FRAMEWORK

FOR THE
HIGHLY
SUCCESSFUL
 Builds
Relationships

Has Compelling Has Unwavering

Modesty Resolve

The Highly
Exhibits Duality of
Successful Exhibits Hedgehog
Professional Will and
Curriculum Leader Concept
Personal Humility

Exudes a Culture of Confronts the Brutal

Discipline Facts

Gets First Who Has Ambition for Success

Then What of the School
Exhibits people skills;
openly communicates
with school staff;
involves staff
in decision making
 Is relentless, aggressive,
persuasive, is continuously
involved with the
primary operations
of the school
 Is passionate about
student achievement;
knows what the school can
be best at; knows what
will make the difference
 Analyzes student
achievement and
demographic data; works
through challenges;
is not resigned
to difficulties
 Puts school first before
personal ambitions; encourages
professionalism and leadership
among staff; values staff
development; exhibits concern
for school leadership successor
Has latitude to hire and
fire school staff;
is persistent in getting
the right people
Has vision focusing on
student achievement;
is not a micromanager;
promotes teacher
responsibility
Humble yet fearless;
acts as a buffer
between the school
and external forces
Assigns credit for school
success to others;
takes personal blame
for school failures
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Affirmation recognizes and celebrates .25 Systematically and

school accomplishments fairly recognizes and
and acknowledges failures celebrates
accomplishments of
teachers and staff
Systematically and
fairly recognizes and
celebrates accomplish-
ments of students

Systematically and
fairly acknowledges
failures and celebrates
accomplishments of the
school
Responsibility Definition: The Extent
to Which the Curriculum
ff Average r Associated Practices

Leader.

Change Agent is willing to and actively .30 Consciously challenges

challenges the status quo the status quo

Is comfortable leading
change initiatives with
uncertain outcomes
Systematically
considers new and
better ways of doing
things
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Communication establishes strong lines .23 Is easily accessible to

of communication with teachers and staff
teachers and among
stakeholders Develops effective
means for teachers and
staff to communicate with
one another

Maintains open and

effective lines of
communication with
teachers and staff
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Contingent recognizes and rewards .15 Recognizes individuals

Rewards individual accomplishments who excel

Uses performance vs.

seniority as the primary
criterion for reward and
advancement

Uses hard work and

results as the basis for
reward and recognition
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Culture fosters shared beliefs .29 Promotes cooperation

and a sense of community among teachers and staff
and cooperation
Promotes a sense of
well-being

Promotes cohesion
among teachers and staff

Develops an
understanding of purpose

Develops a shared
vision of what the school
could be like
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Curriculum, is directly involved in the .15 Is involved with teachers

Instruction, design and implementation in designing curricular
Assessment of curriculum, instruction, activation and addressing
and assessment practices instructional issues in
their classrooms

Is involved with teachers

to address assessment
issues
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Discipline protects teachers from .24 Protects instructional

issues and influences that
would detract from their
teaching time or focus.
time from interruptions
Protects/shelters
teachers from distractions
Responsibility Definition: The Extent Average r
to Which the Curriculum
Leader.
Flexibility adapts his or her leadership .22
behavior to the needs of the
current situation and is
comfortable with dissent
Associated Practices
Is comfortable with major
changes in how things
are done
Encourages people to
express opinions that may
be contrary to those held
by individuals in positions
of authority
Adapts leadership style
to the needs of specific
situations
Can be directive or
nondirective as the
situation warrants
Responsibility Definition: The Extent Average r
to Which the Curriculum
Leader.
Focus establishes clear goals
and keeps those goals
in the forefront of the
schools attention
Associated Practices
.24 Establishes high,
concrete goals and the
expectation that all
students will meet them
Establishes high,
concrete goals for all
curricula, instruction
and assessment
Establishes high,
concrete goals for the
general functioning of
the school
Keeps everyones
attention focused on
established goals
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Ideals/Beliefs communicates and operates .25 Holds strong professional

from strong ideals and beliefs ideals and beliefs about
about schooling schooling, teaching and
learning

Shares ideals and

beliefs about schooling,
teaching and learning with
teachers, staff and parents

Demonstrates behavior
that are consistent with
ideals and beliefs
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Input involves teachers in the .30 Provides opportunities

design and implementation for input from teachers
of important decisions and and staff on all important
policies decisions

Provides opportunities
for teachers and staff to
be involved in policy
development

Involves school
leadership team in
decision making
Responsibility Definition: The Extent Average r
to Which the Curriculum
Leaders.
Intellectual ensures that faculty and
Stimulation staff are aware of the most
current theories and practices
and makes the discussion of
these a regular aspect of the
schools culture
Associated Practices
.32 Stays informed about
current research and
theory regarding effective
schooling
Continually exposes
teachers and staff to
cutting edge ideas about
how to be effective
Systematically engages
teachers and staff in
discussions about current
research and theory
Continually involves
teachers and staff in
reading articles and books
about effective practices
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Knowledge of is knowledgeable about .24 Is knowledgeable about

Curriculum, current curriculum, curriculum and instructional
Instruction, instruction and practices
Assessment assessment practices

Is knowledgeable about
assessment practices

Provides conceptual
guidance for teachers
regarding effective
classroom practice
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Monitors / monitors the effectiveness .28 Monitors and evaluates

Evaluates of school practices and their the effectiveness of the
impact on student learning curriculum

Monitors and evaluates

the effectiveness of the
instruction

Monitors and evaluates

the effectiveness of
assessment
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Optimizer inspires and leads new .20 Inspires teachers and

and challenging innovations staff to accomplish things
that might seem beyond
their grasp

Portrays a positive
attitude about the ability
of teachers and staff to
accomplish substantial
things

Is a driving force behind

major initiatives
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Order establishes a set of .26 Provides and enforces

standard operating clear structures, rules and
principles and procedures procedures for teachers,
staff and students

Establishes routines
regarding the running of
the school that teachers
and staff understand and
follow

Ensures that the school

is in compliance with
district and state
mandates
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Outreach is an advocate or .28 Advocates on behalf of

spokesperson for the the school in the
school to all stakeholders community

Interacts with parents in

ways that enhance their
support for the school

Ensures that the central

office is aware of the
schools accomplishments
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leader.

Relationships demonstrates and .19 Remains aware of

awareness of the personal personal needs of
aspects of teachers and staff teachers and staff

Maintains personal
relationships with teachers
and staff

Is informed about
significant personal issues
in the lives of teachers
and staff

Acknowledges
significant events in the
lives of teachers and staff
Responsibility Definition: The Extent Average r
to Which the Curriculum
Leader.
Resources provides teachers with
the material and professional
development necessary for
the successful execution of
their jobs
Associated Practices
.26 Ensures the teachers
and staff have necessary
materials and equipment
Ensures that teachers
have necessary
professional development
opportunities that directly
enhance their teaching
Responsibility Definition: The Extent Average r
to Which the Curriculum
Leader.
Situational is aware of the details
Awareness and undercurrents on the
running of the school and
uses this information to
address current potential
problems
Associated Practices
.33 Is aware of informal
groups and relationships
among teachers and staff
Is aware of issues in the
school that have not
surfaced but could create
discord
Can predict what could
go wrong from day to day
Responsibility Definition: The Extent Average r Associated Practices
to Which the Curriculum
Leaders.

Visibility has quality contact and .16 Makes systematic and

interactions with teachers frequent visits to
and students classrooms

Is highly visible around

the school

Has frequent contact

with students
PRINCIPAL INTERVIEW QUESTIONS

1. Briefly give me an interview of your relationship to the

district, years in the district and at the school, and primary
jobs held in the district.

2. Give me a brief description of the demographics of the

school. Students? Community?

3. Tell me a little about the staff of the school.

4. Why do you believe you were selected as principal of the

school?
5. What kind of leadership style do you think you have?

6. What kind of leadership style would your teachers say you

have?

7. Id like you to take a minute and write down the top five
factors that you believe have contributed to the schools
success in improving student achievement performance at
the school.

8. Now number them in order of importance with 1 being the

most important factor.
9. Talk a little about the factors that you listed. Give me some
examples that illustrate the factors.

10. What decision did the school make to initiate an increase

in student achievement to receiving a ranking of 9 or 10?
What sparked that decision?

11. What role did technology play in all this?

12. What latitude did you have as principal of the school to

make the decisions you had to make? In what ways were
you restricted?
13. What process did you and the school staff use to make
key decisions and develop key strategies that ked to the
increase in student achievement performance at the school?

14. On a scale of 1 to 10, what confidence did you have in

the decisions at the time they were made, before you knew
their outcome?

15. What was the role, if any, of outside consultants,

advisors, and central office personnel in making the key
decisions?
16. How did the school get commitment and agreement with
its decisions from everyone? Teachers, parents, students?
Give me a specific example of how this took place.

17. What did you do to ensure that teachers continued to

focus on improving student test performance?

18. What did you try that didnt work during the years before
attaining a similar schools ranking of 9 or 10? Why didnt it
work?

19. How did your school manage the pressures of district,

state, and federal accountability while making these long-
term changes for the future?
20. Many schools undertake change programs and
initiatives, yet their efforts do not produce lasting results. One
of the remarkable aspects of transition is that it endured over
several years, and was not just a short-term upswing. We
find this extraordinary. What makes the school different?
What were the primary factors in maintaining the similar
schools ranking over the years?

21. Tell me about one particularly powerful example or

vignette from your experience or observation that, to you,
exemplifies the essence of the success of the school.
22. Id like to switch gears a bit here. Talk to me a bit about
the administrative credential preparation courses you have
taken. On a scale of 1 to 5, how would you rate them?
23. Whom do you consider to be your mentor? Talk to me
about that person and why he or she is your mentor.

24. Talk to me about some experience related to work or to

your personal life or experience that you have had in the
past that you believe helped to shape your leadership.

25. What did you do to ensure that teachers continued to

focus on improving student test performance?
26. What do or did you want most for your school?

27. When you think about your work here, what are you
most proud of?

28. What efforts do or did you make to ensure that the

school continued to sustain its success?

29. When you leave your position as principal, what do you

want to be remembered for?

30. What else would you like to tell me about the reasons for
the success of your school in raising student achievement?
DEMOGRAPHIC QUESTIONNAIRE
Circle your responses.
1. Were you brought in from outside the district directly into
the principal position at the school?
a. Yes b. No

2. Length of employment in the school district before

becoming principal of the school.
a. 10+ years b. 4-9 years
c. 1-3 years d. less than a year

3. Age at the time of becoming the principal of the school.

a. less than 25 b. 25 - 30
c. 31 40 d. 41 50
d. 51+
4. Length of tenure as the principal of the school.
a. 7-10+ years b. 5-6 years c. 3-4 years

5. Job held immediately before becoming principal of the

school.
a. Principal b. Asst. Principal
c. Teacher d. Other Administrator
d. Other

6. Where did you receive administrative credential

a. Other country b. This country
c. What Institution __________________
7. Received Masters degree in
a. Educational Administration
b. Education c. Other: _____________

8. Received doctoral degree in

a. Educational Administration
b. Education c. Other: _____________

9. Work experience and other experiences before coming to

education.
a. Military b. Sales
c. Government d. Technology/Business
e. Other: _________________
10. Total length of time employed as a teacher before
becoming an administrator.
a. 15+ b. 10-14
c. 4-9 d. 1-3 e. Other ___
11. Jobs held while employed in the current district
a. Principal b. Asst. Principal
c. Teacher d. Other Admin position
e. Other certificated position
f. Noncertificated position
12. Jobs held while at the current school
a. Principal b. Asst. Principal
c. Teacher d. Other Admin position
e. Other certificated position
f. Noncertificated position
 Discover the strengths of each
member of the staff
Develop a meaningful relationship
with each person encountered
Attempt to develop meaningful
relationships with estranged or
disengaged staff
Openly communicate with staff
 Involve staff in decision making.
Promote collective capacity,
eliminate teacher isolation

Promote leadership and

professionalism

Organize and support professional

learning communities
 Be fearless

Act as a buffer between school and

external forces

Be adamant

Voice priorities
 Be humble

Be self-effacing

Be quick to praise others

Be unassuming
 Downplay being I-centric and
charismatic
Assign credit to others for success

Acknowledge the work of teachers

as the reason for improved student
performance.

Minimize the part you play

 Accept blame for failures

At times, assign personal success to

luck.
 Strive to see the school even more
successful after you are gone
Encourage professionalism and
leadership among staff

Value staff development

Offer assistance to your successor

 Promote competitive spirit for the
whole school

Select staff who are eager to see

that the school is successful and
willing to do whatever it takes to
make that success happen
 Be relentless and aggressive in
working toward the mission and
vision of the school

Be continuously involved with the

primary operations of the school
through committee work, classroom
visitations, grade-level meetings, or
department meetings
 Be persuasive
Maintain and communicate the belief
that something can and will be
accomplished
Communicate clarity of purpose: a
clear goal should be in sight at all
times
Accept no excuses
 To the maximum degree possible, maintain the
latitude to hire and dismiss school staff

Be aggressive in your choices for teachers while

staying within the rules and regulations of the
districts hiring process

Clarify your vision with potential faculty from

the beginning to foster a fit with school staff

Work with district personnel and other principals

to refine this hiring process
 Convince the staff who do not
work well with the school program to
transfer

Work with teachers who desire to

improve and who have the capacity to
improve