Table of contents for From good schools to great schools : what their principals do well / Susan P. Gray, William A. Streshly.

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Counter
Contents
List of Figures and Tables
Foreword
Marge Hobbs
Preface
Acknowledgments
About the Authors
1. We Know What to Do, So Why Do We Fail?
The ?Good to Great? Research Project
The ?Level 5 Executive?
The ?Level 5 School Executive?
The Ability to Build Relationships
Leadership Characteristics of Level 5 Executives
Duality of Professional Will and Personal Humility
Compelling Modesty
Ambition for the Success of the Company
Unwavering Resolve to Do What Must Be Done
Leadership Behaviors of Level 5 Executives
First Who . . . Then What
Confront the Brutal Facts
The Hedgehog Concept
Culture of Discipline
Two Behaviors Identified in the Collins Study But Not Applied Specifically to Principals in Our Study
Technology Accelerators
Flywheel Versus the Doom Loop
Building Relationships: A Unique Behavior of Great School Executives
The School Principals in Our Study
The Leadership Qualities Exhibited
Reflection
2. First, Build Relationships
A Different Behavior From Those of the Level 5 Executive
Mr. Bond and Field Elementary School
Mr. Bond
Other Highly Successful Principals and Building Relationships
Comparison Principals and Building Relationships
Reflection
Suggestions for Principals Who Wish to Build Strong Professional Relationships in a School
3. Exercise Your Professional Will, But Stay Humble
Issues With Identifying Personal Humility in School Principals
Nature of the Interview Questions
Shortcomings of Interview Data
Personality Differences
Personal Humility: The Evidence Differs
Duality of Professional Will and Personal Humility From the Perspective of a Leader Who Is Shy and Self-Effacing
Mr. Focus
Mr. Bond
Mr. Unpretentious
Duality of Professional Will and Personal Humility From the Perspective of a Leader Who Is Unreserved and Enthusiastic
Ms. Persevere
Ms. Aspiration
Ms. Discipline
Comparison Principals and Duality of Professional Will and Personal Humility
Reflection
Suggestions for Principals Who Wish to Acquire and Exhibit a Duality of Professional Will and Personal Humility
4. Credit Others; Accept the Blame
Additional Data for Compelling Modesty
Evidence for Sustainability of Greatness
Difficulty in Collecting Evidence for Compelling Modesty
Mr. Unpretentious and Bay View Elementary School
Mr. Unpretentious
Other Highly Successful Principals Exhibit Compelling Modesty
Comparison Principals and Compelling Modesty
Reflection
Suggestions for Principals Who Wish to Acquire and Exhibit Compelling Modesty
5. Be Ambitious First for the School?s Success
Ambition for the Success of the School Is Key
Ms. Aspiration and Mission Elementary School
Ms. Aspiration
Other Highly Successful Principals Exhibit Ambition for the Success of the Organization
Comparison Principals and Ambition for the Success of the Organization
Reflection
Suggestions for Principals Who Wish to Exercise Their Ambition for the Success of the School
6. Resolve to Do What Needs Doing . . . Then Do It!
Application of Unwavering Resolve to Schools
Ms. Persevere and Mountain High Elementary School
Ms. Persevere
Comparison Principals? Resolve
Reflection
Suggestions for Principals Who Wish to Exert Unwavering Resolve
7. Get the Right People on the Bus
School Leaders? Difficulties in Getting the Right People
A School Example of Getting the Right People
Highly Successful Principals and ?First Who, Then What?
Ms. Focus
Ms. Aspiration
Ms. Discipline
Comparison Principals and ?First Who, Then What?
Reflection
Suggestions for Principals Who Wish to Get the Right People
8. Confront the Brutal Facts
Schools Face Challenges
Brutal Facts Tackled by the Principals in Our Study
Highly Successful Principals Confront the Brutal Facts
Mr. Bond Confronts Teacher Isolation and Lack of Teamwork
Mr. Focus Confronts Poor Student Performance
Ms. Persevere Confronts Stagnating Classroom Instruction
Ms. Aspiration Confronts Difficult Staff Members
Comparison Principals and Confronting the Brutal Facts
Reflection
Suggestions for Principals Who Wish to Confront the Brutal Facts
9. Know What Drives Your Educational Engine; Be Passionate About It
Academics Take Issue
Our Term: Educational Engine
Mr. Focus and Pines Elementary School
Mr. Focus
Know What You Are Best At
Know What Drives Your Educational Engine
Be Passionate About It
Other Highly Successful Principals and the Hedgehog Concept
Comparison Principals and the Hedgehog Concept
Reflection
Suggestions for Principals Who Wish to Promote the Hedgehog Concept
10. Build a Culture of Discipline
The Concept Is Not New
Highly Successful Principals and a Culture of Discipline
Ms. Discipline and Eagle Elementary School
Ms. Discipline
Surround Yourself With Self-Disciplined People Who Are Willing to Go to Extreme Lengths to Fulfill Their Responsibilities
Build a Culture Around the Idea of Freedom and Responsibility
Don?t Confuse a Culture of Discipline With a Tyrannical Disciplinarian
Adhere With Great Consistency to the Hedgehog Concept
Other Highly Successful Principals and Their Staffs Exhibit a Culture of Discipline
Comparison Principals and Culture of Discipline
Reflection
Suggestions for Principals Who Wish to Promote a Culture of Discipline
11. Know the Commonalities and Differences Between Schools and Private Sector Companies
Disparities Between Schools and the Private Sector
A Student Is Not a Product
Different Purposes
Distinctions in Authority
Contrary Approaches for Determining Success
What We Have Learned From the Research on Leadership Germane to Both the School and the Private Sector
Displaying and Building Trust
Highly Successful Principals and Displaying and Building Trust
Participative Governance and Professional Learning Communities
Participative Governance
Professional Learning Communities
Management by Wandering Around
Highly Successful Principals and Management by Wandering Around
Reflection
12. Support Research-Based Principal Preparation
The ISLLC Standards
The Mid-continent Research for Education and Learning (McREL)
In Search of Excellence
Beware of Business Norms
Administrator Preparation Program Reform
ISLLC Standards and Social Justice
Reforming Preparation Programs for Ed Leadership
Fixing Our School Leadership Programs
Pedagogy
Preparation Program Curriculum
A Final Comment
Reflection
Appendix A: Research Methodology
Appendix B: Interview Participant Selection
Appendix C: Principal Interview Questions and Demographic Questionnaire
References
Suggested Readings
Index

Library of Congress Subject Headings for this publication:

School principals -- United States.
Educational leadership -- United States.
School management and administration -- United States.