

principal depends on the development of

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good communication and professional workrelationships characterized by collegiality andmutual respect.

Understanding the principal's role asdescribed above is essential in developingrequirements and guidelines for licensurestandards, preparation programs, professionaldevelopment activities and any description ofthe specific duties of employment for aprincipal.

RECRUITMENT, SELECTION,AND EMPLOYMENT

A principal candidate must exhibit basicleadership qualities. Leadership qualitiesrefer to theinclination andwillingness toassumeresponsibility.These qualities mustbe addressed in anycriteria forrecruitment,selection, andemployment ofindividuals asprincipals. A schoolleader should be visionary, creative, flexible,open to the ideas of others, ethical, wellorganized, willing to take risks, and able tomake decisions and plan for change.

Each local school system must developand implement a systematic process foridentifying, developing, and evaluatingprincipal candidates. In the identificationand recruitment processes, school systemsmust give particular attention to issues ofequity and access for minorities and women.The state will provide assistance to localschool systems in developing and improvingrecruitment, selection, and employmentprocedures.

The State Department of Education willalso establish a statewide registry of licensedcandidates endorsed in school administrationfrom which school systems may inviteapplications for principalship openings. Thestatewide registry will not precludecandidates not on the registry from beingconsidered by local school systems, but willserve as a resource to assist local schoolsystems in identifying the best candidatesavailable.

PREPARATION, INDUCTION,AND PROFESSIONALDEVELOPMENT

Local schoolinstitutions oeducation mtogether.

systems andf higherust work

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Beginningprincipals must beadequately preparedto assume the roleand responsibilitiesof the position. Abeginning principalmust hold aprofessional teacherlicense, havesuccessful teachingexperience, and beendorsed as a

beginning principal. The teacher license andteaching experience need not necessarily bein the same grade levels as the principalposition. To be endorsed or employed as abeginning principal, a candidate must havecompleted at least a masters degree,including formal preparation in schooladministration, and have had a supervised,evaluated leadership and managementexperience in schools prior to assuming thefull-time role of a principal.

The standards and procedures of localschool systems, institutions of highereducation, and state agencies must togetheraccomplish the following: (1) identify

22

individuals who hold professional teacherlicensure and who have leadership andmanagement potential; (2) identify potentialcandidates at least one to two years inadvance of assuming a principalship; (3)provide the best possible preparation,induction and professional developmentexperiences; (4) provide support on the jobto beginning principals; (5) use stateapproved preparation, assessment, andevaluation programs as a basis for licensure;and (6) require candidates to acquire theprofessional principal endorsement basedupon performance during their first few yearsof employment.

Local school systems and institutions ofhigher education must work together toidentify and recruit highly qualified potentialcandidates. The state will provide funding tosupport incentives for the preparation andinduction of highly qualified potentialcandidates, for improvements in the salarystructure for principals, and for assessmentprocesses which assist potential candidates,local school systems, and institutions ofhigher education in the identification andselection of candidates.

LICENSUREBeginning Principal Endorsement

There are two routes for candidates to attainendorsement as a beginning principal. Thefirst route to the beginning principalendorsement involves the completion of anapproved graduate level program in schooladministration and a graduate degree. Thebeginning principal endorsement will enablean individual to seek employment as aprincipal and will be valid for a period of upto three years once an individual is employedas a principal. Candidates for initialendorsement must be recommended to thestate by an institution of higher educationwith an approved preparation and induction

program. The approved program mustaddress the major responsibilities and theknowledge and skills required of a principaland also provide opportunities for curriculumleadership specialization in one or moreschool levels (i.e. pre-K-3, K-6, 5-8, 7-12).Candidates for initial endorsement andemployment as a principal must also havehad an evaluated, supervised leadership andmanagement experience in schools.

Employment of a beginning principalrequires the local school system to have anapproved professional developmentcollaboration program. The collaborationprogram must provide the new principal withan individualized professional developmentplan over a period of two to three years andinvolve a mentor principal and supervisedassistance from the institution of highereducation. The plan must provide forspecialization in the level of school at whichthe principal is employed and may or maynot involve additional formal study andcourse work.

The second route to the beginningprincipal endorsement involves thecompletion of a graduate degree andapproved program in school administrationthrough an approved partnership programbetween a local school system and aninstitution of higher education. Thepartnership program must include a full time,year long internship with at least one fullsemester spent with a mentor principal in aschool setting. Upon successful completionof the program, the candidate will be jointlyrecommended by the local school system andthe institution of higher education forendorsement as a beginning principal.

Professional Principal EndorsementThere are also two routes for beginningprincipals to attain endorsement as aprofessional principal. The first route to theprofessional principal endorsement involves

2021

candidates who completed, prior toemployment as a beginning principal, thefirst route to the beginning principalendorsement or who currently hold a validschool administration endorsement underprevious state licensure policies andstandards. At the end of the second year,and no later than the end of the third year ofemployment, the principal must successfullycomplete the local evaluation and anyrequired state examinations, assessments, andevaluations of performance and be jointlyrecommended by the local school system andinstitution of higher education for theprofessional principal endorsement. Theprofessional principal endorsement will alsoindicate, for information purposes, the levelof school specialization. A graduate degreein school administration is also required forthe professional principal endorsement. Theindividualized professional development planfor beginning principals will include anyformal study and course work necessary tocomplete a graduate degree in schooladministration for those principals who didnot acquire this degree during theirpreparation for employment as a beginningprincipal.

The second route to the professionalprincipal endorsement involves candidateswho completed the second route to thebeginning principal endorsement, includingthe full time, year long internship, prior toemployment as a beginning principal.Following one year of employment, thebeginning principal may be recommended bythe local school system for the professionalprincipal endorsement based upon successfulcompletion of the local evaluation and anyrequired state examinations, assessments, andevaluations. The local school system mustmake a recommendation no later than the endof the second year of employment.

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APPROVAL OF PREPARATIONAND INDUCTION PROGRAMS

Preparation and induction programswhich lead to beginning and professionalprincipal endorsement must be submitted tothe State Department of Education for reviewand recommendation of approval to the StateBoard of Education. The programs musthave the recommendation of an independentteam of evaluators under the state'sprocedures for approval of teacher educationinstitutions and programs. Both routes tobeginning and professional principalendorsement require State Board ofEducation approval of preparation andinduction programs. Either one or bothroutes may be used by local school systemsto meet the requirements for professionaldevelopment of beginning principals.

Institutions of higher education offeringpreparation programs must seek approval ofboth a development collaboration programwhich both supports a local school system(s)and which leads individual candidates whoare employed as beginning principals to theprofessional principal endorsement.Institutions of higher education may choose,instead, to jointly develop with the localschool system(s) a partnership programwhich provides for both levels ofendorsement. In either case, institutionsmust provide programs for both levels ofendorsement which are approved by the StateBoard of Education.

Each local school system must seekapproval, through the school approvalprocess administered by the State Departmentof Education, of either a professionaldevelopment collaboration program or apartnership program with one or moreinstitutions. All new beginning principals,beginning with the 1992-93 school year,must have completed a year-long internshipprior to employment or must complete a

professional development program during the Equity issues (employment and studentfirst two to three years following achievement)employment. The local school systemsuperintendent and the principal candidate ANNUAL DEVELOPMENT PLANSwill jointly determine the institution(s) from Principals are expected to grow in theirwhich they will seek assistance. abilities to lead and manage schools

effectively. Both those individuals seekingASSESSMENT AND and those holding principal positions mustEVALUATION OF PERFORMANCE demonstrate a personal commitment to

Principals must develop and implement continued learning for themselves as well asan annual performance assessment based the faculty, staff, and students theyupon the needs of the particular school, supervise. Principals must establish, incommunity, and students of the school they concurrence with their school systemadminister. The assessment must be planned superintendent, an annual plan for personaland conducted with the concurrence of the professional development which will engageschool system superintendent. The annual them in systematic, meaningful learningassessment must experiencesdemonstrate high contributing toperformance and/or improved leadershipprogress for the Principals are expected and management ofprincipal and school schools. Whenin at least the to grow in their abilities principals change

levels of schoolsfollowing areas andshould provide to lead. they will focus theiradditional annual developmentinformation to be plan on curriculumused in developing leadershipand updating the principal's personal annual specialization at that level of school.development plan: Local school systems must seekStudent achievement opportunities to cooperate with each other inAttitude/Morale of faculty and staff developing and implementing local schoolDrop-Out rates of students system leadership development programs.Vandalism rates (safety of environment) Collaborative efforts among local schoolStatus of school facilities (function and systems, institutions of higher education,

cleanliness) professional organizations, business andStudent and teacher attendance industry, and state agencies will provideParent involvement additional professional development activitiesCommunity reputation of school from which individual school systems andProgram improvements and innovations principals can choose in developing plans.Faculty and staff development The State Department of Education willPersonal professional development develop a long range plan of professionalAudit findings (program and financial) development activities to be provided or

brokered by the state. The plan will provide,to the greatest extent possible, a

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comprehensive set of learning opportunitieseach year from, which individual schoolsystems and principals can select indeveloping their individual plans.

ACTIONS REQUIRED TOIMPLEMENT THE POLICY

Local school systems, institutions ofhigher education, professional fnardzations,business and industry, and state agencieseach must respond to the new requirementsto prepare, employ, and develop principalsfor Tennessee's public schools. Thefollowing actions are required to support andimplement this policy:

Local SchoolSystems

establish criteriaand processes forrecruitment,selection, andassessment ofcandidates

support the annualassessment anddevelopment plansof each principal

develop andsupport local school system leadershipdevelopment pro forfor aspiring and=current school ad trators

work collaboratively with institutions ofhigher education, professional organizations,business and industry, and state agencies inthe preparation, induction, and professionaldevelopment of beginning principals andemployed principals

Institutions of Higher Educationassist local school systems in the

recruitment, selection, and assessment ofcandidates

provide basic preparation in schoolleadership and management for initial andprofessional principal licensure

work collaboratively with local schoolsystems in the preparation, induction, andprofessional development of beginningprincipals

work collaboratively with local schoolsystems, professional organizations, businessand industry, and state agencies in providingprofessional development programs foremployed principals

Professional Organizationspromote professional standards of conduct

and ethics which support effective schoolleaders

Each must respond to thenew requirements toprepare, employ, anddevelop principals.

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principalswork collaboratively with local school

systems, institutions of higher education,business and industry, and state agencies inproviding professional development programsfor employed principals

Business and Industryprovide opportunities to share leadership

development and management trainingactivities with local school systems andprincipals

assist principals in developing awareness ofcommunity resources

assist local schoolsystems and thestate in promotingeducationalexcellence andrecognizing effectiveschool leaders

provideprofessional supportand developmentopportunities forbeginning andexperienced

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provide individual principals with shortterm experiences in leadership andmanagement within business and industry

work collaboratively with local schoolsystems, institutions of higher education,professional organizations, and state agenciesiinfroviding resources for preparation,induction, and professional development cfprincipals

State Agenciesdevelop licensure standards and approve

preparation and induction programsdefine assessment and evaluation criteria

and processesdevelop and fund statewide professional

development opportunitiesassist local school systems in establishing

criteria and processes for recruitment,selection, and assessment; and in developingand supporting local school system leadershipdevelopment programs

work collaboratively with local schoolsystems, institutions of higher education,professional organizations, and business andmdustry in utilizing available resources andprograms for preparation, induction, andprofessional development of principals

A MODEL JOB DESCRIPTIONFOR TENNESSEE'S PRINCIPALS

General Role Serve as primary leaderof the school which he or she administers.Work under the general supervision of thelocal school system superintendent. Carryout the policies and procedures establishedby the local board of education and the state.Involve faculty, staff, students, parents, andcommunity leaders in school-based decisionmaking to ensure that students at the schoolare educated and socialized for effectiveparticipation in the world today andtomorrow.

Major Responsibilities

Communicate a clear vision of the school'smission and high expectations for faculty,staff, and students

Develop partnerships with parents and thecommunity to implement the school's mission

Ensure the establishment of shared goalsand operational objectives for the school'sprograms and services and promote theiraccomplishment

Select faculty and other personnel workingat the school by considering input fromfaculty and parents, and then make arecommendation for selection

Promote the development of knowledge,skills, and motivation of all faculty and otherpersonnel at the school

Assess needs and evaluate progress of theschool and its faculty, staff, students,parents, .and community

Oversee the planning, implementation, andcontinuing development of the curriculumand instruction at the school

Know and enforce the mandates of the localschool system, the state, and the federalgovernment, and adhere to high ethical andprofessional standards

Obtain, manage, and allocate financial andmaterial resources, including the maintenanceof the school facility

Annual Performance Assessment andDevelopment Plan An annual assessmentmust be planned and conducted with theconcurrence of the local school systemsuperintendent. The annual assessment mustdemonstrate high performance and/orprogress for the principal and school in atleast the performance areas identified by statepolicies.

An annual development plan which usesinformation from the annual performanceassessment must be established with theconcurrence of the school systemsuperintendent. The annual plan mustprovide for personal professional

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development involving systematic,meaningful learning experiences contributingto improved leadership and management ofthe school.

KNOWLEDGE AND SKILLSREQUIRED OF TENNESSEEPRINCIPALS

The following abilities are related to thejob description for Tennessee's principalsand must be addressed in conjunction withthe major responsibilities of principals in thepreparation and professional development ofprincipals.

Develop and maintain an orderly schoolclimate, including student discipline

Develop and maintain an orderly stafforganization

Plan and organize education programs,services, schedules, and resources

Set program goals and operationalobjectives in conjunction with others, andaccount for results

Involve faculty, staff, students, parents,and community leaders in decision making

Communicate with a. ' listen to individualsand groups

See the big picture, describe a vision, anddetermine strategic goals and objectives

Utilize an adaptive leadership style toorganize, coordinate, delegate, and monitorspecific activities of the school

Work productively in an organization, andcontribute to other levels in the organizationand system of education

Secure community resources and gaincommunity support for schools

Assess community expectations and needs,and maintain public relations

Foster cooperation and partnerships withparents and the community

Develop community connections needed forschool programs and services

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Involve parents in their children'seducational program

Diagnose student, faculty, staff, and schoolneeds

Set high, attainable expectations for theschool, students, faculty, and staff

Serve as role model for students, faculty,staff, and parents

Demonstrate and evaluate theteaching/learning process

Assess needs and outcomes in the learningprocess

Recruit, select, supervise, develop, andevaluate faculty and staff

Mentor faculty and potential schooladministrators

Maintain personal professional growthArbitrate conflicts and deal with pressure

situationsUtilize technology for management,

communication, and learningManage human and other resources,

including finances and school facilitiesImplement good business practicesGather, analyze, and use information for

evaluation and problem solvingMaintain a school facility and organize

support services III

The preceding policy statement is thepreliminary recommendation of the TaskForce on Preparation, Employment, andProfessional Development of Principalsconvened by the Tennessee Board ofEducation.

2b

Kenneth E. Nye is an ExecutiveAdministrative Assistant and ResearchAssociate at the Tennessee Board ofEducation in Nashville, Tennessee.

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Principals & AssistantPrincipals: The Current WorkForce, Supply & Demand

by Karen H. Weekshis report, prepared for theInvitational Symposium onRecruitment, Section, andRetention of Principals held on

ay and 9, 1990, is designed to presentdata on what is known about the current andprospective work force of principals andassistant principals. The report does notinclude an analysis of all issues related tosupply and demand, nor does it addressqualitative issues such as the quality ofpreparation of current principals, the lengthof time that elapses between preparation andactual attainment of a job as principal orassistant principal, or what portion of thosewho hold an endorsement inadministration/supervision are actuallyseeking a job as principal or assistantprincipal.

Moreover, the report does not offerrecommendations. Fashioningrecommendations will be the job of the TaskForce to be appointed by the State Board ofEducation.

The data in this report on the currentwork force are drawn from the StateDepartment of Education distribution filesand certification files. Data on graduates inadministration/supervision are from theTennessee Higher Education Commission asreported by the institutions.

HIGHLIGHTS OF THE REPORTIn 1988-89 there were 1,561 principals

and 776 assistant principals in public schoolsin Tennessee.

In 1988-89, females represented 23.9% ofemployed principals, 26.6% of employedassistant principals, 39.4% of new hires asprincipals, and 57.6% of employed educatorsholding the endorsement but not employed inan administrative position.

In the same year, blacks represented11.5% of employed principals, 19.9% of

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employed assistant principals, 8.7% of newhires as principals, and 15.7% of theemployed educators holding the endorsementbut not serving as an administrator.

In 1988-89, the average number of yearsof experience for principals was 22 years, forassistant principals was 20 years, and fornew hires as principals was 16 years.

The average number of years ofexperience for persons leaving theprincipalship over the last three years was 22years.

In 1988-89, 35% of principals and 23%of assistant principals had more than 25 yearsof experience.

Among principals and assistant principals,53% hold a Masters plus 30 hours or ahigher degree.

The average number of new principalshired each year over the last three years was136. This represents approximately 8.7% ofthe total number of principals (1,561)employed in 1988-89.

There were 5,766 educators employed inTennessee in 1988-89 who held anadministration/supervision endorsement whowere not employed as an administrator(principal, assistant principal, supervisor, orsuperintendent)

In 1988-89, public institutions of highereducation awarded 336 Masters degrees inadministration/super-vision, and privateinstitutions awarded 273 Masters degrees.Additional persons, who already held aMasters degree, attained an endorsement inadministration/supervision.

3u

CHARACTERISTICS OF THE CURRENT WORK FORCE

Demographic Data - Principals

White BlackUnknown Male Female ....1Ulte Female Total

1985-86 # 43 1111 278 125 54 1611% 2.7 69.0 17.3 7.8 3.4

1988-89 # 46 1042 293 100 80 1561% 3.0 66.8 18.8 6.4 5.1

Demographic Data - Assistant Principals

White BlackUnknown Male Female Male Flu& Total

1986-87 # 28 392 114 85 53 672% 4.2 58.3 17.0 12.7 7.9

1988-89 # 38 440 144 92 62 776% 4.9 56.7 18.6 11.9 8.0

Years of Experience: Principals 1988-89 Yrs Experience: Assistant Principals 1988-89# % #

0-10 6911-15 19816-20 38821-25 36126-30 26231-36 196Over 35 81Total 1561Average years of experience - 22 years Average years of experience - 20 years

4.4 0-10 49 6.312.7 11-15 129 16.624.9 16-20 232 29.923.1 21-25 187 24.116.8 26-30 109 14.012.6 31-36 56 7.25.6 Over 35 14 1.8

Total 776-

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Although assistant principals are notrequired to hold an endorsement inadministration/supervision, 690 out of 776(88.9%) do hold the endorsement. Theeducation level of principals and assistantprincipals is as follows:

BachelorsPrincipals

3.4%

AsstPrincipals

5.0%Masters 43.6% 42.5%Masters + 30 35.3% 38.4%Ed. Specialist 11.0% 8.4%Doctorate 6.7% 5.7%

Most of the principals (86.3%) andassistant principals (87.2%) obtained theirhighest degree at an institution of highereducation in Tennessee.

DEMAND

Turnover'

%Avg Yrs

Experience1985-86 129 8.0 191986-87 181 10.9 241987-88 147 9.3 23

New Hires2Avg Yrs

% Experience1986-87 170 10.3 161987-88 110 7.0 161988-89 127 8.1 16

1 Individuals employed as principals inTennessee in a given year but notemployed as principals in Tennessee thefollowing year.

2 Individual employed as principals inTennessee in a given year who were notemployed as principals in Tennessee theprevious year.

New Hires - Demographic Data

1988-89 #Unknown

53.9

WhiteMale Female

68 4353.5 33.9

BlackMale Female Total

4 7 1273.2 5.5

30

32

SUPPLY

Educators employed in Tennessee who have administration/supervision endorsement butwho are not employed as an administrator (i.e. principal, assistant principal, supervisor orsuperintendent)

White BlackUnknown Male Female Male Female Total

1988-89 # 2033.5

207436.0

258744.9

1713.07

73112.7

5766

There are an additional 3726 persons onthe State Department of Educationcertification files who have theadministrator/supervisor endorsement whoare not employed in public schools inTennessee.

Graduates from public institutions inadministration/supervision. (Not all of thesepersons are seeking initial endorsement as anadministrator.)

Public Institutions

MastersSpecialistDoctorateTotalNumber ofInstitutions

85-86361 12

AI

86-87274

6242087-88

33654

88-8933666

413

9

378

9

422

9

432

9

Data for 1986-87 include all graduates,both those seeking initial certification andthose already holding certification and addingendorsement.

Data for 1987-88 and 1988-89 includeonly those seeking an initial endorsement inadministration.

Private Institutions86-87

Masters 124Specialist 0Doctorate 7No Degree

Total 378Number ofInstitutions 2

87-88105

04

422

3

88-89273

04

432

2

Karen Weeks is a Research Associate atthe Tennessee Board of Education inNashville, Tennessee.

31

National & State Goals forEducation: The Role of SchoolLeaders

by William L. Lep ley

hether at the building, district,Wstate, or national level, the goal-setting process provides clearsignals of direction and priorities

for our efforts in education. School leadersnot only help to shape those goals, but arethen largely responsible for achieving thegoals. Goals allow us as school leaders tomobilize people and ideas into action and toreallocate and add resources to accomplishthe goals.

SIX NATIONAL EDUCATIONGOALS

Six national education goals weredeemed critical national needs by PresidentBush and the nation's governors. We canassume they are likely of some localsignificance to all school leaders. Thenational goals are:

By the year 2000, all children in Americawill start school ready to learn.

By the year 2000, the high schoolgraduation rate will increase to at least 90percent.

By the year 2000, American students willleave grades 4, 8, and 12 havingdemonstrated competency over challengingsubject matter including English,mathematics, science, history and geography,and every school in America will ensure thatall students learn to use their minds well, sothey may be prepared for responsiblecitizenship, further learning and productiveemployment in our modern economy.

By the year 2000, U.S. students will befirst in the world in mathematics and scienceachievement.

By the year 2000, every adult Americanwill be literate and will possess theknowledge and skills necessary to completein a global economy and exercise the rightsand responsibilities of citizenship.

32

By the year 2000, every school in Americawill be free of drugs and violence and willoffer a disciplined environment conducive tolearning.

THE NEXT STEPThe national goals are not intended to be

used in isolation. States and local schooldistricts must set individual goals based onlocal and regional needs. The next stepsinclude: developing state and localcollaboration and ownership strategies;developing multiple new assessments tosupport student and system goals; buildingthe capacity of both institutions andindividuals to accomplish the goals;developing reliable management informationsystems to provide information on which toleverage change; creating a rewards systemthat encourages the necessary risks; andestablishing new roles for state departmentsof education as enablers.

The responses to the national goals andthe state and local levels are varied. Eachgovernor and state is prioritizing the goalsand taking necessary steps to achieve them.In addition, the National BusinessRoundtable has made a 10-year commitmentof personnel, time and resources to help thestates reach the national goals. AmocoCorporation has adopted Iowa schools as partof this effort.

THE ROLE OF SCHOOL LEADERSSchool leaders have the most

underestimated and underappreciated role inschool reform. School leaders are gate-keepers of change, information brokers,enablers, and moral and inspirational leaders.School leaders must provide the guidingprinciples that bring focus and direction tothe community and school; allow existingresources to be reallocated over time;cultivate new resources to support goals;

build strategies for accomplishing goals; andbuild capacity of staff and community.

CONCERNSPresident Bush and the nation's

governors have shown their commitment toimproving education through the nationalgoal-setting process. Both national and localbusiness leaders have pledged themselves andtheir resources to improve the system. Manyeducators are ready to change their way ofdoing business to fit 21st century society.These factors converge to form anunparalleled opportunity that we cannotafford to miss. My major concerns are:

Cal we develop a fair national assessmentof stu:_ent progress?

Can we place goals ahead of initial demandfor more money?

Will all of this be an excuse for not placingnecessary resources in schools?

Will this be a catalyst for fairness inindividual states' commitment to equity offunding across districts?

How will the capacity building and equityissues affect states like Iowa who may findsignificant growth difficult?

CONCLUSIONThe most effective schools in terms of

student achievement, student success andstudent satisfaction are those with strong,creative principals who take risks and workwith their school staff teams. Good leadersare problem finders. We must identifyproblems to elevate higher levels ofperformance. My position is that we musteither constantly improve or we will decline.I believe the role of you and me as schoolleaders is to constantly challenge and pushthe system to a higher level of expectationfor what all students are capable of learning.I

William L. Lepley is the Director of theIowa Department of Education inDes Moines, Iowa

33

National Picture: Preparation &Certification of Principals(An Outline)

by Scott D. Thomson

I. Introduction: Much Thunder but LittleRain!

II. National Activity

A. National Policy Board forEducational Administration

B. National Commission onProfessional Standards for thePrincipalship

C. Education Commission of States

D. National Association of ElementarySchool Principals

E. AASA Guidelines, Florida,Wisconsin, etc.

F. Leadership Centers:Illinois/Michigan State andHoward/Vanderbilt/Chicago

G. Southern Regional Education Board

III. Trends in Curriculum and DeliverySystems

A. Leadership Skills

B. Process Skills

C. Practicum, Internships, Field Based

D. Technology

E. Learning Environment, Climate

F. Assessment Profiles

36

G. School/College Collaboration

IV. Issues in Certification

A. State Licensure

B. National Certification

C. Prerequisites

D. Performance Standards

E. Assessment Processes, Instruments

Scott D. Thomson is the ExecutiveSecretary of the National Policy Board forEducational Administration in Fairfax,Virginia.

35

Developing Leaders forTomorrow's Schools

by Philip Hal linger & Joseph Murphy

sense that educationaladministration as a field is at adelicately critical phase. In fact,there is a rumbling in the clouds

a ove us they are no longer merely on thehorizon which could in fact blow thewhole of educational administration apart, forboth practitioners and scholars in the field.1

Is this an overly dramatic portrayal ofthe state of American educational leadership?We think not. As with the education sectormore generally, the field of educationaladministration is on the threshold of change.The question is not whether, but how andwhen changes will take place in both the roleof school administrators and in the system ofadministrative preparation and development.

Given this assumption, we examine thecurrent system of principal preparation anddevelopment and seek to determine if it isequipped to fulfill its function of preparingschool leaders for tomorrow's schools. Inaddressing this issue, we first provide a briefstatus report on the state of pre-servicepreparation and in-service development forschool leaders. Then we suggest potentialavenues for action.

PRE-SERVICE TRAININGAs noted above, after some day, the

educational reform spotlight has recentlybeen focused on school administration,especially the preparation and development ofprincipals. The primary delivery vesseluniversity programs of educationaladministrationhas been found to be badlytarnished. There is evidence of significant

1

36

Beare, H. (1989, September).Educational administration in the 1990's.Paper presented at the NationalConference of the Australian Council forEducational Administration, Armidale,New South Wales, Australia, p. 3.

problems in almost every phase of pre-service preparation programsfrom therecruitment of students to the way they arecertified for employment. In this section weoutline the most important of theseproblems.2

RECRUITMENT AND SELECTIONBy and large, prospective principals are

self-selected. There are few leaderrecruitment programs and procedures used tomake selections have been found to be lessthan systematic. Program admissionstandards are notoriously lax, set so thatalmost everyone who wants to prepare forthe principalship is able to do so. Notsurprisingly, the quality of applicants is quitelow-91st out of 94 intended majors listed onthe Graduate Record Examination (GRE)form. Achilles has reported that educationaladministration students not only score poorlyon tests of academic ability but also tend tobe politically conservative and averse to risktaking.3 It should come as no surprise todiscover that the current haphazardrecruitment and selection procedures havefailed to secure anything close to the numberof minority principals needed to lead theincreasingly racially-diverse schools in thiscountry.

2 See Murphy, J. The reform of schooladministration: Pressures and calls forchange. In J. Murphy (Ed.), Reform ofAmerican public education in the 1980's:Perspective and cases. Berkeley:McCutchan, 1990.

3 Achilles, C. (1984, Fall). Forecast:Stormy weather ahead in educationaladmimstration. Issues in Education, 2,127-135.

TRAINING CONTENTThere is a widespread belief that

preparation programs lack coherence, rigor,and standards and the principals whocomplete these programs are ill-prepared toeffectively assume their duties. Continua ofskills and understandings are difficult todiscern in many of these programs. Rather,preparation programs are often packages ofunrelated courses that, not surprisingly, failto reveal any overarching design orconsistent purpose a situation we millerlabeled "curriculum debris."4

A micro-level analysis of trainingcontent reveals an equally dishearteningpicture. Program content in educationaladministration programs does not reflect therealities of the principal's work place andwork life. When the entire. fabric ofpreparation is examined, one is hard pressedto see many threads that can be labeled aspractice-related or problem-based. Inaddition, when courses are unpacked, onefinds that remarkably little attention isdevoted to the manner in whichadministrators influence organizationalprocesses and outcomes, or to the technicalcore issues of schooling curriculum, andinstruction.

DELIVERY SYSTEMThe overarching system used to organize

and deliver pre-service activities forprincipals is a design in failure. Faced withthe option of connecting themselves with the

4 Murphy, J., Hill, T., & Walker, A.(1987, July-August). Academic Drift andCurriculum Debris: Analysis of HighSchool Coursetaking Patterns and itsImplications for Local Policymakers,Transcripts, Journal of CurriculumStudies, 341-360.

field and developing preparation programsbased on the needs and interests ofpractitioners or of aligning themselves withthe culture and norms of the university,professors in educational administrationselected the later course of action. As aconsequence, preparation programs wereconstructed using arts and science blueprintsrather than professional school models. Thesocial science/theory movement in educationthat became the paradigm for preparationprograms starting in the early 1960sexacerbated this situation. So did thedevelopment of a cadre of professors whowere only distally connected to theircounterparts in the field and often unfamiliarwith and uninterested in problems ofpractice. Thus, both program content andthe methods used to convey it are de-coupledfrom the realities principals confront on thejob. As Carver has correctly deduced, this"absence of any meaningful coupling betweenthe training arm and the employing agents" isthe point in the fabric of educationalleadership where the threads are theweakest.'

5 Carver, F. (1988, June). The evaluationof the study of educational administration.Paper presented at the EAAA AllertonHouse Conference, University of Illinoisat Urbana-Champaign.

37

Instruction in many principal preparation rigor and appropriateness of programprograms leaves much to be desired. A content. Performance criteria in thesegeneral lack of attention to effective teaching programs are also particularly slippery,techniques is compounded by an absence of functioning more as symbolic rituals thanvaried instructional approaches and models. entry gates to more advanced work. NotLecture and discussion continues to be unexpectedly, few students who enteroverwhelmingly the instructional mode of certification programs fail to finish theirpreference across the spectrum of classes in programs for academic reasons.principal service programs. In addition, in The absence of meaningful standardsmost programs, one is hard pressed to see compounds problems observed in the schoolevidence of any systematic application of administration curriculum, methods ofprinciples of adult learning. Clinical classroom instruction, and the clinicalexperiences are also notoriously weak experiences intended to prepare futurepoorly organized, virtually unsupervised, leaders. Consequently, trainees adequatelypoorly connected to the meaningful work of prepared to assume roles of educationalpractitioners, and de-coupled from other leadership are clearly the exception rathercomponents of than the rule. Ourpreparation critics may counterprograms.6 that this is an unfair

Problems with Programs are often indictment since nolow, non-existent, program ofunenforced, and unrelated courses that management traininginappropriate in any field hasstandards plague fail to reveal any demonstrated themany aspects of pre- ability to fullyservice preparation consistent purpose. prepare novices forprograms for leadership in theprincipals. We havealready reported onthe relative absence of standards for selectioninto these programs. We noted that whenevaluated against the standard of coherence,programs are often found to be wanting. Thesame conclusion can be drawn about the

6 Erlandson, D. (1979, Fall). Language,experience, and administrator preparation.Planning and Changing, 10(3), 150-156.

field. In responsewe would suggest

that the current system is operating at farfrom satisfactory levels of performance, evengiven the low expectations that havecharacterized the field of educationaladministration. In the next section, weexamine the system of professionaldevelopment that inducts new administratorsand enables them to further develop andrefine the skills and understandings needed tosucceed as school leaders over the course oftheir careers.

IN-SERVICE TRAININGPrior to 1980, in-service opportunities

for school administrators were haphazard,

38

3

underfunded, lacking in a viable knowledgebase, and limited in both scope and content.'In a perverse expression of the Americaneducational culture, there was no widely heldexpectation that professional developmentwas in the job description of thoseresponsible for leading our schools.Professional development is often viewed asa luxury, not a necessity, for leaders in manyschool districts. The absence of entry levelnorms supporting professional growth hasbeen reinforced by an administrative culturewhich promotes a pull yourself up by thebootstraps attitude. This has resulted in thepredominance of a deficit model of staffdevelopment in which programs are designedto remediate problems, rather than contributeto onioing growth.

During the 1980s the field ofadministrator staff development underwent anunprecedented expansion. Individualprmcipals, regional groups, and professionalorganizations began demanding greatersupport for efforts to develop on-the-job. Inthis section, we review emerging trends inin-service development over the past decade.

RECRUITMENT AND INDUCTIONOpportunities, and to lesser degree,

expectations for administrator developmenthave increased in many parts of the country.In some locales, beginning administratorsnow have support systems to assist the

7 Wimpelberg, R. (In press). The in-service development of principals: A newmovement, its characteristics, and future.In P. Thurston & L. Lotto (Eds.),Advances in educational administration,Vol. I, Greenwich, CT: JAI Press.

8 Barth, R. (1986, December). Of sheepand goats and school reform. Phi DeltaKappan, 293-296; Levine et al., 1987.

transition to positions of leadership.Unfortunately, this is not true everywhere;sink or swim remains the norm in too manyschool districts. As with teachers, concernfor the professional induction of schooladministrators principals, assistantprincipals, and superintendents should behigh on any agenda for reform. Positiveinduction experiences are critical to thedevelopment of attitudes, skills, andprofessional norms which support bothcurrent and future growth.9

Patterns of recruitment or participationin professional development programs areuneven, related to the idiosyncrasies of thegeographic locale, and dependent upon theguidelines of sponsoring agencies. Grassroots agencies (i.e., locally sponsoreddevelopment centers) often emphasizevoluntary participation in the belief thispromotes more effective learning amongadults. Participants in such centers typicallyexercise considerable control over theprogram content which is geared to locallyperceived needs. Participants attendprograms based upon their interest in thespecific content and their general motivationto develop professionally. This modelappears to work well with highly motivatedindividuals and in those areas where localnorms support professional growth.

Mandatory participation inadministrative staff development has becomemore common over the past decade. Manystates (e.g., Texas, North Carolina, Maine,Tennessee, California) now require

9 Hallinger, P. & Greenblatt, R. (1988,April). Principals' pursuit of professionalgrowth: The influence of personalbeliefs, experience and work context.Paper presented at the annual meeting ofthe American Educational ResearchAssociation, New Orleans.

41J39

practicing administrators to complete acertain number of in-service courses inadministration over a period of years. Insome cases, the courses are left to thediscretion of the individual and may becompleted through a variety of means. Inother cases, states have mandatedadministrator participation in staffdevelopment programs designed specificallyby the state education agency to promoteadministrator competence in selected domainsof practice (e.g., Illinois, Texas, SouthCarolina, West Virginia).

Anecdotal reports and opinion surveyssuggest that administrators generally feel thatthese in-service experiences, whether state orlocally sponsored, voluntary or mandatory,are worthwhile. Administrators report areduction of isolation from peers, mcreasedknowledge about the field, and in somecases, gains in skills. Little systematicevaluation has been conducted, however, todetermine: 1) who attends these programs,2) the nature of the curriculum andinstruction provided, or 3) the impact oftraining and development experiences onadministrator beliefs, knowledge, skilldevelopment, implementation of trainingcontent, or school related outcomes.'°

TRAINING CONTENTWhereas the pre-service curriculum has

been frozen in a rigid system of staterequirements and misshapen by the norms ofthe university culture, the in-servicecurriculum in school leadership is quitevaried in approach and moderately connectedto the needs of clients. A number of stateeducation departments derive staffdevelopment goals and related curricula foradministrators directly from reform

10 Wildman, L. (1989). Where will LEADlead? Educational Policy, 3, 275-287.

40

legislation (e.g., West Virginia, SouthCarolina, Mississippi, Illinois, Illinois,California, Texas). The approved curriculumis then disseminated to administratorsthroughout the state via central and/orregional leadership academies. Suchcurricula strive for high levels of coherenceand tend to be linked explicitly to researchon principal and school effects. While on thesurface, these programs appear to beimprovements over much of the pre-servicecurricula, we know little about their trueeffectiveness.

Other governance models address agreater diversity of goals and incorporate awider variety of curricular approaches. Forexample, from 1985 to 1989 New York Stateprovided funding for principals' centersusing a decentralized model. Under thismodel, regional centers identify local needs,define program goals and develop/select theirown curricula. Other examples include in-service programs sponsored by intermediateagencies, universities, professionalassociations and larger school districts.These programs tend to be market-driven andrepresent a set of curricular alternatives tothe state workshops.

The increased diversity of curricular andinstructional approaches used in in-serviceprograms is to be applauded, as is the focuson school-based problems of concern toprincipals. Other developments are lesspositive. For example, we find centralized,mandated approaches to staff developmentpragmatic but short-sighted. This "one bestmodel" of leadership training is based on anoptimistic, though simplistic, faith in theexistence of a clearly defined, scientificallyvalidated knowledge base for schoolleadership. Unfortunately, the knowledgeabout leadership contained in the statesponsored curricula does not always transferwell across a wide variety of school

organizations and often sacrifices contextualsensitivities in order to achievestandardization for a broad audience. Wefind that graduates can often recite thecharacteristics of effective schools, butremain unconvinced of their applicability andunsure how to implement them.

Some of the same criticisms may beleveled at the locally governed "alternative"programs Many of these eschew theaccountability driven impetus of state reformand embrace individually oriented goals andcurricula. Not surprisingly, resources tendto concentrated in services to clients, ratherthan on the evaluation of program outcomes.Regardless, the absence of any evaluationdata related to theseprograms is alsotroubling. Thus, thepromise of the newpractitioner-orientedcurricularapproaches (state orlocal) cannot beconfirmed in fact,despite the broadbased support forthese programs.

involvement of administrators in programgovernance and planning. Althoughgovernance structures vary widely amongcenters, administrators are less frequentlyviewed as passive recipients. Many, thoughcertainly not all, staff development programsnow seek the active participation ofpracticing administrators in defining needs,planning programs, delivering instruction,and providing coaching and support. Thisfeature contrasts sharply with pre-servicepreparation programs which generally limitthe involvement of practitioners in programdevelopment and implementation.

The impact of this involvement isprofound. Instructional approaches reflect an

orientation to thework world ofadministrators andare often deliveredby practitioners.Content connectionsto practice havebeen strengthenedthrough the use of awider variety ofinstructionalmethods,particularly ones

that actively involve the participants andwhich draw upon the knowledge base gainedthrough administrative practice (e.g.,simulations, case studies, peer observationand feedback).

The increased involvement ofadministrators in governance, programplanning, and instructional delivery arepositive developments. However, ourconversations with principals and in-serviceproviders and a perusal of programdocuments lead to a troubling observation.We seldom find organizational structures andtraining processes designed to supportimplementation of new knowledge and skills

Centralized, mandatedapproaches to staffdevelopment pragmaticbut short-sighted.

DELIVERYSYSTEM

A wider variety of organizations haveentered the training and development arena.Traditionally, administrative training was thedomain of universities and school districts.Today, intermediate service agencies,research and development centers,professional associations, and state educationdepartments are the most visible providers oftraining and development services to schoolleaders.

A notable trend emerging from theincreased diversity of providers is the greater

41

structured into development programs ordistrict operations. Thus, theinstitutionalization of coaching, mentorshipsfor new and experienced principals, cross-school visitation with feedback, and settingof professional development goals typicallyremain dependent upon individual initiative.

AVENUES FOR ACTIONPrincipal Preparation A number of

thoughtful practitioners and scholars havebegan to address the deficiencies noted in thepre-service training and education ofprincipals. In addition, two nationalcommissionsthe National Commission forExcellence inEducationalAdministration andthe National PolicyBoard for Behavioral scienceEducationalAdministration frameworks neverhave recently issuedreports outlining generated very muchsteps to be taken to enthusiasm in the field.restore legitimacy toprincipal preparationprograms.11 Thesereports call for a variety of substantivechanges that are closely linked to the earlierenumerated problems dramatically raisingadmission requirements, forging better linksbetween departments of educationaladministration and practitioners in the field,raising standards throughout programs, andso forth. For our purposes here, we present

an integrated treatment of many of thesesuggestions under the heading of what webelieve represents a major shift in our overallapproach to principal preparationprofessionalism.

Establishment of a ProfessionalKnowledge Base As we noted earlier, in theearly 1960's the behavioral sciences wereintroduced to preparation programs foreducational leaders. The frameworks fromthe various social science disciplines in turnbecame the knowledge base and deductivetheory the method of inquiry emphasized inthese programs. Lessons from practice, thebasic paradigm of principal preparationbefore 1960, were displaced as "cookbook

recipes" which wereincompatible withthe scientificperspective andintellectual rigor ofthe theorymovement. Thebehavioral scienceframeworks,although readilyaccepted bydepartments ofeducational

administration especially at the moreprestigious universities never generatedvery much enthusiasm in the field. Neitherdid they live up to the expectation that theywould lead to meaningful improvements inadministrative practice. Nor did theyprovide departments of educationaladministration with the status within theuniversity for which they had hoped.

At the same time that the deficiencies ofthe social science/theory movement model ofpreparation were surfacing, practitioners andprofessors alike were seeking powerful newframes of knowledge that would lead to aunification of the practice and delivery arms

11

42

National Commission of Excellence inEducational Administration, 1987;National Policy Board on schooladministration (1989). Improving thepreparation of school administrators: Anagenda for reform. Charlottesville, VA:University of Virginia.

- V

of the profession and to real improvements inthe management and organization of schools.The focus of both groups is coming to reston the type of knowledge base that underliesother professions such as law and medicine:

In order to accomplish their charter,however, schools of education must take theprofession of education, not academia, astheir main point of reference. It is notsufficient to say that the greater strength ofschools of education is that they are the onlyplaces to look at fundamental issues from avariety of disciplinary perspectives. Theyhave been doing so for more than half acentury without appreciable effect onprofessional practice. It is time for manyinstitutions to shift their gears.12

The new knowledge base proposed bymany current reformers is different from thebehavioral science frameworks in a numberof ways. Most importantly, it is practice-.driven and problem-based. The startingpoint is administrative practice not the socialsciences. By highlighting the use ofinductive methods of knowledgedevelopment, it mirrors the realities of thework place much more accurately than hasbeen the case in the theory movement. It isgrounded in internal school operations andtechnical core issues, thus reversing currentemphasis on environmental issues and themanagement aspects of administrative roles.This as yet inchoate professional frameworkalso flows more from information aboutadministrator effects on organizationaloutcomes, especially on student learning,than has been the case in the past. Finally,because its understanding of schooladministration emanates more directly from

12 Clifford, G., & Guthrie, J. (1988, June8). Strategies for reforming schools ofeducation. Education Week, 7 (31), 32.

the study of practice, skill-based knowledgehas been relegitimated.

Developing a professional deliverysystem. In seeking a more appropriatesystem to deliver the new knowledge basethat they envision, reformers have againturned toward professional schools forexamples:

Schools of education, and particularlydepartments of educational administration,must turn back to the schools and establishrelationships such as exist betweenprofessional schools in the university andtheir practitioners. We should be proud tobecome the professional backbone of theschools. Schools of education must becomefull-fledge professional schools, not pseudoa r t s and science colleges . . . Once weaccept the idea that schools of education mustbecome professional schools grantingprofessional degrees, we can get squaredaway on the job of prenaring professionalschool administrators.0

The model envisioned by reformersclearly separates the Ph.D. (research) and theEd.D. (professional) deirees. 14 The latterprogram is designed to differ from that ofresearchers because it must emphasize theapplication of knowledge and skills inclinical rather than academic situations." 15A further objective of the new model is the

13 Griffiths, D. Educational administration:Reform PDQ or RIP. Tempe, AZ:University Council for EducationalAdministration. (Occasional paper#8312), p. 10.

14 Griffiths, 1988; National Policy Board onSchool Administration, 1989.

15 National Commission on Excellence inEducational Administration (1987).Leaders for America's School. Tempe,AZ: University Council for EducationalAdministration, p. 19.

`L2 43

BEST COPY AVAILAUE

codification of knowledge into a sequentialbody of understandings and skills.Educational administration students wouldprogress through these continua like studentsm other professions; that is, in thoughtfulsequence, in cohorts, and more frequently infull-time study. Instructional approachesemphasized in other professional schoolswould become integral components of thedelivery model. In addition, the professionaldelivery model offers hope for overcomingtwo of the most intransigent problems ineducational administration that we reportedon earlier the absence of robust clinicalpreparation and the lack of curricularintegration.

In-service Development Ourrecommendations for improvement of thecurrent system of In-service developmentecho the same theme of professionalism.Our general perceptions of the field suggestthe need for 1) improved research andevaluation on the various approaches toadministrative development and, 2) reformstrategies which strengthen norms in theadministrative culture that supportexpectations for life-long learning. The needfor better information on alternativeprograms and their effects was highlightedseveral times in our analysis. The diversityof organizational, curricular, andinstructional approaches in current use offersan unusually fertile opportunity for thiseffort. We hope funding is forthcoming fromthe federal government for this purpose.

Our advocacy of reform strategies whichtarget the administrative culture is basedupon several factors. First, we believe thatschool leaders who are highly motivated,active learners will tend to encourage thedevelopment of learning communities in their

schools.16 Second, we believe that culturalnorms are self-generating and reinforcing.When administrators have positive learningexperiences, they are more likely to seek andsupport additional learning for their ownsubordinates (e.g., other administrators,teachers, staM and students. Statedpragmatically, principals (futuresuperintendents) who benefit from earlycareer professional development activitieswill begin to expect and support thedevelopment of others in the absence ofexternal mandates. Finally, this generalapproach is supported by research on adultlearning, staff development andorganizational change.17 Specificrecommendations follow.

Recruitment and Induction Schooladministration must start its movementtowards professionalism at the beginning ofthe administrative career. Preinductionexperiences that connect pre-servicepreparation with the world of practicingadministrators are a reasonable place to start.This will require pre-service programs todevelop more substantial linkages withpracticing administrators and with In-servicecenters. Currently, the administrative world-view of trainees is often limited in scope totheir personal experience with past and

16 Barth, R. (1986). Principal centeredprofessional development. Theory intoPractice. 25 (3), 156-160; Levine, S.,Barth, R., & Haskins, K. (1987). TheHarvard Principals' Center: Schoolleaders become adult learners. In J.Murphy & P. Hallinger (Eds.),Approaches to administrative training ineducation. Albany, NY: SUNY Press.

17 Barth, 1986; Marsh, D. & Bowman, G.(1989). State-initiated top-down versusbottom-up reform. Educational Policy, 3(3), 195-216.

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4-

present administrators. Both formal and must play in reshaping the culture of schools.informal interaction with a wider variety of We suggest that states and school districts setaccomplished administrators will lead to a the expectation that administrators willricher conception of school leadership and participate in professional developmentbegin the development of a network for activities. The specific choices should meetfuture assistance. general criteria set by the organization as

Induction into school administration well as the specific needs of the schoolmust take into account the realities of the leader.beginning administrator's work context. The Training Content In general, the In-beginning principal is short on time and service curriculum has responded to theunder enormous pressure to succeed. This desire among Administrators for problem-suggests the need for a combination of based learning experiences relevant to theirplanned programs of skill development and work in schools. The focus on curriculumproblem-solving, periodic on-site support, and instructional leadership has attempted toand flexible access to assistance. Broad redress the weak knowledge base possessedleadership capabilities (e.g., problem- by many school administrators concerningsolving, vision building) and practical the technical core of teaching and learning.managerial skills In our judgment,(e.g., coordinating both of thesethe front office, developments aredeveloping the first A major unresolved issue positive and shouldday checklist) must be continued.be addressed. concerns mandatory vs. A major issue

A major that remains to beunresolved issue voluntary participation. addressed and whichconcerns the mode strongly influencesof participation: curriculum contentmandatory or is the source ofvoluntary. Understandably, the public would goals for the development of school leaders.like to know that all administrators are Competing perspectives frame this debate.engaged in growth-oriented development The perspective that dominated policyactivities. We believe that a professional making in many states during the 1980sadministrative culture would promote such sought to implement state goals through theinvolvement through informally mandatory dissemination of an approvedcommunicated expectations as well as district curriculum. There are serious reasons topolicy. State mandated programs, regardless questions whether knowledge can beof quality, send a mixed message. On the mandated by state education authorities,one hand, mandated participation in regardless of the appropriateness of theprofessional development appears to signal content. An alternative perspective suggeststhe importance of professional growth. On that goals for professional development arethe other hand, "mandated growth" ignores best defined at the local level by thethe individual needs of principals and models participants with input from theira process of development and change that organizations. This type of approach isnins counter to the role principals themselves consistent with the development of a culture

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4

that supports continuous learning as a normamong school leaders.

There has been a certain amount ofschizophrenia concerning the appropriatesource of the knowledge base for schoolleadership. We alluded to this in ourcomments regarding pre-service preparation.Within the In-service domain, this debatefocuses specifically upon the role of research-based findings (e.g., school effectivenessresearch) and the craft knowledge ofadministrators in leadership development.While research on principal, teacher, andschool effectiveness provide usefulframeworks for understanding, administratorsmust be able to make sense of them in lightof their own implicittheories of teaching,leadership and

sugschoolints

eg. This The slogan of theges th need

for training principals' movement,approaches whichencourage the "School Leaders asthoughtfulintegration of Learners. it

research findingsand the craftknowledgepossessed by the administrators themselves.18

Delivery Systems One of the positivedevelopments noted earlier has been theincreased involvement in the governance andplanning of professional development byschool administrators. There is no evidencethat allows us to conclude that thisinvolvement results in more effective trainingor learning, though adult learning theorywould suggest this to be the case. At aminimum, however, the increasedinvolvement of participants has severalpositive effects. First, there is a greaterlikelihood that programs will addressrelevant problems and needs ofadministrators. Second, it models a growth-oriented process of staff development

planning anddelivery thatadministrators canuse in their schools.Third, it providesopportunities forexperiencedadministrators toshare theirknowledge withcolleagues and toreceive recognitionfrom peers. These

factors support our contention that thesystematic involvement of administrators inplanning and delivering professionaldevelopment programs ought to beincorporated into governance structures thatguide staff development organizations.

Despite the increased focus on problemsof practice in In-service developmentprograms, there remains far too little supportfor the implementation of new skills.Research on staff development is clear onthis point. Without intensive coaching andsupport, skill-based training is unlikely to be

18 For examples see Bridges, E. (1989,October). Combining theory, researchand practice: Problem-based learning.Paper presented at the annual meeting ofthe University Council for EducationalAdministration, Scottsdale, AZ; andHallinger, P. & McCary, M. (1989,October). Using computer simulation topromote strategic thinking in principaltraining and development. Paperpresented at the annual meeting of theUniversity Council for EducationalAdministration, Scottsdale, AZ.

46

4r

implemented effectively.19 Providers mustclarify their goals and ensure that sufficientresources exist to achieve them, particularlywhen change in behaviors is sought. Thispaint is relevant regardless of whether thefunding source is at the federal, state or locallevel.

Finally, we would note that perhaps themost important influences on the behavior ofschool leaders past and present withwhom they come into contact. Theprofessional norms that characterize schooldistrict cultures indicate to current and futureadministrators what constitutes a superiorschool leader. The slogan of the principals'center movement, school leaders as learners,reflects a new norm of collegiality amongschool leaders. We believe that theserecommendations offered for pre-service andin-service training and development wouldbegin to reshape the administrative culture inschools and promote norms ofprofessionalism among school leaders.

19 Joyce, B. & Showers, B. (1987). Studentachievement through staff development.White Plains, NY: Longman.

Philip Hallinger is Associate Professionand Joseph Murphy is Professor and Chair inthe Department of Educational Leadership inPeabody College of Vanderbilt University inNashville, Tennessee. Support for thisresearch was provided by the NationalCenter for Educational Leadership underU.S. Department of Education Contract No.R117C800.5 and by the Danforth Foundation.The views expressed in this paper are thoseof the authors and do not necessarilyrepresent those of the sponsoring institutions.

4 647

Assessment Centers: Identifying& Developing EffectivePrincipals

by Lenor HerseyASSP has played a unique role inthe identification and developmentof competent people to serve asschool principals and assistant

pnncip s for many decades. Since 1975,when the National Assessment Center Projectwas initiated, the Association has focused ontwo primary leadership goals:

To identify those people who demonstratethe necessary generic skills to be successfulprincipals and assistant principals.

To provide comprehensive behaviorally-based professional development programs forpotential and practicing principals andassistant principals.

With the aid of a grant from theDanforth Foundation in addition to its owncommitment of funds, NASSP designed askill-based assessment process to identifypotentially successful school administrators.Funding from the Rockefeller Family Fundand the Spencer Foundation helped theAssociation to conduct an extensive validitystudy of the process. Supported by earlysuccess and favorable results from thevalidity study, NASSP offers the assessmentprocess to school systems across the countrythrough a network of local, regional, andstate assessment centers. Currently, thisnational project includes a total of 58 centerswhere more than 6,000 assessors have beentrained and over 11,000 potentialadministrators have participated inassessment activities. Internationalparticipation is reflected in seven centerslocated in Canada, England, Germany, andAustralia.

An assessment center is a process, not aplace. It is a sophisticated system foridentifying individual strengths andweaknesses related to the critical skillsneeded to be effective school administrator.The process establishes standardized andobjective evaluation conditions that provide a

48

comprehensive, multifaceted view of anindividual's ability level. The threeobjectives of an assessment center are:

personnel selectionindividual development (career planning)appraisal of leadership potential

There are two approved NASSPAssessment Center models. One modelassesses 12 participants with a ratio of 2:1,participants to assessors. The other standardmodel assesses 6 participants with a ratio of1:1, participants to assessors. These ratiosof participants to assessors are rigorouslymaintained throughout all the affiliatecenters.

Assessment activities are designed tosimulate actual job-related situations andissues. There are six activities consisting oftwo leaderless group exercises, a fact - findingexercise, two in-basket exercise, and anextensive structured interview. The activitiesare conducted over a two-day period. Asparticipants perform the exercises, highlytrained assessors, who are experiencededucational administrators, observe andrecord participant behavior related to twelvegeneric leadership skill dimensions. Theseskill dimensions are: problem analysis,judgment, organizational ability,decisiveness, leadership, sensitivity, stresstolerance, oral communication, writtencommunication, range of interest, personalmotivation, and educational values.Assessors then prepare behavior-specificwritten reports for each exercise performedby each participant on specially designedforms. These reports are carefully reviewedduring a consensus discussion with the teamof six assessors and the center director.When all the exercise reports have beenreviewed and approved by the assessor teamthrough the consensus process, they areincorporated into a comprehensive finalreport. The center director then thoroughly

discusses every detail of the report with the individual's demonstrated ability level inparticipant within ten days to two weeks of twelve generic leadership skill dimensions.the assessment. cuts the cost of poor selection and

Careful and rigorous training of development decisions by providing reliableassessors is the key to the successful and specific data to help make soundoperation of a center. NASSP has found that judgments on administrative placements andtalented administrators need specialized training programs.training to become effective assessors. For the individual, the assessment centerAssessors are trained to understand and process:internalize the key behaviors of each skill facilitates a self-diagnosis of the criticaldimension in each exercise. The training skills needed to be a successful schoolalso emphasizes observing behaviors related administrator.to each skill dimension and activity. All provides important data for making betterassessors become proficient in classifying informed career decisions.observed behaviors, rating behaviors, serves as a basis for designing anevaluating and integrating data, writing individual development plan.reports, and providing developmental In order for assessment to be ansuggestions. effective

The assessment development tool,process has a great there needs to bedeal of value for Careful and rigorous job-related follow-both the district and up developmentthe participants. training is the key to the opportunitiesFor the district, it: available for people

improves selection successful center. who have beenresults with the assessed. In Augustavailability of 1982, with thereliable detailed assessment projectinformation related to twelve critical firmly in place, NASSP initiated theleadership skill dimensions. Springfield Development Program.

enables the early identification of Springfield, a comprehensive, long-termI3adership talent that can be developed development program for potential and newthrough individual development plans and administrators, provides a practical linktargeted training programs. between institutional preparation programs

provides a clear diagnosis of administrative and actual job requirements and experiences.training needs that will serve as a basis for It incorporates behavior modeling principlesselecting appropriate development options for to identify and personalize examples ofadministrators. effective performance in six critical skill

insures equity in the identification, areas. Organizational simulation principalstraining, and placement of administrators are used to create a job-like learningbecause the assessment results are based on environment (a school district calledobjective data. The data are collected by a Springfield) where administrative andstandardized process and are based on an interpersonal skills are practiced and

examined for effectiveness. This process is

49

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facilitated by development mentors,experienced administrators who providesupport for participants to link theirsimulation and on-the-job experiences.

Building upon the positive experiencesgained from Springfield, NASSP developedand introduced LEADER 123 in the springof 1988. Designed to improve instructionalleadership skills for principals and otheradministrators, LEADER 123 parallels apopular industrial training modelemphasizing the belief that adults can learnbest in an environment where modeling, keybehaviors (what to do), rehearsal (includingrole playing), and reinforcement are theimportant factors provided in thedevelopmental programs.

Recently, NASSP added two newdevelopment modules to the assessment anddevelopment project. They are Mentoringand Coaching, Developing EducationalLeaders and From the Desk of ACommunications Program for SchoolAdministrators. The mentoring module isbased on the extensive experience theAssociation has gained through the trainingof mentors and coaches in the SpringfieldDevelopment Program and LEADER 123. Itis designed to help school districts,educational service units, state departmentsof education, and universities prepareexperienced administrators to provideleadership development support to potentialand new administrators. The writtencommunication module focuses ondeveloping and refining the formal andinformal communication skills of the siteadministrator.

Presently, work is being completed ontwo more leadership development modules.They will continue to build on the scope andsequence of the other successful NASSPdevelopment programs. The two modulesare oral communications and motivation.

We know the role of the principal is keyto the quality of education in our schools.We also know that it is changing dramaticallywith the move towards site-basedmanagement and shared decision-making tosay nothing about the impact of outsideinfluences such as globalization and extensivetechnological advances. Consequently, it isimperative that we do everything within ourpower to identify and develop strongleadership for our schools. It is in the bestinterest of all of us. Our children and ourfuture depend on it. III

Lenor Hersey is Administrator of SpecialProjects at the National Association ofSecondary School Principals in Reston,Virginia.

50

Preparing School Administratorsin Alabama

by Rodney Roth

he Alabama State Board ofEducation appointed the TaskForce for Achieving Excellence inSchool Administration during the

1988. The task force consisted ofsix superintendents, five principals, fourteachers, three supervisors, three lay-persons, two local school board members andone person from higher education. Theperson representing higher education is theauthor of this paper. The charge to the taskforce was to:

Analyze recent research reports regardingeffective leadership;

Assist in designing a pre-service and in-service education model founded uponperformance and research standards leadingto initial certification and re-certification ofschool administrators;

Recommend a program for continuousprofessional development for currentadministrators, utilizing a research-basedassessment program;

Recommend strategies for identifyingpotential administrators;

Assist in establishing a framework for thecoordination of existing in-service efforts forschool administrators.

The task force met for almost 18 monthsin order to respond to the charge. The taskforce listened to presentations from otherstates concerning their certificationrequirements for administrators and listenedto practitioners and educationaladministration faculty members concerningtheir ideas and recommendations. The taskforce issued their report entitled Improvingthe Effectiveness of School Administrators inAlabama, in September, 1989. The AlabamaState Department of Education then heldhearings throughout the State withpractitioners and higher education facultyconcerning the task force recommendations.The Alabama State Board of Education

52

adopted most of the task forcerecommendations in December, 1990.Educational administration preparationprograms reviewed by the Alabama StateDepartment of Education after February 1,1991, will have to meet the standards passedin December, 1990, in order to have State-approved certification programs ineducational administration.

The new standards require a person tohave a Master's degree in a teaching fieldand three years of teaching experience beforeadmission to an initial educationaladministration program. The preparationprogram must have at least 18 semesterhours. The 18 hours are split with either 15hours of course work and three hours ofinternship or 12 hours of course work andsix hours of internship.

The course work must include eightdifferent fields of content knowledge. Thesefields and a few examples for each field areas follows:Curriculum: curriculum sequence,technology in the curriculum, and Statecourses of study;Supervision: classroom observation andevaluation techniques and current research oninstructional programs;Staff Development: how adults learn andhow to develop and implement staffdevelopment programs;Student Services: student health programs,guidance and counseling services, andstudent discipline programs;Leadership Skills: vision and goal setting,group dynamics, and ethical standards;School/Community Relations: communitydiversity and political factors which impacton the school;School Management: management ofmaterial, fiscal and personnel resources, andconflict and stress management;

Law: system and individual liability andlaws related to due process, tenure andtermination.

The administrative internship componentof the 18 semester hours initialadministration preparation program requiresa minimum of three hundred clock hours. Itmust include 50 hours in an elementaryschool, 50 hours in a middle or junior highschool, 50 hours in a high school and 50hours in a central office. The remaining 100hours can be at any level chosen by thestudent, site mentors and educationaladministration faculty supervisor.

A student who completes the 18 hourswith a grade point of 3.25 or better is issuedan administrator certificate. This certificateenables one to be a principal at any level, asupervisor, an assistant superintendent, asuperintendent and any other type ofadministrator or supervisor in Alabama.This certificate is an endorsement on theteaching field Master's degree.

The next certification level and thehighest certification level in Alabama is theeducational specialist degree. Admission tothe educational specialist degree in educationadministration requires the Master's levelcertificate in educational administration.

The current curriculum standardsadopted by the Alabama State Board ofEducation for the specialist degree ineducational administration were alsodeveloped by the task force. Thecertification program requires at least 33semester hours. The 33 hours must meet therequired hours in each area as follows:Theory 15 semester hours; Mentor Training3 semester hours; Research 3 semester hours;Problem Analysis Project 6 semester hours;Foundation of Professional Studies6 semester hours. The 15 hours of theorymust relate to the eight content fields listedabove for the initial certificate. III

r.

'ryr

Rodney Roth is Dean of the College ofEducation at the University of Alabama atTuscaloosa.

53

Making Better Principals &Making Principals Better

by Wayne Worner & David Parks

In the spring of 1989, facultybegan discussions withrepresentatives of the RoanokeCounty (Virginia) public schools

ed to the development of acollaborative, field-based program for thepreparation of principals. These actionswere undertaken as a result of increasingevidence indicating that existing course-basedprograms were deficient in preparingprincipals for the leadership challenges facingthem in rapidly changing schools. Aftersome three months of discussion andplanning, a program was conceptualizedwhich would:

merge theory and practice by including asubstantial internship and clinical-studycomponent;

be individualized to the extent possible;be cooperatively planned, delivered, and

evaluated;be delivered on-site;lead to certification and an advanced degree

or certificate;attract the highest quality applicants;focus on skills, attitudes, knowledge, and

competencies specifically related tosuccessful principal performance; and

include assessment procedures whichrequire demonstration of competencies andwhich provide participants with continuingdirection for their personal and professionaldevelopment.

Following three additional months ofplanning and the addition of five schoolsystems, the Regional Program for thePreparation of Principals (RP3) was begun inAugust of 1989. Pardnipants for theprogram were selected through a process ofnomination, application, local school divisionscreening, and regional screening.Admission decisions were made by acommittee consisting of university faculty,school system practitioners, and community

54

representatives. Six local school divisionsprovided support for the program by funding90 days of released time for participants overthe two year duration of the program. Inaddition, local school systems identifiedoutstanding principals who would work withparticipants in a mentoring relationship overthe two years. Seventy-three nominationsyielded 57 applications. These applicationswere screened to 27 at the school systemlevel. Thirteen candidates wererecommended for admission to the programby the regional screening committee.

Each student participating in theprogram works directly with an advisoryteam composed of the student, a mentor, anassociate, and a faculty member. Theadvisory team meets at least twice eachsemester to review assessment data, academicinformation, and clinical reports and toprepare and revise an individual educationalplan which moves the student towardpersonal and program objectives.

Program content and design are varied.Academic work is delivered throughinstructional modules (regularly scheduledwhole group instruction), extended (day-long) issues seminars, independent study,directed reading, simulations, group work,computer applications, and the like. Coursework (as we'lle known it) does not exist as apart of this program. Whole groupinstruction is designed around the conceptsagreed to by the planning team which iscomposed of representatives from eachparticipating school division. Organizingthemes include leadership, students,curriculum, instruction, the context ofeducation, management, and liberal studies.An extensive (90 day) clinical experienceincludes scheduled time at the host (mentor's)school, at least 50 hours assigned to businessand industry, and scheduled visits to otherschool levels. Regular planning meetings of

5L./

the advisory committees are held tocoordinate instructional activities with theclinical experience and for evaluativepurposes. All of these activities occur awayfrom the university's campus.

Students are also required to undertake amajor curriculum or instructional leadershipproject. One such project resulted in theoffering of a special summer school program.As a part of this project, students planned theprogram, presented the plan to the schoolboard for approval and funding, advertisedthe program, processed student applications,selected and oriented staff, supervised theprogram, and conducted an evaluation ofprocesses and outcomes.

Another special feature of the programincludes"Conversations with

. . (specialresource people)."Using speaker-phonetechnology, studentsh we interacted withAl Shanker(AmericanFederation ofTeachers), GaryLarsen (National Endowment for the Arts),Lewis Rhodes (American Associate of SchoolAdministrators), Pat Balanos (KeyIntermediate School/Multiple Intelligence),and others. Three faculty members haveredesigned their courses to provide moduleswhich can be used as needed rather than in aformally scheduled class. These coursesinclude school law, school finance, andspecial education. Faculty members whohave designed these materials are pilot testingthem as a part of the program.

In late 1989, the Danforth Foundationexpressed interest in the program and agreedto provide funds to support the developmentefforts underway. Subsequently, the

program was selected as one of four in thecountry invited to participate in the NationalAlliance for Developing School Leaders, aninitiative by the Danforth Foundation and theNational Association of Secondary SchoolPrincipals to improve principal preparationprograms.

The first cohort of students from theRegional Program for the Preparation ofPrincipals will complete their studies in thesummer of 1991. Of the thirteenrecommended for the program, twelveenrolled. Nine have continued and willcomplete their work this summer One hasalready been appointed as an assistantprincipal. All of the participants in the firstcohort were female. Second and third

iterations of theprogram will beimplemented this

Each student works fall; the first inSouthwest Virginia,

directly with an advisory the second inNorthern Virginia.

team. For furtherinformation contact:Wayne M. Womeror David Parks, Co-

facilitators for the Regional Program for thePreparation of Principals, Virginia Tech AESDivision, Blacksburg, VA 24061-0302,703/231-5111. 111

Wayne M. Worrier and David Parks areProfessors of Administrative and EducationalServices at Virginia Polytechnic Institute andState University in Blacksburg.

55

Leadership 21: PreparingPrincipals for the 21st Century

by Dr. Gary Ubben

The key to a good school is a goodprincipal. The effective schoolsresearch points to this fact.Because of our rapidly changing

society, the need for both good schools andgood principals becomes greater every year.

In response to this challenge, theEducational Leadership Department at theUniversity of Tennessee, Knoxville, theDanforth Foundation, and a number ofTennessee school systems have joinedtogether as partners to develop a newprincipals preparation program calledLeadership 21. This program represents aninnovative approach to educating leaders forthe schools of the twenty-first century byusing mentor principals and internships as anintegral part of the preparation program.

PROGRAM OVERVIEWThe program seeks to prepare principals

with a vision of education what is andwhat can be to lead schools into thetwenty-first century.

Each year a small group of experiencedteachers are identified and selected to preparefor principalships by participating as internsin Leadership 21. These are superiorteachers who have demonstrated potential forleadership. They are recommended by theirschool districts; they also must meetUniversity criteria for graduate study. Theselection process is competitive.

The interns participate in a foursemester program which blends theory andpractice to develop a vision in such a waythat the participants will simultaneously learnboth why a principal should do certain thingsand how a principal actually does thosethings in a school setting.

Throughout the program the interns areguided and counseled by mentor principals.The mentors, too, are carefully selected.They are exemplary principals who alsopossess the ability to nurture adult learners.

The interns move through the programas a group. Thus, they have the constantsupport of their peers and are also able tobegin to establish a professional network tofurther develop their leadership potential.

Even more important, those whosuccessfully complete the program are solidlyprepared to begin to exercise schoolleadership as principals.

Successful completion of the programleads to a Master's degree in educationaladministration and supervision as well as tocertification as a principal in the state ofTennessee.

Leadership 21 course credit may beapplied to graduate degrees beyond theMasters' where that is appropriate.

For the program to be successful,certain things are required of the local schooldistricts. The local school district will beasked to:

Nominate teachers to be screened by theLeadership 21 Advisory Committee andrecommended to the Board of Education asadministrative candidates for participation inthe program.

Provide the candidates with semesterinternship experience by releasing them fromtheir normal teaching assignments andplacing them in intern principalships withselected mentor principals.

Select the mentor principals to serve theprogram from those recommended by theLeadership 21 Advisor), Committee.

The program has been designed tointegrate practice and theory for newprincipals through an extensive internship inlocal schools. This internship is tightlycoupled with course work especially designedfor this program. A portion of this coursework is taught by practicing administratorsdrawn from area school districts.

Each candidate participates in activitiesincluding:

Course work as a cohort to develop aknowledge base for school administration.

56

Seminars and visits to outstanding schoolsin the United States to observe the practice ofgood leadership and develop a vision ofexcellence in education.

A minimum of a one semester longinternship with an outstanding mentorprincipal to have the opportunity to practiceand model desirable leadership behaviors.

The program is divided into four majorstreams of activity including a one yearwarranty for the newly placed administratorgraduate.

Stream I: Sponsored Internship(Practice); June, August - January; 12 HoursTotal Credit.

Stream II: Leadership Seminar(Assessment Development); Assessment,Leadership Development, Reflective Practice,Theory/Practice Bridge, School Visits,Simulations, Vision Development EachSemester; 12 Hours Total Credit

Stream III: Knowledge Base (Human,Conceptual, Technical); Administrative/Organizational Theory, Governance, Productand Performance Evaluation (Research),Foundations (Ethics, Values, Philosophy ofEducation), OrganizationalCulture/Environments - Multi-EthnicLeadership, Politics/Policy Analysis,Communication - ConflictManagement/Group Dynamics, Supervisionof Staff, Human Resources Development(Staff), School Law, Pupil PersonnelAdministration, Special Education, Planning(Setting Goals, Time Management), BusinessManagement, School Finance, FacilitiesCurriculum, Instruction/Learning, SchoolOrganization, Computer Applications forAdministration; eighteen 1 Semester HourModules.18 Hours Total Credit

Stream IV: Professional Follow-UpSupport by U.T. Faculty First YearPlacement.

Total: 42 Semester Hours Credit(Summer, Academic Year, Summer).

YEAR TWOFor the second year of the program, the

candidate eligibility requirements have beenexpanded:

Candidates may be certified teachers justbeginning their administrative preparationwork, leading to certification as a schooladministrator. These candidates would beexpected to complete all components of theLeadership 21 program; or

Candidates may be individuals who havealready achieved certification as schooladministrators, for whom the district wishesto provide the opportunity for an in-depthinternship experience through the Leadership21 program before the candidate assumes thefull-responsibility for a school. Theseindividuals may elect to "test out" of anyportion of the Stream III Knowledge Basecourse work in which they are competent.This should eliminate most of the redundancythat may occur as overlap with their previouspreparation program.

Dr. Gary Ubben is Professor ofEducational Leadership at the University ofTennessee at Knoxville.

5 57

Summary Report of theInvitational Symposium onRecruitment, Selection, &Retention of Principals

FOREWORD

Tennessee schools are striving to meet theneeds of students today and tomorrow. Thismeans schools must do business differently insome areas and continue to do better in allareas. In order to do the job, our schoolsneed adequate teacherpreparation, meanin curriculumalternatives, comprehensive utilization oftechnology, and new governance structures.However, the fundamental key to change andimprovement in education is effective schoolleadership.

Our commitment in Tennessee is to haveschools among the best in the world. Tohave schools among the best means that wemust have principals in our schools who areas good as we can find or as good as we cangrow. It also means that each principal musthave an opportunity to grow in the job andcontinue to develop professionally throughouthis or her career.

The following report summarizes the contentof a statewide symposium held in May, 1990.The symposium was designed to identifyissues related to the recruitment, selection,and retention of principals. The summary

report provides an excellent frameworkwithin which policy and programrecommendations can be developed andconsidered. We welcome your review andcomments on this report.

C. Brent PoultonExecutive Director

State Board of Education

As we approach a number of major statewide education reforms during the nextdecade, we must take every opportunity to assure the leadership for ourschools if wehope to succeed. The vitality of our economy and the quality of life for our citizensare at stake.

59

PREFACE

"The education reform movement has had a substantial impact on the role of the principal.The trend toward restructuring and decentralizing decision makingis reshaping that role fromone of authoritarianism to one of collegiality. At the same time, the establishment of nationaland state education goals is demanding even more vigorous leadership by principals as theystrive to improve the quality of education in their schools.

National Organization Executive

"Principals, superintendents, and others have noted that the principal's job in Tennessee lacksclarity, that the process of selecting principals is inconsistent, that the administratorpreparation programs lack credibility, that the licensure standards are weak and unfocused,and that professional development and support for principals is insufficient."

State Policy Maker

"I think we are seeing that educational leadership locally is the key to school restructuring,change, and commitment."

Symposium Participant

"What is the ideal role of a principal? Instructional leader? Change agent? Manager ofpersonnel and facilities? Keeper of the measures of virtue? Protector of local values?"

Symposium Panel Member

"I feel that the position of principals has been given lip service as being vital, but little hasbeen done to support andfiend the position."

Symposium Participant

"What are the things principals do that contribute meaningfully to student learning?"

Symposium Panel Member

"Real leadership is self development for self and others, and a personal commitment utilizingone's education, work experience, and values to accomplish results."

Symposium Participant

"In two or three years, we in education must straighten out the situation or become a vanishingspecies. The reprm will be done by corporate leaders and legislators, or it will be done byeducators. Which do we choose?"

Symposium Speaker

"Before we begin to reform or repair, we should first determine a consensus as to what iswrong, however general it may be, and from that point begin to change. That was the purposeof the .symposium."

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Symposium Planning Committee Member

INTRODUCTION

On May 8 and 9, 1990, a statewide invitational symposium on recruitment, selection,and retention of principals was held in Nashville, Tennessee. The symposium wassponsored by the Tennessee Organization of School Superintendents, the TennesseeSchool Boards Association, the Tennessee Board of Education, an4 the DanforthFoundation. As suggested by the title of the symposium, the focus of the presentationsand discussions was on the importance of school leadership, in particular the role of theprincipal, to the success of today's and tomorrow's schools.

Invited symposium participants represented a broad spectrum of the professionals andorganizations concerned with public education in Tennessee. Among thoseattendingwere superintendents, local school board members, principals, teachers, highereducation faculty and administrators, state officials, business representatives, andprofessional organization leaders. Speakers from other states shared their perspectiveson school leadership, education reform, and model leadership development programs intheir states, local school systems, and institutions of higher education.

The purpose of the symposium was to provide a forum for discussion ofthe issuesrelated to the preparation, employment, and professional development of principals forTennessee's public schools. The symposium was to serve as the first step inTennessee's policy development process to improve the preparation, licensure,employment, and professional development of principals and other school leaders. Thepresentations, panel discussions, and input from symposium participants havebeen usedby the symposium planning committee to develop this summary report. This reportwill be used, along with other information, to develop specific policy recommendationsfor consideration by the Tennessee Board of Education and others.

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6

OVERARCHING THEMES

In identifying specific issues involved with the recruitment, selection, and retention ofprincipals, a number of overarching themes were identified through the discussions andpresentations of the symposium and in reviewing the reforms of other states and modelprograms.

Role of the Principal. The role of the principal in local schools needs to be clarified.A coherent role definition for the principal should address the complexities of socialchange affecting children and families; the demands by local communities and stateagencies for accountability; the advent of new technologies to improve instruction andmanagement; and the desire by teachers and parents for productive learningenvironments, adequate teaching resources, and shared decision making

Collaboration and Partnerships. Collaboration and partnerships can enhance theopportunity for success of prospective and current principals. The resources andexpertise available through local school systems, institutions of higher education,professional organizations, business and industry, and the state must be blended andutilized more effectively to prepare and develop school leaders. Model programswhich emphasize collaboration and partnerships should be adopted, supported, andexpanded in Tennessee.

Recruitment, Selection, and Induction of Candidates. Getting the right people toconsider and accept the position as principal of a school is the key to success inimproving school leadership. Tennessee should consider the development of morefocused recruitment, selection, and induction processes which would provide fewer, yetmore qualified, candidates for preparation programs and for employment as principals.

Incentives and Financial Support from the State. Reform and change often requirenew resources and/or reallocation of current resources. The state must provideincentives and financial support for local school systems and institutions of highereducation to engage in collaborative efforts to improve the processes by whichcandidates are identified, recruited, prepared, employed, and supported in schoolleadership positions. Current funding formulas may need to be revised. Principalcandidates should be supported in more intensive, full-time preparation andprofessional development programs.

Assessment and Evaluation. Measurement of results is the driving force behindmeaningful efforts to improve education. Assessment and evaluation of candidates,preparation programs, licensure, leadership results, and certification should bedesigned. Criteria, tests, and processes should be established. The performance ofcandidates, preparation programs, and principals should be reviewed annually.

Superintendents and Supervisors. Principals provide leadership and managementwithin a school environment and culture which is affected significantly by others on thelocal school system leadership team. The role, preparation, licensure, and employment

62

of superintendents and supervisors should be clarified and strengthened in order tofacilitate the effective functioning of the local leadership team.

Responsibilities and Roles. The state, local school systems, professionalorganizations, and institutions of higher education each must respond to reformrecommendations related to the principalship. The role and specific responsibilities ofeach should be identified.

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PREPARATION AND LICENSURE ISSUES

Overview of the Issues

Tennessee is a pluralistic state with many client groups which have different ideas aboutthe purpose of education and different notions about leadership. Currently, anindividual who wishes to become a school administrator applies to a higher educationinstitution. Almost all who apply are admitted, and most complete the program ofstudy required for licensure as an administrator. However, many candidates do notcomplete an approved program, but instead accumulate the necessary number andcombination of academic credits in a non-sequential fashion, often from multipleinstitutions, and apply directly to the state for a license without recommendation froman institution. Although there is no systematic evidence available to support oneinstitution's program of study over another in terms of the resulting knowledge andskills of graduates, the current system of preparation and licensure appears hapha72rd atbest.

Numerous reports and recommendations from educators and professional organizationsat both a state and national level raise questions about the current programs andpractices in preparing and licensing principals and other school administrators. Aspractices in Tennessee are reviewed, the following questions should be addressed.

Questions About Preparation Programs

1. How should the selection of candidates for preparation programs take place?Who should participate in the selection process: local school systems,institutions of higher education, the candidates, others?

2. Should the selection process at the beginning of the preparation program narrowthe pool to only slightly more than the anticipated needs across the state?

3. How should assessment and evaluation be used in the selection of candidates andthe completion of preparation programs? When? By whom?

4. What kind of measures should be used in assessments and evaluations?Candidates' knowledge, skills, or other indicators of competence?

5. Should successful completion of a preparation program result in a probationarylicense?

6. Should preparation programs be generic or specialized to the type of schoolsettings where an administrator will serve (e.g., urban/rural, elementary/middle/secondary)?

7. How do administrators learn? How do they construct knowledge, reflect onexperience, or utilize theory? How should knowledge about how administrators

64

learn and the design of the knowledge base in programs be demonstrated byinstitutions in seeking approval of their preparation programs?

8. What must administrators know and be able to do? Who determines the contentareas of the knowledge base and practical experiences? How will this bedetermined?

9. Should preparation programs be organized for specific competencies or forcourse topics?

10. How should the knowledge base be taught (e.g., lecture method, discussion,technology/interactive video)?

11. Should there be a required internship in preparation programs?

12. What should be the balance between theory-based learning and field-basedexperiences? Who should participate in blending theory and practice for thecandidates?

13. Should preparation programs be implemented with cohorts of candidates?

14. How will consensus or agreement be reached among local school systems,institutions of higher education, professional organizations, and the state aboutthe content and desired results of preparation programs?

15. What degree of autonomy should be afforded each institution in developing anapproved program? Should collaboration with local school systems be required?To what degree?

16. How should the state evaluate preparation programs? What should be thecriteria and procedures for approval?

17. How will institutions maintain approval of their preparation program? Howshould the knowledge and performance of graduates from an institution'sprogram be evidenced?

18. Who should evaluate the preparation programs and individual performance oflicensed candidates for continuing approval of programs? When? How?

19. How should preparation programs be accredited? By whom? How often?

20. How should preparation programs be funded if they are modified significantlyfrom current practice?

21. Should mid-career advanced preparation or development programs beimplemented? Should this include advanced or optional licensure/certification?

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Questions About Licensure

1. Why are current licensure standards and practices perceived as inadequate?What does this indicate for any reforms in standards and practices?

2. What should be the standards and guidelines for initial licensure?

3. Should licensure standards focus on what administrators must know and be ableto do instead of specific classes or course topics?

4. What should be the degree requirements for licensing of beginningadministrators? Bachelors, masters, specialist, or doctoral degree?

5. Should licensure be multi-level such as initial plus intermediate and advanced?

6. Should licensing be job specific, (e.g., superintendent, supervisor, principal,assistant principal)?

7. Should there be testing, evaluation, or assessment of candidates beforelicensure?

8. Should there be approved preparation programs which must recommendcandidates for licensure?

9. Should the first license, higher levels of licensure, or licensure renewal, includea significant internship?

10. Who assumes responsibilities for licensure criteria? State, higher educationinstitutions, local school systems, or shared partnership?

11. What should be the relationship of licensure to preparation programs, and thento certification?

12. What should be the length of a license? Three years, five years, ten years?

13. V/ gat should be required to renew a license? Courses, workshops, practicum,additional degree?

14. What are the implications of paying additional salary only if the position held byan individual matches the licensure or degree major (i.e., additional pay for amasters degree in school administration only if holding an administrativeposition)?

15. How should competent administrators be selected from the approximately 6,000educators currently licensed in administration/supervision? Should there beadditional steps such as an assessment center and/or a supervised practicalexperience?

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EMPLOYMENT AND PROFESSIONALDEVELOPMENT ISSUES

Overview of the Issues

The procedures of local school systems in Tennessee vary widely in the selection,assignment, monitoring, and evaluation of administrators. From the initialannouncement of a job opening to the assessment of job performance, there is areported variance in clarity, use of up-to-date approaches, and focus on the results ofschool leadership.

The licensure standards and procedures in place in Tennessee, as in many states, fail toscreen out the poorest quality candidates for administrative positions and do little toensure a particular level of competence among licensed individuals. Thus, the pool oflicensed candidates available to assume positions of school leadership is large in sizeand quite uneven in quality. Professional development programs for candidates, oncehired, consist of limited local and state in-service opportunities and sporadic offeringsby professional organizations and higher education institutions. Major reforms in theemployment and professional development of Tennessee school administrators seem tobe required. The following questions should be addressed.

Questions About Employment

1. Do the self selection policies and practices currently in place at the state levelregarding preparation and licensure of administrators create a pool of candidatesof uneven quality? Should additional requirements for employment bedeveloped to identify well qualified candidates?

2. Do the current policies and procedures of local school systems lead toidentification and selection of well qualified candidates?

3. Are job openings of local school systems adequately announced to develop thebest pool of qualified candidates? Could the state assist in developing a moretimely and cost effective system?

4. Do the policies or the negotiated agreements of many local school systemswhich promote the hiring of in-district candidates serve as a detriment to schoolimprovement initiatives of the state and local communities?

5. Do local school systems who hire in-district candidates adequately provide forthe assessment and professional development of potential candidates?

6. Have minorities and women often been excluded from the pool of potentialcandidates due to the lack of systematic in-district assessment, professionaldevelopment efforts, and selection processes?

676 6

7. Do selection procedures of local school systems focus too much on a candidate'sprior local visibility and conformity to local norms, and too little on theassessment of administrative skills and leadership potential? Should the stateprovide assistance or direction in developing better options for selectionprocedures?

8. Do political7 considerations related to a school administrator's position, ratherthan leadership potential, enter too often into the selection of principals?

9. Do local school system policies and practices provide for adequate salarystructures, rewards, incentives, and benefits which correspond with jobresponsibilities, performance, and leadership results of school administrators?

Questions About Professional Development

1. Should additional support systems for beginning principals be initiated by localschool systems and the state?

2. How will the professional development of school administrators incorporate thedevelopment of the "team" concepts of proposed reforms in school-baseddecision making?

3. Should programs and practices of business and industry serve as models and/orresources for professional development of school administrators? Shouldcollaboration with business and industry be expanded in the area of professionaldevelopment to assist with school improvement initiatives?

4. Should the state develop a system for continuing assessment of the professionaldevelopment needs of school administrators?

5. Should the state develop a system for continuing professional development forschool administrators? How can the varying needs of individual schooladministrators be addressed?

41r*6. Should all school administrators be required to have an annual plan for

professional development which utilizes local, state, higher education, andprofessional organization opportunities? How should this relate to re-issuanceof license and continuing employment?

7. Should additional efforts at collaboration between local school systems,professional organizations, business and industry, institutions of highereducation, and the state be pursued to provide for more systematic professionaldevelopment opportunities?

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RELATED ISSUES

There are a number of related issues which have been identified through symposiumpresentations, discussions, and input from participants which will require attentionwhen addressing the major issue areas identified in this report.

Focusing Leadership on Obtaining Results. Current expectations of school leadersincreasingly focus on obtaining results. The programs for identification, preparationand professional development of principals must take into account this increased focuson results. Individuals considering or working in the role of principal must be willingto accept and deal with the pressures and complexities of obtaining results in the schoolthey lead and manage.

Structure and Processes of the Local School Leadership Team. The localadministrative structures, leadership teams, and decision making processes affect thefunctioning of principals. Who is in charge of what? What shared decision makingprocesses in schools are desirable? Orientation to and preparation for working on ateam should be required of principals.

Leadership Skills Needed by All Educators. School-based decision making conceptsbeing promoted as part of the general reforms in Tennessee education suggest moreshared decision making in each local school. Leadership and team developmentconcepts and skills should be addressed in the preparation and professional developmentprograms for all educators.

Minorities and Women in School Leadership Roles. While more women andminorities are assuming school leadership roles, most school leadership positions arecurrently filled by majority males. Special efforts by the state, local school systems,professional organizations and institutions of higher education are required to identifycandidates for preparation programs and to provide mentoring and induction ofminority and women candidates.

Pilot and Experimental Programs. Reform often takes time to implement becausevarious individuals, institutions, and organizations must observe, learn, and accept thenew requirements and structures. Pilot and experimental programs should bedeveloped to provide for transition and testing of various means to accomplish the goalsof school leadership reform. .

Issues Concerning School Leadership Identified by Other Groups. Various stateand national organizations have identified issues related to school leadership. Some ofthese organizations have also made recommendations of policies and programs forstates, local school systems, and institutions of higher education. Tennessee needs touse the efforts of these organizations when considering potential reforms in thepreparation, employment, and professional development of principals.

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6

BARRIERS AND IMPEDIMENTS TO REFORM

Identifying the problem and then determining the ideal way which things ought to be isoften the easiest part in developing policies and programs. However, within anysystem there are operating norms, constituency groups, and resource allocationconcerns which must also be addressed when moving from the status quo to a new wayof doing business. The symposium participants and the planning committee haveidentified a number of the barriers and impediments to reform which should beaddressed in the development of policy and program recommendations.

Community and Local School Norms Regarding Schools and School LeadershipRequirements. Perhaps the most prevalent and difficult barriers to overcome inreform of school leadership are the expectations of local communities regarding schoolsand those who are in school leadership positions. Even those communities which placethe greatest value on improving their schools and the education of their children findthe pressures to continue operating and doing things the "same way" hard to overcome.Principals and other school leaders are subject to the politics and the culture of localcommunities. Politics and community norms can be dictated by the interests of a fewinfluential individuals or shaped by a general fear of the unknown when suggestions forchange are made.

Tennessee communities and public education are fortunate in this regard. A growingconsensus around the need for good schools developed across the state during the1980s. The state has had two consecutive governors, key leaders in the TennesseeGeneral Assembly, business and corporate leaders, and a multitude of local communityleaders who understand and promote the relationship between good schools, the generalhealth of the economy, and the quality of family and community life. Continuingemphasis will have to be given to this relationship in order to create and sustain aclimate within which communities will allow and challenge principals to serve aseffective change agents, instructional leaders, and enhancers of community values.

Perception by Constituent Groups of Being Overlooked. One of the most difficulttasks in developing and adopting policies and programs at a state level is to ensure theparticipation of the various constituent groups concerned. Most groups recognize thatnot all of their concerns will be addressed, but they desire to have meaningful inputinto the process and the final product. The state should make every effort possible tokeep all groups informed and involved in the policy and program developmentprocesses. Local school systems and institutions of higher education should do thesame in their local areas.

Perceived and Real Differences in Philosophy, Approaches, and Capabilities ofLocal School Systems and Institutions of Higher Education. Local school systemsand institutions of higher education have different missions and goals. The lack ofsustained, meaningful working relationships between the two levels of the educationsystem often results in an exaggeration of the differences, and the development ofperceptions that the other party really does not understand or care about the realconcerns being faced. While approaches, and capabilities are often different, they can

70

6 r

be complimentary when common interests are clearly identified. State and localeducation leaders in both higher education and public schools should strive to identifycommon interests and communicate those to all educators and the citizens of the state.

Perceived or Real Lack of Consensus on the Problem and Goals. Often when aproblem exists, no one can give an adequate description of the problem around whichto build a consensus to act or an agreement on the direction to take in correcting theproblem. This symposium summary report provides a good beginning to defining theproblems in recruiting, selecting and retaining effective principals, but a continuingrefinement of the information and discussion by key state policy makers, stateadministrate-s- school leaders, and constituent groups will be required to ensuresupport for any policy and program recommendations which are developed.

Resource Allocations and Funding Formulas. The state, local school systems, andinstitutions of higher education currently allocate resources to recruit, select, prepare,and provide professional development for principals. Reform win probably require areallocation of existing resources along with any changes in funding formulas whichmay be required to implement new programs. Vested interests in the existing programsand funding procedures will have to be addressed.

Internal and External "Turf Guarding." Both within and between agencies,organizations, and institutions at the state and local level, there are natural tendencies toprotect current operational structures and processes. Job positions and budgetallocations are often at stake when new policies and program designs are considered.Philosophical as well as practical differences between internal units and externalorganizations are often viewed with defensiveness and used to discount the potential formeaningful change and working together to accomplish new goals and objectives.Education leaders at both a state and local level will need to provide clear direction asto the changes desired to ensure that the excesses of "turf guarding" do not occur.

71

70

FINAL STEPS NEEDED TO DEVELOP RECOMMENDATIONS

In preparing this summary report of the invitational symposium, the planningcommittee was cognizant of the interest of the Tennessee Board of Education inreceiving policy recommendations for consideration in the fall, 1990. The followingare general recommendations for the process of developing a set of policyrecommendations:

Select a task force to develop recommendations for consideration by theTennessee Board of Education.

Involve constituent groups in framing the issues identified in this report before itis finalized and also in reviewing policy recommendations of the task force asthey are developed.

Develop a consensus among state policy makers, state administrators, localschool leaders, and constituent groups around the problems to be addressed andthe recommendations of the task force.

Assure a fit with the other general education reforms and the education fundingreform package being developed in Tennessee to meet the challenges of 21stcentury classrooms and schools.

"If I could leave nothing more with you, I would hope it would be a real sense ofurgency about this problem . . . I have come to believe very firmly that thefundamental problem or resolution (to school reform) is the matching of localleadership. All else follows that."

72

Symposium Speaker

71

BIBLIOGRAPHY OF REFORM RECOMMENDATIONS

A number of reports and publications were used in developing the agenda for thesymposium and this summary report. The recommendations and ideas contained inthese documents provide further insight into the issues and potential solutions identifiedthrough the symposium.

Alabama State Department of Education, Task Force for Achieving Excellence inSchool Administration .(1989). Improving the Effectiveness of SchoolAdministrators in Alabama. Montgomery, AL.

Association for Supervision and Curriculum Development (1987). "Using the Researchon Principal Leadership," Educational Leadership, Vol. 45, No. 1, p 3-76.ASCD: Alexandria, VA.

English, F.W. and Hill, J.C. (1990). Restructuring: The Principal and CurriculumChange. National Association of Secondary School Principals: Reston, VA.

Goodlad, J.I. (1987). "Schools and Universities Can and Must Work Together."Principal.

Hollinger, P. and Murphy, J. (1990). "Developing Leaders for Tomorrow's Schools."Phi Delta Kappan (accepted for publication): Bloomington, IN.

Hoyle, J.R.; English, F.W.; and Steffy, B. (1985). Skills for Successful SchoolLeaders. American Association of School Administrators: Arlington; VA.

Marburger, C.L. (1985). One School At A Time: School Based Management forChange. The National Committee for Citizens in Education: Columbia, MD.

McCurdy, J. (1983). The Role of the Principal in Effective Schools: Problems andSolutions. American Association of School Administrators: Arlington, VA.

National Association of Elementary School Principals (1990). Principals for 21stCentury Schools. NAESP: Alexandria, VA.

National Association of Secondary School Principals (1985). Performance BasedPreparation of Principals, Special Report of NASSP University Consortium.NASSP: Reston, VA.

National Commission for the Principalship (1990). Principals For Our ChangingSchools: Preparation and Certification. NCP: Fairfax, VA.

National Policy Board for Educational Administration (1989). Improving thePreparation of School Administrators: An Agenda for Reform. NPBEA:Charlottesville, VA.

73

Peterson, K.D. (1989). "Secondary Principals and Instructional Leadership:Complexities in a Diverse Role." National Center on Effective SecondarySchools: Madison, WI.

Sheive, L.T. and Schoenheit, M.B. editors (1987). Leadership: Examining theElusive. Association for Supervisory and Curriculum Development:Alexandria, VA.

Shibles, M.R. (1988). School Leadership Preparation: A Preface for Action.American Association of Colleges for Teacher Education: Washington, D.C.

Smith, S.C. and Scott, J.L. (1990). A Collaborative School: A Work Environment forEffective Instruction. National Association of Secondary School Principals:Reston, VA.

Smith, W.F. and Andrews, R.L. (1989). Instructional Leadership: How PrincipalsMake A Difference. Association for Supervision and Curriculum Development:Alexandria, VA.

South Carolina Department of Education (1989). South Carolina Principal EvaluationProgram. Columbia, SC.

Southern Regional Education Board (1986). Effective School Principals: A Proposalfor Joint Action by Higher Education, States, and School Districts. SREB:Atlanta, GA.

Tennessee Association for Supervision and Curriculum Development (1989). "GuidingPrinciples for Tennessee Administrator Endorsement Requirements." TASCD:Tennessee.

Tennessee Association of Colleges for Teacher Education (1990). "Recommendationsfor the Preparation of Administrators for Tennessee Schools." TACTE:Tennessee.

Tennessee Principals Study Council (1987). "Duties of the Tennessee Principal."Tennessee Department of Education: Nashville, TN.

Tennessee Board of Education (1990). "A Review of Recommended Domains ofKnowledge and Skills for Principals." TBE: Nashville, TN.

Tennessee Board of Education (1990). "Principals and Assistant Principals: TheCurrent Work Force, Supply, and Demand." TBE: Nashville, TN.

University Council for Education Administration (1987). Leaders for American'sSchools: The Report of the National Commission on Excellence in EducationalAdministration. UCEA: Tempe, AZ.

74

University of North Carolina (1989). The Education of North Carolina's Teachers: ADoctoral Program for Senior School Administrators. UNC: Chapel Hill, NC.

U.S. Office of Education Research and Improvement (1987). Principal SelectionGuide. U.S. Department of Education: Washington, DC.

Wisconsin Department of Public Instruction (1989). A Summary of the R port of theSuperintendents' Task Force on Administrative Leadership, Training andLicensure. Madison, WI.

'7. 75

Appendix A

INVITATIONAL SYMPOSIUMPLANNING COMMITTEE

Ken Nye, Symposium CoordinatorState Board of Education

Elbert BrooksTennessee Organization of School Superintendents

Dan TollettTennessee School Boards Association

Don BrownTennessee Organization of School Superintendents

Marilyn HayesTennessee School Boards Association

Don GressoDanforth Foundation

Brent PoultonState Board of Education

Karen WeeksState Board of Education

Elaine WillersState Department of Education

Connie Smith. State Department of Education

Gary UbbenUniversity of Tennessee, Knoxville

Charles BurkettEast Tennessee State University

Ernest BentleyTennessee LEAD Project

Philip HallingerVanderbilt University

Bill PayneTennessee Higher Education Commission

7

Symposium Registration and Materials

Helen CogginTennessee Organization of School Superintendents

Tammy JohnsonTennessee School Boards Association

Kelly NyeHendersonville, Tennessee

Meeting Arrangements and Equipment

Barbara NyeTennessee State University

Steve DersePark Plaza Hotel

Speaker and Presenter Arrangements

Ken NyeState Board of Education

Don GressoDanforth Foundation

Gary UbbenUniversity of Tennessee, Knoxville

Symposium Agenda

Ken NyeState Board of Education

Brent PoultonState Board of Education

Video Taping

Philip Hal lingerVanderbilt University

Virginia MorganVanderbilt University

Supply and Demand Report

Karen WeeksState Board of Education

Appendix B

INVITATIONAL SYMPOSIUMON

RECRUITMENT, SELECTION, AND RETENTIONOF PRINCIPALS

FOR TENNESSEE'S SCHOOLS

May 8 & 9, 1990

Park Plaza Hotel

10th and Broadway

Nashville, Tennessee

Sponsored By: Tennessee Organization of School SuperintendentsTennessee School Boards AssociationTennessee State Board of EducationDanforth Foundation

7

PURPOSE: To provide a forum for presentation and discussion of the issues

and reforms concerning the preparation, employment, andprofessional development of principals for Tennessee's public

schools.

SYMPOSIUM TOPICS:

Status of Principal Preparation Programs in Tennessee.

Current Supply, Demand, and Hiring Practices in Tennessee.

Identification, Recruitment and Selection Processes.

Role of Principals in Tennessee Schools.

New State and National Standards for Credentialing.

Critical Factors in Recruitment, Preparation, and Employment.

Model Programs for Preparation, Induction, and Professional Development.

Cost Factors and Cost Benefits.

Partnerships Between School Systems and Higher Education Institutions.

Research Findings on Preparation, Induction and Professional Development.

INVITED

PARTICIPANTS:

School Superintendents, School Board Members, Principals, Teachers,

University Faculty and Administrators, State Officials, and Professional

Organization Leaders.

AGENDA

INVITATIONAL SYMPOSIUMON

RECRUITMENT, SELECTION, AND RETENTIONOF PRINCIPALS FOR TENNESSEE'S SCHOOLS

MAY 8 & 9, 1990

May 8, 1990

9:30 a.m.- Registration, Coffee, and Conversation

10:15 a.m.- First Genera; Session

WHY HAVE WE GATHERED?

Welcome - Brent Poulton, SBE Executive DirectorOrganization of the Symposium - Ken Nye, SBE StaffThe Charge for the Symposium - Dick Ray, SBE Member

Presentation

Keynote Address - The Challenge of Securing andRetaining Good Principals: TheNorth Carolina Story

Donald J. Stedman,Associate Vice President forAcademic AffairsThe University of North Carolina

Panel Response - Ernestine McWherter, TOSSPatsy Garriott, TSBADick Wisniewski, TACTEDavid Jones, TASSA

12:00 a.m.- Break

12:15 p.m.- Second General Session - Lunch

WHERE ARE WE GOING?

Presentation

Major Address - The Role of Principals:Today and Tomorrow's Schools

Christine JohnsonPrincipal of the Year for Colorado

Panel Response - Nelda Watts, TASSPDon Hudson, TAESPJudy Flatt, TASCDAnn Robertson, TEA

2:00 p.m. - Break

2:15 p.m. - Third General Session

WHERE ARE WE NOW IN TENNESSEE?

Panel

History of Licensure Requirements- Bill Payne, THEC Staff

Status of Preparation Programs and Licensure Today- Gary Ubben, UTK Staff

Status of Career Development Programs- Elaine Willers, SDE Staff

Current Supply/Demand Outlook- Karen Weeks, SBE Staff

Current Hiring Practices and Professional Development- Dan Tollett, TSBA Executive Director- Elbert Brooks, TOSS Executive Secretary

3:45 p.m. - Break

4:00 p.m. - Work Session

WHAT DO WE WANT THE FUTURE TO LOOK LIKE?

Assigned Groups

Thinking boldly about the changing role of principalsand what we should be doing in Tennessee.

5:30 p.m. - Social Hour/Reception

Hosted by IBM

6:30 p.m. - Fourth General Session - Dinner

HOW DO WE GET THERE?

Presentation

Major Address - World Class Schools: The Role ofSchool Leaders

William L. LepleyCommissioner of Education for Iowa

Panel Response - John M. Parish, Tennessee BusinessRound TableJohn Crothers, State DepartmentEconomics and Community DevelopmentDonn Gresso, Danforth FoundationPat Ceperley, Appalachia Educational

LaboratoryMay 9

8:00 a.m. - Fifth General Session - Breakfast

Presentation

Major Address - National Standards for SchoolAdministrators

Scott ThomsonExecutive DirectorNational Policy Board for EducationalAdministration

Panel Response - Ivan Muse, UtahWayne Worner, VirginiaRodney Roth, AlabamaWillis Hawley, Tennessee

9:45 a.m.- Break

10:00 a.m.- Interest Sessions

WHAT DO WE KNOW ABOUT THE MODELS AND THE DIRECTIONS WEMAY CHOOSE TO GO?

Small Group Presentations - Model Programs/Research/Technology

Session Repeated in Afternoon (see attached)

11:15 a.m.- Break

11:30 a.m.- Sixth General Session - Lunch

WHAT DO WE KNOW ABOUT IDENTIFYING, SELECTING ANDDEVELOPING EFFECTIVE PRINCIPALS?

Presentation

Major Address - Assessment Centers: Identifying andDeveloping Effective Principals

Lenor HerseyAdministrator of Special ProjectsNational Association of SecondarySchool Principals

12:45 p.m.- Interest Sessions (continued)

Small Group Presentations - Model Programs/Research/Technology

Sessions Repeated from Morning (see attached)

2:00 p.m. - Break

2:15 p.m. - Interest Sessions (continued)

Small Group Presentations - Model Programs/Research/Technology

Sessions Repeated from Morning (see attached)

3:30 p.m. - Seventh General Session

WHERE DO WE GO FROM HERE?

Brent Poulton, SBE Executive Director

4:00 p.m. - Symposium Concluded

SCHEDULE FOR

INTEREST SESSION PRESENTATIONSMODEL PROGRAMS/RESEARCH/TECHNOLOGY

May 9, 1990

Room 10:00 - 11:15 a.m. 12:45 - 2:00 P.M. 2:15 - 3:30 P.M.

C Ivan Muse Ivan Muse Set for Concluding

Brigham Young Univ. Brigham Young Univ. Session

Harding Rodney Roth Rodney Roth Rodney Roth

Univ. of Alabama Univ. of Alabama Univ. of Alabama

Hillsboro Wayne Worner Wayne Worner Ivan Muse

Virginia Tech Univ. Virginia Tech Univ. Brigham Young Univ.

Foyer IBM-Jeff Ford/Jim IBM-Jeff Ford/Jim IBM-Jeff Ford/Jim

Garrett/Libby Hinote Garrett/Libby Hinote Garrett/Libby Hinote

Tapestry Frances Fowler/ Ernest Bentley Frances Fowler/

(Restuarant Cynthia Gettys Tenn. LEAD Project Cynthia Gettys

Area) Univ. of Tennessee Univ. of Tennessee

Knoxville Knoxville

Capitol Floyd Edwards/ Philip HallInger/ Floyd Edwards/

Charles Burkett Joe Murphy Charles Burkett

East Tenn State Univ. Vanderbilt Univ. East TN State Univ.

Commerce Ernest Bentley Gary Ubben/ Gary Ubben/

Tenn LEAD Project Mary Jane Connelly Mary Jane Connelly

Univ. of Tennessee Univ. of Tennessee

A/B/D Set for Breakfast/Lunchand

Break Area

Knoxville

Set for Breakfast/Lunchand

Break Area

L15

Knoxville

Break Area

Topic

INTEREST SESSION PRESENTATIONS

Presenter Title of Presentation

Model Ivan Muse "School District-UniversityProgram Brigham Young Univ. Partnerships for Selecting,

Training, and Employing SchoolPrincipals"

Model Rodney Roth "A Model for Generic LeadershipProgram University of Alabama Preparation, Induction, and

Professional Development"

Model Wayne Worner "Making Better Principals orProgram Virginia Tech Univ. Making Principals Better"

Technology Jeff FordJim GarrettLibby HinoteIBM

"Technology for Schools in the90's"

Research Frances Fowler and "Comparison Between Typical FirstCynthia Gettys Year Principals and InternUniv. of Tennessee Principals Working with Mentors"Knoxville

Model Floyd Edwards and "Experiential PrincipalProgram Charles Burkett Preparation Program"

East Tennessee StateUniversity

Prof. Ernest Bentley "Influencing Leadership PracticesDevelopment Tennessee LEAD Project Through Special Efforts:

Tennessee LEAD, Dupont LDP,Etc."

Research Philip Hallinger and "Preparation and Development ofJoseph Murphy School Leaders: Issues for theVanderbilt University 21st Century"

Model Gary Ubben andProgram Mary Jane Connelly

Univ. of TennesseeKnoxville

"Leadership 21: Preparation for21st Century Principals"

Appendix C

1

POLICY FOR THEPRINCIPAL IN TENNESSEE'S SCHOOLS

NOVEMBER 1591991

STATE BOARD OF EDUCATION

6G

TABLE OF CONTENTS

Page

Preface i

Policy iii

Recruitment and Selection 1

Preparation and Professional Development 1

Approval of Preparation Programs 4

Assessment of Performance 5

Annual Professional Development Plans 5

Initiatives Required to Implement the Policy 6

AppendicesA. Policy Implementation Schedule 11

B. Task Force Membership 13

E c, ,

PREFACE

Effective school leadership is critically important as Tennessee implements changesrequired for schools of the 21st Century. Every school must have the best principal possible.Current efforts to ensure sufficient resources, to shift decision making closer to those whoare working with children in the schools, and to establish clear lines of accountabilityunderscore this point.

The principal is the leader of the school. He or she is accountable for the decisions andresults at the school and for overall leadership and management of the school facility,personnel, and students. The principal works under the general supervision of a local schoolsystem superintendent and is responsible for carrying out the policies, procedures, andprograms established by the state and the local board of education. The principal alsoworks with faculty, staff, students, parents, and community leaders in creating the conditionsfor learning.

Current policies for preparing principals are inadequate. These policies permit applicantsto accumulate coursework, often poorly sequenced, at one or more institutions and to applydirectly to the state for endorsement without the recommendation of an institution of highereducation. No hands on experience is required of the candidate, nor is any test orperformance assessment required. The new policy addresses each of these deficiencies andpresents a cohesive set of provisions designed with one goal in mind: to provide the bestpossible candidates for principal positions and to help principals succeed in theirresponsibilities.

This policy is based upon the vision of schools represented in the Master Plan for TennesseeSchools: Preparing for the 21st Century. Tennessee is now in the process of adopting neweducation legislation which will achieve this vision. The vision of 21st Century schoolsestablishes an expectation of a new role for principals. While all of this is not yet in place,new standards for preparation and licensure can be established.

3 ui

POLICY

This policy regarding the principal in Tennessee schools will be phased in according to theimplementation schedule provided in Appendix A.

1. Local school systems and approved institutions of higher education willcollaborate in the preparation and professional development ofprincipals.

2. The licensing of a principal candidate will involve two steps: beginningadministrator endorsement and professional administratorendorsement. A beginning principal will be required to attain theprofessional administrator endorsement within three years ofemployment as a principal.

3. In order to become a fully credentialled principal in Tennessee, anapplicant must attain a graduate degree, complete an approvedgraduate level program of studies in school administration andsupervision, be recommended for endorsement by an approvedinstitution of higher education, pass a state required test/assessment,and complete a professional development program and local evaluationas a beginning principal.

4. Standards for preparation and professional development programs willbe based on the knowledge and skills needed by a principal for effectiveleadership and management. The licensure standards will beestablished by the Advisory Council on Teacher Education andCertification and approved by the State Board of Education.

5. Evaluation of a principal's performance will be the responsibility of thesuperintendent, will be based upon a performance based contractestablished for each principal, and will address the following areas ofperformance: student academic learning and social development;learning environment in the school; faculty and staff development andinvolvement; parent and community involvement and satisfaction; andfinancial and program management.

6. Individuals currently employed as principals with valid endorsementscan continue to be employed or reemployed without additionalendorsements or credentials.

7. Individuals endorsed in administration/supervision or principal but notcurrently employed will complete the state required test/assessmentprior to employment.

**Qs

8. A statewide registry of candidates will be maintained by the state toassist local school systems in recruiting administrative personnel.

9. Local school systems will be encouraged to provide leadershipdevelopment activities for aspiring and current school administrators incooperation with other school systems and organizations.

iii

10. The state will provide funding to support the preparation, testing andperformance assessment of highly qualified principal candidates, and forcompetitive salaries for principals.

iv

RECRUITMENT AND SELECTION

Each local school system has the responsibility for identifying, recruiting, and selecting thebest available school leaders. The state will provide assistance to local school systems indeveloping and improving recruitment, selection, and employment procedures. Localschool systems and institutions of higher education are encouraged to work together toidentify and recruit highly qualified potential principal candidates. Local school systems areencouraged to provide leadership development activities for aspiring school administratorswhich is open to all interested individuals, and especially to prospective minority and womencandidates.

The State Department of Education will establish a statewide registry of candidatesendorsed in school administration from which school systems may invite applications forprincipalship openings. The statewide registry will not preclude candidates not on theregistry from being considered by local school systems, but will serve as a resource to assistlocal school systems in identifying the best candidates available.

PREPARATION AND PROFESSIONAL DEVELOPMENT

Beginning principal:, be adequately prepared to assume the role and responsibilities ofthe position. A beginning principal will have had successful teaching experience althoughthe teaching experience need not be in the same school level as the principal position.

The policy establishes a two step process for principals to become fully credentialled. Thefirst step involves preparation, testing and performance assessment prior to employment asa principal. The second step involves professional development and evaluation during theinitial years of employment as a principal. The first step leads to endorsement as beginningadministrator, the second to endorsement as professional administrator. In addition, therewill be two different routes to complete the sequence, the primary difference being that oneroute includes a one-semester internship, whereas the other does not. Both routesanticipate collaboration between local school systems and institutions of higher education.A diagram of the requirements is provided at the end of this section.

Standard Program

The standard program provides a two step process for principals to become fullycredentialled.

Step 1: Beginning Administrator Endorsement and Initial Employment

In the standard program the candidate will complete a graduate degree and will completean approved graduate level program of studies in school administration and supervision.Candidates must be recommended to the state for endorsement as beginning administratorsby an institution of higher education with an approved program. The approved programwill address the knowledge and skills required of a principal and will provide opportunitiesfor curriculum leadership specialization in one or more school levels. Moreover, in order tobe eligible for the beginning administrator endorsement, a candidate must successfullycomplete the state required test/assessment. Having completed these requirements, thecandidate is eligible for endorsement and employment as a principal.

Step 2: Professional Administrator Endorsement

When local school systems employ beginning principals the systems must initiate contactwith one or more institutions of higher education to collaborate in providing a customizedprofessional development program for each beginning principal. The professionaldevelopment program will include the support of a mentor principal with recognizedsuccessful experience and assistance from the institution of higher education. Thecustomized program will provide for curriculum leadership specialization at the grade levelsof the school at which the principal is employed and it may or may not involve additionalformal study and coursework. The principal will complete a graduate degree in anapproved school administration and supervision program if such degree was not obtained aspart of beginning administrator preparation.

Beginning principals will be evaluated by the superintendent or designee. The principal maymeet the requirements as early as the end of the second year and must meet them no laterthan the third year. The principal must be jointly recommended by the superintendent andthe institution of higher education for the professional administrator endorsement. In theevent that the candidate changes employment prior to obtaining the professionaladministrator endorsement, the candidate may be employed again as a beginning principalprior to obtaining the professional administrator endorsement.

Internship Program

The internship program also involves a two-step process for principals to become fullycredentialled.

Step 1: Beginning Administrator Endorsement and Initial Employment

In the internship program the candidate will complete an approved graduate level programleading to a graduate degree in school administration and supervision. Institutions of highereducation and local school systems will jointly develop the program, admit candidates to theprogram, and recommend candidates for endorsement as beginning administrators. Theprogram will address the knowledge and skills required of a principal and will provideopportunities for curriculum leadership in one or more grade levels. The program willinclude an internship of at least one semester spent full-time in a school setting with amentor principal with recognized experience and assistance from the institution of highereducation. In order to be eligible for the beginning administrator endorsement, a candidatemust successfully complete the state required test/assessment. Having completed theserequirements, the candidate is eligible for employment as a principal.

Step 2: Professional Administrator Endorsement

Since the principal has already completed an internship, the length of time required toattain professional administrator endorsement will likely be less than that required for aprincipal completing the standard route. The principal will complete a customizedprofessional development program developed by the local school system which will providefor curriculum leadership specialization at the grade levels of the school at which theprincipal is employed. Following successful evaluation by the superintendent or designee,the superintendent may recommend the principal for professional administratorendorsement as early as the end of the first year of employment but must do it no later thanthe third year of employment. In the event that the candidate changes employment prior toobtaining the professional administrator endorsement, the candidate may be employedagain as a beginning principal prior to obtaining the professional administratorendorsement.

2

PRINCIPAL PREPARATION AND ENDORSEMENTEFFECTIVE 1994-95

CURRENT ROUTE*

Current RouteComplete master's degree

Complete required coursesin school administrationand supervision

Apply to state forendorsement

VAdmin./supervision orprincipal endorsementunder current licensurestandards

./Complete state requiredtest/assessment

* The current routeapplies to individualswho are not employedas principals and whohold the admin./super.or principal endorsementprior to September 1, 1994.Individuals employed asprincipals prior to July 1,1994, who hold the admin./supervision or principalendorsement can continueto be employed after thattime without additionalendorsements or credentials.After September 1, 1994,these endorsements will nolonger be issued.

NEW ROUTES

Standard ProgramComplete graduate degree

Complete approved prepa-ration program in schooladmin. & supervision

Recommendation byinstitution

Complete state requiredtest/assessment

VEndorsement as beginningadministrator

Employment as beginningprincipal

Complete customizedprofessional developmentprogram (jointly developedby supt. and institution,including mentoring)

Complete graduate degreein school admin. andsupervision (if notalready obtained)

Local evaluation by supt.

Recommendation by supt.and institution

Endorsement asprofessional administrator

3

Internship ProgramComplete graduate degreein approved preparationprogram in school admin.and supervision

Admission by inst. & supt.

One-semester internship

Recommendation byinstitution and superintendent]

Complete state requiredtest/assessment

VEndorsement as beginningadministrator

Employment as beginningprincipal

Complete customizedprofessional developmentprogram

Local evaluation bysuperintendent

Recommendation bysuperintendent

Endorsement asprofessional administrator

Application of the Licensure Requirements to Individual Candidates

The licensure requirements of the policy will be applicable to all individuals employed forthe first time as principals in Tennessee beginning July 1, 1994. Specifically:

1. An individual employed for the first time as a principal will have attained thebeginning administrator endorsement including the state required test/assessment.

2. The beginning administrator endorsement will be sufficient for no more than threeyears of employment as a principal. Continued employment in the same school orsame level of school in the local school system will require attainment of aprofessional administrator endorsement.

3. An individual holding an endorsement in administration/supervision oz principalissued under existing or previous licensure standards can attain employment as abeginning principal or the new beginning administrator endorsement by passing thestate required test/assessment.

4. An individual holding an endorsement in administration/supervision or principal andemployed as a principal prior to July 1, 1994, can continue to be employed withoutattaining additional endorsements.

5. No endorsements in administration/supervision will be issued by the state under theexisting licensure standards after September 1, 1994. (The principal endorsement iscurrently no longer issued)

6. Out-of-state candidates who have valid administration/supervision endorsements orwho have completed approved administration/supervision preparation programs inother states and who seek employment for the first time as a principal will completeany test/assessment required by the state for the beginning administratorendorsement.

7. Out-of-state candidates who have valid administration/supervision endorsements andexperience as school administrators or supervisors will complete at least one year ofemployment as a principal, including the professional development program andlocal evaluation, to be recommended for the professional administratorendorsement.

APPROVAL OF PREPARATION PROGRAMS

Institutions of higher education offering preparation programs leading to beginning andprofessional administrator endorsement will submit them to the State Department ofEducation for review in accordance with the state's procedures for approval of teachereducation institutions and programs. Criteria for program approval will be based upon theknowledge and skills developed by the Advisory Council on Teacher Education andCertification and approved by the State Board of Education. Such programs will beconsidered for approval by the State Board of Education, upon recommendation of theState Department of Education.

Institutions of higher education offering administrator preparation programs must seek andreceive approval of both a program for beginning administrator endorsement and a

9L4

program for professional administrator endorsement. Institutions will initiate programsconsistent with the new policy no later than fall 1993 and are encouraged to do so earlier.

ASSESSMENT OF PERFORMANCE

Evaluation of a principal's performance will be the responsibility of the superintendent andwill be based upon a performance based contract. Results of the assessment ofperformance will also be used in developing and updating the principal's annualprofessional development plan. The assessment will address performance outcomes andprocess measures in the areas listed below:

* Student academic learning and social development* Learning environment in the school* Faculty and staff development and involvement* Parent and community involvement and satisfaction* Financial and program management

The State Certification Commission will review the state model for local evaluation andrecommend to the State Board of Education changes needed to ensure compatibilitybetween the new policy for principals and the state model for local evaluation.

ANNUAL PROFESSIONAL DEVELOPMENT PLANS

Principals are expected to grow in their abilities to lead and manage schools effectively.Both those individuals seeking and those holding principal positions should demonstrate apersonal commitment to continued learning for themselves as well as the faculty, staff, andstudents they supervise. Superintendents will be responsible for establishing with eachprincipal an annual plan for personal professional development which will engage theprincipal in learning experiences contributing to improved leadership and management ofschools. When principals change levels of schools they will focus their annual professionaldevelopment plans on curriculum leadership specialization at the appropriate school levels.

Local school systems are encouraged to cooperate with each other and other organizationsin developing and implementing local school system leadership development activities.Collaborative efforts among local school systems, and with institutions of higher education.professional school leadership organizations, business and industry, and state agencies willprovide additional professional development activities and resources from which individualschool systems and principals can choose in developing programs and individual plans.

The State Department of Education will develop a long range schedule of professionaldevelopment activities and resources to be provided or brokered by the state. The schedulewill provide, to the greatest extent possible, a comprehensive set of learning opportunitieseach year from which superintendents and principals can select in implementing theprofessional development plans for each principal.

5t

INITIATIVES REQUIRED TO IMPLEMENT THE POLICY

The following initiatives are required to support and implement this policy:

Local School Systems

1. Establish criteria and processes for identification, recruitment, andselection of candidates.

2. Support the performance assessment and annual professionaldevelopment plans of each principal.

3. Develop and support local school system leadership developmentactivities for aspiring and current school administrators.

4. Work collaboratively with institutions of higher education, professionalschool leadership organizations, business and industry, and state agenciesin the preparation, induction, and professional development of beginningprincipal candidates and employed principals.

Institutions of Higher Education

1. Assist local school systems in the identification, recruitment, and selectionof candidates.

2. Provide preparation in school leadership and management for beginningand professional administrator licensure.

3. Work collaboratively with local school systems in the preparation,induction, and professional development of principal candidates.

4. Work collaboratively with local school systems, professional schoolleadership organizations, business and industry, and state agencies inproviding professional development programs for employed principals.

Professional School Leadership Organizations

1. Promote professional standards of conduct and ethics which supporteffective school leaders.

2. Assist local school systems and the state in promoting educationalexcellence and professional development and recognizing effective schoolleaders.

3. Provide professional support and development opportunities forbeginning and experienced principals.

4. Work collaboratively with local school systems, institutions of highereducation, business and industry, and state agencies in providingprofessional development programs for employed principals.

6

98

Business and Industry

1. Provide opportunities to share leadership development and managementtraining activities with local school systems and principals.

2. Assist principals in developing awareness of community resources andstructures.

3. Provide individual principals with short term experiences in leadershipand management within business and industry.

4. Work collaboratively with local school systems, institutions of highereducation, professional school leadership organizations, and stateagencies in providing resources for preparation, induction, andprofessional development of principal candidates and employedprincipals.

State Board of Education and State Department of Education

1. Develop licensure standards and approve preparation programs.

2. Develop, approve, and fund testing/assessment processes.

3. Develop and fund statewide professional development activities.

4. Assist local school systems in establishing criteria and processes foridentification, recruitment, and selection and in developing andsupporting local school system leadership development activities.

5. Work collaboratively with local school systems, institutions of highereducation, professional school leadership organizations, and business andindustry in utilizing available resources and programs for preparation andprofessional development of principal candidates and . employedprincipals.

1,4 V..(-1

7

APPENDICES

APPENDIX A

POLICY IMPLEMENTATION SCHEDULE

The Policy for Principals in Tennessee's Schools will be implemented in phases. Beginningin the 1992-93 school year, each principal will have an annual development plan and willhave a performance assessment by the local school system superintendent. Beginning in the1993-94 school year, all higher education preparation programs for school administrationand supervision must be based upon the new policy and licensure standards. Individualsemployed for the first time beginning July 1, 1994, must meet the new preparation, test andperformance assessment requirements. Details of the implementation schedule for thispolicy are provided below.

Winter, 1991 State Board of Education will consider new licensure standardsfor principals recommended by the Advisory Council onTeacher Education and Certification under the new policy.

Spring, 1992 Approval of preparation programs recommended by the StateDepartment of Education under the new policy and licensurestandards will be considered by the State Board of Education.

Spring, 1992 All principals will plan, in conjunction with theirsuperintendents, their first annual performance plan andpersonal professional development plan under the new policyto begin in the 1992-93 school year.

Summer, 1992 State agencies, in collaboration with higher educationinstitutions, professional organizations, and business andindustry will begin providing high-quality, short-termprofessional development opportunities for principals andprincipal candidates endorsed under previous licensurestandards.

Fall, 1992

Fall, 1992

Summer, 1993

Local school systems will begin implementing performancecontracts, performance assessments, and annual professionaldevelopment plans for all principals under the new policy.

Local school systems will begin providing local school systemleadership development programs in cooperation with otherschool systems and organizations for aspiring and currentschool administrators under the new policy.

The State Department of Education will recommend to theState Board of Education for approval the test/assessment to herequired of all individuals prior to employment for the first timeas principal beginning July 1, 1994.

Fall, 1993

Fall, 1994

Higher education institutions will initiate preparation programsapproved under the new policy for new candidates entering

school administration and supervision preparation programs.Approval of the programs will be based on the new policy and

licensure standards.

Individuals employed for the first time as principals beginning

July 1, 1994 must meet the new preparation and test/assessment

requirements.

12

APPENDIX B

TASK FORCE ON THE PREPARATION,EMPLOYMENT, AND PROFESSIONAL DEVELOPMENT OF

PRINCIPALS1990-91

Members

Gary NixonCumberland County High School

Betty TriplettNapier Elementary School, Metro-Nashville

Dan RussellScience Hill High School, Johnson City

Viva BoslandScales Elementary School, Williamson County

George NerrenDyersburg City Schools

Relzie PaytonTennessee Education Association

Linda HuntApollo Middle School, Metro-Nashville

Ernestine McWherterTennessee Organization of School Superintendents

Dan TollettTennessee School Boards Association

Norma NutterEast Tennessee State University

Nathan EssexMemphis State University

Gary RushUniversity of Tennessee at Martin

Mary Jane ConnellyUniversity of Tennessee at Knoxville

Philip Hal lingerVanderbilt University

Alm13

Staff

Ken NyeState Boara of EducationTask Force Coordinator

Karen WeeksState Board of Education

Resource Individuals

Dick Ray, State Board of EducationJay Morgan, State Board of EducationEarnie Deavenport, State Board of EducationNebraska Mays, State Department of EducationConnie Smith, State Department of EducationElaine Willers, State Department of EducationDean Holland, State Departinent of EducationBetty Long, State Department of EducationSusan Hudson, State Department of EducationMarilyn Hayes, Tennessee School Boards AssociationLarry Ridings, Tennessee Organization of School SuperintendentsElbert Brooks, Tennessee Organization of School SuperintendentsBill Emerson, Small County School SystemsBuddy McMillin, Superintendents Study CouncilJim Parris, Principals Study CouncilMinnie Miller, Supervisors Study CouncilBill Murphy, Teachers Study CouncilNelda Watts, Tennessee Association of Secondary School PrincipalsDavid Sexton, Tennessee Association of Secondary School PrincipalsLora Hall, Tennessee Association of Elementary School PrincipalsDon Hudson, Tennessee Association of Elementary School PrincipalsPeggy Harris, Tennessee Association of School Supervision and AdministrationDavid Jones, Tennessee Association of School Supervision and AdministrationJudy Flatt, Tennessee Association for Supervision & Curriculum DevelopmentPatsy Garriott, Advisory Council on Teacher Education and CertificationWillis Hawley, Tennessee Association of Colleges for Teacher EducationCavit Cheshier, Tennessee Education AssociationFred Crosson, Tennessee Education AssociationArliss Roaden, Tennessee Higher Education CommissionGary Ubben, University of Tennessee at KnoxvilleCharles Burkett, East Tennessee State UniversityFloyd Edwards, East Tennessee State UniversityDonn Gresso, East Tennessee State UniversityErnest Bentley, Tennessee LEADPorter King, Trevecca Nazarene CollegeColbert Whitaker, University of Tennessee at ChattanoogaFrank Marcus, Memphis State UniversitySam Lucas, Memphis State UniversityBennie Smith, Memphis State UniversityRalph White, Middle Tennessee State UniversityDavid Singer, Middle Tennessee State UniversityPaul Carraher, Tennessee State UniversityBarbara Nye, Tennessee State UniversityJoseph Murphy, Peabody College of Vanderbilt University

State Board of Education Authorization No.

331679. 800 copies. This public document was

promulgated at a cost of $.40 per copy.

November 1991.

I

Appendix D

TEACHER EDUCATION I POLICY

IMPLEMENTATION

LICENSURE STANDARDS

Administrator(Beginning Administrator, K-12

and Professional Administrator, K-12)

AND

RULES PERTAINING TO THE PRINCIPAL

TENNESSEE STATE BOARD OF EDUCATION

March 27, 1992

:1

LICEN SURE STANDARDS

ADMINISTRATOR(Beginning Administrator Endorsement K-12

and Professional Administrator Endorsement 1C-12)

All prospective administrators will complete studies in school administration andsupervision. The education and professional development of an administrator is a careerlong undertaking that is initiated in graduate level course work, refined in field experiences.and enhanced during professional practice. Administrator preparation programs willprovide the prospective administrator the knowledge and skills to develop the following:

1. Ability to formulate goals with individuals and groups and to articulate hiuhexpectations for students, faculty and staff.

Understanding of current research regarding student learning and the implications foreffective teaching. Ability to work with others in designing curriculum andimplementing an effective instructional program.

3. Understanding of student growth and development. Ability to provide for studentguidance, connect students with community resources, and maintain an orderly schoolclimate.

4. Ability to involve faculty, staff, parents and community members in meaningfuldecision making. Ability to collect information from multiple sources and analyzeproblems.

5. Ability to assess needs and evaluate the progress of students, faculty, staff and schoolto facilitate continuous improvement of the school program.

6. Ability to organize and implement an effective school program, delegateresponsibilities, and manage change.

7. Ability to use technology to obtain information, communicate information andfacilitate instruction and learning.

8. Ability to enhance the role of parents in their children's education.

9. Ability to promote the professional development of faculty and staff and maintainpersonal professional growth. Ability to identify prospective faculty and staff.

10. Ability to manage resources, develop the budget, use sound business practices, andobtain and use community resources.

11. Ability to communicate with individuals and groups, both orally and in writing, in orderto motivate others, mediate conflicts and promote the goals of the school.

12. Understanding of moral and ethical responsibilities of schools. Understanding ofdiverse cultural values.

13. Ability to apply legal and regulatory mandates of the local school system, the state, andthe federal government and to encourage school site innovation.

14. Understanding of policy processes and political influences in decisions affecting theschool.

1

15. Ability to communicate effectively with the general public and the media regardingprogress, achievement, and other matters related to the school.

Guidelines

I. Programs in school administration and supervision will enable candidates to developthe knowledge and skills specified for the beginning administrator and professionaladministrator endorsements.

II. Programs in school administration and supervision will be consistent with the Policyfor the Principal in Tennessee's Schools, adopted by the State Board of Education,November 15, 1991.

III. Applicants for the beginning administrator endorsement will be recommended by aninstitution with an approved program in school administration and supervision.Applicants will have successful teaching experience before being recommended bythe institution.

IV. The endorsement of a principal candidate will involve two steps: beginningadministrator endorsement and professional administrator endorsement. Abeginning principal will be required to attain professional administrator endorsementwithin three years of employment as a principal. A candidate must successfullycomplete a state required test/assessment prior to endorsement as a beginningadministrator. For application of licensure requirements to individuals holdingendorsements issued prior to September 1, 1994 and to out-of-state candidates, referto the policy.

A principal candidate may complete administrator preparation through a standardprogram or an internship program consistent with the policy. Both types of programswill include work with a mentor principal. Individuals serving as mentors will beselected jointly by the school system and the institution of higher education, and willindicate a willingness to serve as a mentor and to remain current in their field. In thestandard program, the candidate will have field experiences as part of the beginningadministrator preparation and will have a mentor as part of the professionaladministrator preparation. In the internship program, the beginning administratorpreparation will include an internship of one semester or the equivalent spent full-time in a school setting with a mentor principal.

VI. Prior to recommending the candidate for professional administrator endorsement,the superintendent (and the institution of higher education for candidates in thestandard program) will evaluate the candidate based on the knowledge and skills.

VII. Prior to recommending a candidate for the beginning administrator endorsement, aninstitution will determine whether the candidate has met the requirement forsuccessful teaching experience. Successful teaching experience may include teachingexperience in a public school or non-public school, pre-K-12, that is approved by arecognized accrediting agency or approved by a state department of education; aninstitution of higher education approved by a regional accrediting association; U.S.Government teaching programs; teacher exchange programs; and teaching in thearmed forces of the United States.

V.

2' ifilt;

VIII. Institutions of higher education offering approved programs in school administrationand supervision will develop and submit to the State Department of Education forapproval admissions procedures that include: (1) assessment of personalcharacteristics and academic proficiency of the candidate as required by NCATE forprograms at the advanced level; (2) assessment of leadership potential; and (3) aninterview of the candidate by an admissions board composed of one or morepracticing administrators as well as one or more faculty members from teachereducation, educational administration or other appropriate faculties.

IX. Programs in school administration and supervision will be developed from thecurrent knowledge base in school leadership and in teaching and learning, willinclude faculty members from educational administration and other appropriatefaculties, and will be approved by the State Board of Education in accordance withprogram approval procedures adopted by the State Board of Education.

3

RULES PERTAINING TO THE PRINCIPAL

1. The following amendments to the employment standards for the principal are needed toimplement the Board's Policy for the Principal in Tennessee's Schools and the EducationImprovement Act (EIA) of 1992.

05204-2-.03 Employment Standards

(6) Principals

(a) A principal shall hold one of the following endorsements: beginningadministrator, professional administrator, administration/supervision, orprincipal.

(b) Individuals employed for the first time as a principal beginning July 1, 1994 shallhold an appropriate endorsement and shall meet the requirements fortest/assessment specified by the State Board of Education.

(c) Individuals employed for the first time as a principal beginning July 1, 1994,shall be employed with the beginning administrator, administration/supervisionor principal endorsements for a maximum of three years; after three years, theprincipal must be recommended for and attain the professional administratorendorsement for continued employment as a principal. In the event that acandidate changes employment prior to obtaining the professionaladministrator endorsement, the candidate may be employed again as abeginning principal prior to obtaining the professional administratorendorsement.

(d) A principal, with the approval of the superintendent, shall establish andimplement an annual plan for personal professional development in accordancewith guidelines established by the State Board of Education.

A principal of a school with less than 225 students shall not be required to meetthe requirements of (a), (b) or (c). Such individuals who are subsequentlyemployed as a principal of a school with 225 or more students for the first timebeginning July 1, 1994, shall meet the requirements of (a), (b) and (c).

The following additions to the rules relating to the new licensure standards for teachers andadministrators are needed to implement the Board's policy and the EIA.

(e)

0520-2-3-.01 Licensure, General Requirements

(10) Candidates seeking initial licensure and/or endorsement as a beginning administratorshall complete a graduate degree and a program of studies in school administrationand supervision approved by the State Board of Education in accordance withguidelines established by the State Board of Education. Candidates may seek thisendorsement with the initial license or as an additional endorsement.

(11) Candidates seeking endorsement as a beginning administrator shall complete either astandard program or an internship program, and must be recommended by aninstitution of higher education with a program in school administration andsupervision approved according to standards and guidelines established by the StateBoard of Education.

(12) Candidates seeking endorsement as a beginning administrator shall meet therequirements for test/assessment specified by the State Board of Education.

1 -- 1 1 1

(13) A beginning principal must successfully complete a customized professionaldevelopment program, which includes the mentoring of an experienced principalassigned by the school system, and be recommended for the professionaladministrator endorsement by the superintendent within three years of employmentas a principal.

0520-2-3-.21 Effective Dates

(6) Candidates seeking endorsement as a beginning administrator shall meet therequirements of rules 0520-2-3-.01(10) and (11) no later than September 1, 1994.Candidates seeking endorsement as a beginning administrator shall meet therequirements of rules 0520-2-3-.01(12) and (13) beginning July 1, 1994. These ruleswill supersede the following rules: 0520-2-4-.06(1) and (2); 0520-2-4-.07(2); and 0520-2-4- .09(1) and (28).

3. The following addition to the rules relating to existing standards for licensure of teachersand administrators is needed to implement the Board's policy.

0520-2-4-.01(13) Admission to Teacher Education Programs

(g) Institutions of higher education offering approved programs in school administrationand supervision will develop and submit to the State Department of Education adescription of admissions procedures in accordance with guidelines established by theState Board of Education.

4. The following amendment of an existing rule related to licensure of teachers andadministrators is needed to implement the Board's policy.

0520-2-4-.06(2) Conditions for Issuance of the Teacher License

(b) The institution of higher education must recommend the candidate for licensure andindicate areas of endorsement in which teaching or administrator competencies areconsidered adequate. Requirements must be met in at least one area ofendorsement.

5. The following amendments to the current administrator/supervisor endorsements clarifythat no endorsements in administration/supervision will be issued by the state under theexisting licensure standards after September 1, 1994.

0520-2-4-.07 Requirements for Endorsements, Grades K-8, On a Teacher License

(2) Administration/Supervision (K-8). Effective until September 1, 1994.

0520-2-4-.09 Requirements for Endorsements, Grades 7-12, On a Teacher License

(1) Administration/Supervision (7-12). Effective until September 1, 1994.