The first activity introduces the key components of an effective professional development program for principals.

In the next activities, you will meet three innovative school leaders and visit their schools; an opportunity to view the job of principal in a number of different settings. Through these profiles you will learn about initiatives focused on helping principals develop strong organizational and leadership skills, as well as provide them with tools and strategies for improved academic performance.

New Help for School Administrators    |   Published: 10.1.00

An adaptation of this article is published in the book Edutopia: Success Stories for Learning in the Digital Age.

Possible Applications:

1. Read the article, "New Help for School Administrators," and related internal links.



2. Dr. Vincent L. Ferrandino, executive director of the National Association of Elementary School Principals (NAESP) has the following quote in the article:

"Other key components of an effective professional development program for principals include:

Self-assessment tools or strategies.
Cohort groups for support and the exchange of information.
Mentoring relationships to assist new principals."

Consider the three components identified by Dr. Ferrandino and examine each of these components for implications for you and your own professional growth as a principal by engaging in these activities:

Task 1: Self-assessment tools or strategies. There are ongoing efforts to evaluate principals, including those from what might be viewed as external groups, sometimes with great support from the general public. (See Related Articles in the Resources section of this document) These movements toward 'testing' principals should be viewed as important and considered as part of any self-assessment. Examine what is happening with such movements and discuss your response either in writing, in person, or as a PowerPoint®, as directed by your instructor.

Task 2: Cohort groups for support and the exchange of information. The importance of groups of 'like-minded' persons is widely supported in all professions and can serve a critical function for both new and veteran principals.

Read the article, "We're in this Together: The University of Washington and Public Schools," and its related links as background reading for this topic. Visit the links within the article so that you can 'visit' the partners and institutions involved in this cooperative venture.

Consider, within your own community, what cohort groups might be available, including local chapters of professional groups. Consider, too, other less formal cohort groups that might be supportive and help in the exchange of information for you as a principal. Prepare a list of potential cohort groups in your own professional setting and situation. Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.

Task 3: Mentoring relationships to assist new principals.

Read the following articles and their relevant links.

The Freshman Principal   |   Published: 8.1.02

Principles for Mentoring Principals   |   Published: 8.1.02

Mentoring: Research Highlights   |   Published: 9.1.99
This article is also published in the Edutopia newsletter.

The Good Mentor   |   Published: 9.1.99
This article is also published in the Edutopia newsletter.

Urban Superintendents Mentor New Colleagues   |   Published: 9.1.99
This article is also published in the Edutopia newsletter.

Take Action: Mentoring page at glef.org


1. Consider these variables in your own professional growth and development, as related to mentoring: Have you had a mentor? Describe that person and the mentoring relationship. Have you ever mentored anyone professionally? Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.



2. Assume that you were the building principal, and you wanted to nurture leadership potential within your own staff. Describe some of the activities in which you might engage to achieve this. Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.



3. Who would have headed your 'Hall of Shame" in terms of mentoring? Think of the best example of what NOT to do as a mentor. Describe that person, his/her personality characteristics, and give examples of why this person heads your "Hall of Shame" for mentoring. Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.

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We're Here to Raise Kids    |   Published: 2.22.01

The program profiled in this article is available on the Teaching in the Digital Age: Emotional Intelligence videocassette. An adaptation of this article and video is published in the book Edutopia: Success Stories for Learning in the Digital Age. This article is also published in the Edutopia newsletter.

Possible Applications:

1. Read the article, "We're Here to Raise Kids." Engage in one or more of these activities prior to or during class:



1. Discuss the implications in the article for the role of the principal in this school.



2. Develop a written description of Mr. Bencivenga's attitudes about students, teachers, and schools, deduced from this article and related materials, such as Tony Bencivenga on Supporting Social/Emotional Learning Curriculum.



3. View the video clip from Mr. Bencivenga (text also provided). Think of this in one or both of the following ways:


Situation 1: View this as a video clip similar to one you might get from an applicant for a principal's position. Try to deduce what kind of school might be interested in this candidate and what that school's mission statement might espouse. Discuss your response either in writing, in person, or as a PowerPoint®, as directed by your instructor.

Situation 2: Look at this video clip for a school at which you are preparing to apply for a job as assistant principal. What would you expect as possible interview questions? Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.


4. Prepare a written list of the probable ways in which Mr. Tony Bencivenga, Principal, Benjamin Franklin Middle School, Ridgewood, New Jersey, spends a typical day.

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The Key Learning Community:
Cultivating "Multiple Intelligences"    |   Published: 4.11.02

The program profiled in this article is available on the Teaching in the Digital Age: Project-Based Learning and Assessment videocassette.

Possible Applications:

1. Read the article, "The Key Learning Community: Cultivating 'Multiple Intelligences.'" Examine the quotes of Key Learning Principal Pat Bolaños, included in the article. Read about Ms. Bolaños in light of the chapters in your textbook and other information presented in this topic. Read her article, "A Principal Reflects on a Successful Learning Community."



2. Prepare a brief summary of what you know about each of the theorists and theories mentioned in the narrative featuring Ms. Bolaños. Discuss your response either in writing, in person, or as a PowerPoint®, as directed by your instructor.



Howard Gardner: Theories of multiple intelligence
Mihaly Csikszentmihalyi: Theory of flow
David Feldman: Developmental continuum
Ernest Boyer: Human commonalities research



3. Take your investigations a step further.



Compare your knowledge summary with that of others in your cohort or class. Begin to identify gaps in your knowledge (self-assessment) as these theories relate to the kind of school you would like to lead as a principal. Spend some time expanding your own knowledge of one or more of these theories. Be prepared to present a research summary on one or more of these theorists and/or theories, including presenting any Web sites related to each of these theories and the theorists.



4. Examine how and why this information might be important in your own leadership goals as well as those of Ms. Bolaños. How do you think these theories came to play in her school? Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.

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Creating a New Community School    |   Published: 10.1.00

The program profiled in this article is available on the Teaching in the Digital Age: School Leadership videocassette. The program profiled in this video clip is featured on the companion CD in the book Edutopia: Success Stories for Learning in the Digital Age.

From this activities page, click to the home page of the school district (so.ca.campusgrid.net/home). Read the message from the principal, Ms. Peggy Bryan; read the school mission statement. Browse through the school site. Now look at the other information about and by Ms. Bryan. Read the article, "Creating a New Community School."

Watch this video segment :

Expert Interview: "Peggy Bryan on Schools as Communities." Principal Peggy Bryan recounts how she came to her current position, what went into shaping the school when it was first created, and how the community was involved in that process.

Possible Applications:

1. After completing the above activities, working individually or collaboratively:



1. Prepare a profile of Ms. Bryan as a school leader. Explain her background in education and otherwise. Discuss your response either in writing, in person, or as a PowerPoint®, as directed by your instructor.



2. Prepare a list of possible interview questions that you think Ms. Bryan would ask a potential candidate for a leadership position in her school. Discuss your response either in writing, in person, or as a PowerPoint®, as directed by your instructor.



3. Compare and contrast Ms. Bryan's experiences and school with your own experiences and current school. Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.



4. Find out if your school or any other of which you are aware, has any type of formal mentoring program, either for teachers or for principals. Consider designing such a program for your own school or district. Discuss your response either in writing, in person, or as a PowerPoint, as directed by your instructor.

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