Responding to the Expressed Needs of Urban Middle School Principals

Abstract

School principals are deemed essential to current school reform, yet the rhetoric about their importance is often unaccompanied by sufficient attention either to what new knowledge and skills they need or to how they will learn what they need to know to forward today s complex reform agenda. Principals who were trained to be managers are now expected to be leaders in the context of school reform and district decentralization. Despite these role changes, many school reform efforts provide little opportunity for principals to learn what they need to know to forward reform at the school and classroom levels. This article, based on a study of 23 urban middle school principals who participated in extended professional development designed to address their knowledge and skill needs, addresses two questions: (a) What do principals engaged in urban middle school reform report that they need to know to lead reform that includes a significant focus on teaching and learning? and (b) Based on their reports and other knowledge about professional development, what pedagogical strategies might maximize principals' learning?

Principals' Perceptions Of Professional Development: Options That Support Effective Leadership

“…Today's principals are expected to formulate a relationship among staff members, acquire and allocate respires, promote professional development throughout the faculty and staff, improve student achievement, and build community engagement (Drake & Roe, 2003). In order to support their efforts toward school improvement and revitalize their ongoing commitment to develop and sustain positive learning communities, principals need a variety of professional development opportunities to equip them with necessary tools (Evans & Mohr, 1999;Foster, Loving, & Shumate, 2000;Neufeld, 1997).…”

Complexity Theory and School Reform

“…Furthermore, because teachers are key stakeholders in reform implementation, their needs must be met if the reform program is to succeed (Fullan & Stiegelbauer, 1991). For example, the success of middle school reform hinges on the broad participation in the development of the school's vision and the collaboration among teachers in teaching reforms (Neufeld, 1997).…”

From the Desk of the Middle School Principal: Leadership Responsive to the Needs of Young Adolescents

“…Middle level principals must be able to inspire others to strive for excellence. Neufeld (1997) asserted that middle level principals, especially those in urban schools, can reform schools if they transform themselves from managers to leaders along with learning new knowledge and skills. Montgomery (1995) concurred that principals working with teachers can make great changes.…”

“…The "nature of the beast" (14) so to speak, the ever changing, "undulating temperament of early adolescents" (9), requires a "tolerance for chaos" (7). A "level of calmness" (8), "an ability to react to many situations at one time" (13), and a knack for dealing with ambiguity and uncertainty, are all characteristics of effective, responsive leadership (Neufeld, 1997). Many of the principals interviewed for this study go a step beyond tolerance and actually admit that they are energized by the unpredictableness of middle school education.…”