The Assistant Principal: Leadership Choices and Challenges
This updated edition supports the intrinsic value of the assistant principalship, provides improvement suggestions, offers recruitment ideas, and reframes the job within school leadership.

1119453677
The Assistant Principal: Leadership Choices and Challenges
This updated edition supports the intrinsic value of the assistant principalship, provides improvement suggestions, offers recruitment ideas, and reframes the job within school leadership.

39.95 Out Of Stock
The Assistant Principal: Leadership Choices and Challenges

The Assistant Principal: Leadership Choices and Challenges

The Assistant Principal: Leadership Choices and Challenges

The Assistant Principal: Leadership Choices and Challenges

Paperback(Second Edition)

$39.95 
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Overview

This updated edition supports the intrinsic value of the assistant principalship, provides improvement suggestions, offers recruitment ideas, and reframes the job within school leadership.


Product Details

ISBN-13: 9780761931522
Publisher: SAGE Publications
Publication date: 03/21/2006
Edition description: Second Edition
Pages: 208
Product dimensions: 6.00(w) x 9.00(h) x (d)
Age Range: 3 Months

About the Author

Catherine Marshall is the William Eaves Distinguished Professor Emerita of Educational Leadership and Policy at the University of North Carolina at Chapel Hill. After completing her PhD, she served on the faculty of the University of Pennsylvania and at Vanderbilt University before settling as professor at North Carolina. The ongoing goal of her teaching and research has been to use an interdisciplinary approach to analyze the cultures of schools, state policy cultures, gender issues, and social justice issues. She has published extensively on the politics of education, qualitative methodology, women's access to careers, and socialization, language, and values in educational administration.

Marshall's honors include the Campbell Award for Lifetime Intellectual Contributions to the Field, given by the Politics of Education Association (2009); the University Council for Educational Administration's Campbell Award for Lifetime Achievement and Contributions to Educational Administration (2008); the American Educational Research Association's (AERA) Willystine Goodsell Award for her scholarship, activism, and community building on behalf of women and education (2004); and a Ford Foundation grant for Social Justice Leadership (2002). In the American Educational Association, she was elected to head the Politics and Policy Division, and she also created an AERA Special Interest Group called Leadership for Social Justice.

Marshall is the author or editor of numerous other books. These include Activist Educators: Breaking Past Limits; Culture and Education Policy in the American States; The Assistant Principal: Leadership Choices and Challenges; The New Politics of Gender and Race; and Feminist Critical Policy Analysis. This book's origin came early in her scholarly career, while conducting qualitative research on policy and teaching literally hundreds of doctoral students how to adopt and adapt the qualitative approach into workable proposals. She recognized a need and began to develop this book.

Richard Hooley is the Superintendent of the Valley Central Schools in the Hudson Valley of New York. Although his advancement was fairly traditional, he was interested in those who reached high administrative posts by nontraditional routes. In his research of this topic, the assistant principal was identified as an often pivotal position. Having worked as an administrator in the southeast, the northeast and the southwest, his fascination continues even as the assistant principal role changes over time and in the large and small districts he has worked in across the country. Now as a superintendent, seeking to encourage and develop educational leaders in his district, the topic remains germane and only more complicated by the declining numbers of educators going into administration and the increasing demands set by state and federal accountability measures. Richard taught high school English after earning his bachelor's degree from Wake Forest University. He also earned a masters degree there in Gifted Education before attending Teachers College, Columbia University where he earned a second masters and a doctorate in Curriculum and Teaching.

Table of Contents

Prefacevii
Acknowledgmentsx
About the Authorsxi
1What Is Special About Assistant Principals?1
Unanswered Questions and Continuing Dilemmas3
What Do Assistant Principals Do? The Nature of the Tasks and Roles5
Role Ambiguity7
Role Conflict and Overload7
Job Satisfaction and "Dissatisfaction"9
Career Incentives10
Policy Concerns in the Assistant Principal Role12
Recruiting and Retaining Leaders12
Identifying Appropriate Training and Selection Systems13
Encouraging Innovators14
Encouraging Instructional Leaders16
Providing Equal Opportunity17
Empowerment and Participatory Management20
The Plateaued Assistant22
Recent Realizations and Developments Affecting the Assistant23
Summary25
Discussion Questions and Activities25
2How Do Assistant Principals Get Their Jobs?27
The Case of Tim George27
The Case of Alicia Brown32
How Assistant Principals Learn About the Role34
Career Decision-Making34
Anticipating the Roles35
Role Model Learning36
Task Learning36
Professional Socialization: The Mix of Formal and Informal Training37
Aspiration Building and Self-Selection39
The Formal Selection Process40
The Informal Assessment Process42
Ambiguous and Negotiated Expectations43
Recent Trends Affecting Recruitment Into the Position44
Crisis Recruitment44
Early Exiting45
Balancing "The Look" in School Sites45
Summary46
Discussion Questions and Activities47
3Progress in Understanding the Assistant Principal's Role49
Research on the Work and Work Arrangements50
Research on the Socialization of the Assistant Principal52
Constraints on Behavior and Values: Assumptive Worlds55
Right and Responsibility to Initiate55
Acceptable and Unacceptable Values56
Patterns of Expected Behavior57
School Site Conditions Affecting Political Relationships58
Implications of Assumptive Worlds58
Orientations to the Position61
Details From the Case Studies62
New Research Insights67
Factors Affecting Assistant Principals68
A Focus on the Career Assistant Principal68
Career Assistant Principals' Rewards and Satisfactions70
Research on Styles of Achieving71
Research on Emotional Work73
An International Perspective75
Summarizing Insights From Complexities76
Discussion Questions and Activities77
4Opportunities for Improving the Assistant Principalship79
Training and Certification Policies80
University and Professional Training82
Staff Development85
Assistant Principal Conferences87
Selection Policies88
Instructional Leadership94
Achieving Equity in Administration96
Satisfiers, Supports, and Coping Strategies103
So What Does Give Satisfaction, Long-Term?106
Progress in Valuing the Role107
Opening Up the Realm of Emotion and Moral Purpose110
Facing Fundamental Dilemmas111
Reforms111
Summary115
Discussion Questions and Activities116
5A New and Different Assistant Principalship119
Specific Alterations in the Current System121
Defining Roles, Tasks, and Functions121
Participatory Management125
Affiliation-Support Groups126
Discretionary Power and Recognition127
Reassessing the Value of Assistant Principals129
Promoting the Value of Assistant Principal Functions129
Preparation, Recruitment, and Selection131
University and Professional Training131
Sponsors, Role Models, and Mentors133
Internships135
Recruitment and Selection135
Certification138
Staff Development, Workshops, Celebrations, and Special Conferences139
A Deeper Cut: Changing Professional and Cultural Assumptions141
Reconceptualizing Assumptions About Administration142
Shifting Dominant Views of Schooling142
Alternative Leadership Theories and Models145
Transformative Leadership146
Leaders as Critical Humanists146
Intentional Leadership148
Feminist Perspectives on Leadership149
Emotionally Engaged, Relational, and Caring Leadership152
Viewing Administration as Leadership of Identity-Negotiation Organizations153
Leadership as Expanding Schools' Social Capital154
Power-Sensitive Leadership155
Social Justice Leadership156
Policy Advocacy Leadership157
Looking at Equity in the Profession Through Cultural and Political Lenses159
Purposefully Examining Fundamental Dilemmas163
Reframing and Re-visioning Fundamental Assumptions of Schooling165
Training for New Metaphors and Theories for Enacting Leadership167
Summary170
Discussion Questions and Activities172
References175
Index186
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