The ISLLC standards adopted in 1996 sought to reform or redefine administration through the establishment of standards for those who seek to be licensed as a school administrator. Examples of this are embedded within the standards. The involvement of the community in the development of a shared vision of learning is in ISLLC standard 1. Standard 2 focuses on developing and sustaining a positive school culture. Standard 3 speaks to the management of the school and the effective use of resources. The importance of families as partners in the education of children is addressed in ISLLC standard 4, and standard 5 focuses on the necessity of acting in an ethical manner. Finally, ISLLC standard 6 speaks to the development of lines of communication between the school and decision makers outside of the local school community.

Hoyle, English, and Steffy (1998) addressed skills for successful school leaders. In the book Skills for Successful 21st Century Leaders (1998), skills needed for success were identified as visionary leadership, policy and governance, communication and community relations, organizational management, curriculum planning and development, instructional management, staff evaluation, using research and data, and the ethics of leadership (Hoyle et al., 1998).

The Southern Regional Educational Board (SREB) (2001), give some specific responsibilities for effectively leading today’s school. Among these responsibilities are setting high expectations for faculty and all students, creating a caring school environment, in-service for teachers in the understanding of different learning styles, communication, using scarce resources in an efficient manner, engaging parents, community and businesses as well as defining the roles for each, and using data to improve the teaching and learning process (Southern Regional Educational Board, [SREB], 2001).

Effective principals are good communicators. The ability to communicate effectively will help support successful programs in any building (Cruz, 1995). Communication encompasses more than speaking. It is written and oral communication as well as communicating with behavior and not just words. A study conducted by Marzano, Waters, and McNulty (2005) found that effective principals establish strong lines of two-way communication throughout the school community. It is important for the principal to ask questions, tell the truth, and encourage feedback from members of the school community (Bolman & Deal, 2002). The principal interacts with students, staff and parents on a regular basis. Research by McEwan (2003) found that successful principals are communicating one hundred percent of the time- by listening, speaking, writing, and reading. Often the principal will use written communication to parents, students and staff. The importance of correct grammar ad spelling in written communication is a must (Holman, 1997). Effective principals seek out opportunities that actively engage the community in the school (Beck & Murphy, 1996).

Effective principals are visionary. In his study McEwan (2003) found that while less effective principals offer excuses, highly effective principals envision a successful school that has achieved its mission. They are able to focus on the possibility of a high-achieving school, and help their school community buy into that vision. Effective principals understand that while they help create the school’s vision, they must also cultivate an environment that allows teachers to make decisions that result in ownership in the vision (Beck & Murphy, 1996). Effective leaders synthesize and assemble a vision with input from all stakeholders (Fullan, 1997). Studies by Marzano et al. (2005) found that effective principals establish clear goals and help the school continually work toward achieving these goals.

Effective principals are ethical. They treat all people with respect all the time (Whitaker, 2003). Effective principals believe honesty is always the best policy, and understand they must demonstrate ethical behavior on a daily basis (McEwan, 2003). The effective principal does the right thing, keeping in mind that the student’s welfare is the bottom line (McEwan). At the same time, they must be able to consider what is best for the school in order to make the right decision (Whitaker, 2003). While this can be a difficult task, the effective principal is able to sort out conflicting values (Bolman & Deal, 2002).

Effective principals use data for school improvement. According to Marzano et al. (2005) effective principals continuously monitor the impact of school programs on student learning, and use this information to inform future practice. They are results oriented, and realize that translating high expectations to academic achievement will benefit their students with greater opportunities in the future (McEwan, 2003). Effective principals know how to collect the data, but more importantly, know how to analyze it and use it in meaningful ways (McEwan, 2003). They are always searching for meaningful data, and are able to critically analyze the gathered information (DuFour & Eaker, 1998). To this end, they understand the limitations of individual pieces of data, and are capable of aggregating data to make informed decisions. As critical consumers of information, they pay attention to research when making decisions, and use it to evaluate possible school improvement options (McEwan, 2003).

Effective principals build relationships. As McEwan (2003) states, “Relationships drive school improvement” (p. 54). Effective principals understand that to have a successful school, they need to focus on the people within a school, not the programs (Whitaker, 2003). The ability to establish personal relationships with all members of a school community is central to the work of an effective principal. These relationships convey a sense of caring and appreciation (McEwan, 2003). Sandra Harris (2004) sees caring as a way of showing respect for teachers and students and believes this process involves challenging people to grow personally and professionally. R.J. Marzano et al. (2005) found that effective principals demonstrate a variety of relationship-building behaviors with teachers, students, and parents. Effective principals engage in these behaviors on a daily basis in an effort to keep their relationships positive and growing (Whitaker, 2003). This constant attention to relationships allows the effective principal to build up emotional bank accounts. They know how to bring out the best in those around them, and foster relationships that empower people and help them thrive (McEwan, 2003).

Effective principals impact the school culture. The leadership provided by a principal directly affects the climate and culture of a school, which in turn affect student achievement (Sergiovanni, 2001). Effective principals pay attention to the culture of the school and focus on creating a collaborative work environment (Fullan, 1997). Studies by Marzano et al. (2005) found effective principals fostered shared beliefs and a collegial sense of community within the school that ultimately impacts student achievement. In order to impact the school culture, effective principals must be able to envision a successful school, act with integrity, and communicate this vision through relationships with the school community (McEwan, 2003). Principals who are effective work to create a positive environment, and believe it is their responsibility to do so (Whitaker, 2003). They understand that local citizens want a school that reflects their values, and work to shape a positive culture (Sergiovanni, 2001).

Effective principals understand what good teaching is. Findings of Marzano et al. (2005) reinforces the belief that effective principals are knowledgeable about current curriculum, instruction, and assessment practices, and involved in design and implementation. According to McEwan (2003) effective principals are knowledgeable about teaching and learning, and serve as instructional leaders within their buildings. They believe it is critical to be up to date on best practices in instruction and assessment, and seek out opportunities to learn more about good teaching (Beck & Murphy, 1996). Not only do effective principals understand what good teaching is, they also recognize that their primary goal is to improve the effectiveness of their teachers (Whitaker, 2003). They are able to tell the difference between activity and achievement, and can help teachers improve their practice by providing and championing professional development to benefit student learning (McEwan).

Design and Methodology

Participants selected to participate in the study full-time building level administrators in the state of Missouri. The building level administrators were selected based on test score data obtained from the Missouri Department of Elementary and Secondary Education as it related to the identification of high performing schools. Every effort was made to include a cross section of schools based on location, rural, suburban, and urban, grade configuration and size of the school. A purposive sample of principals was developed to include gender and ethnic balance whenever possible. Twenty-seven principals were selected based on the criteria. Of the 27 selected seventeen participated in the study. Of these 65 percent were male and 35 percent were female.

Prior to conducting the face-to-face interviews each principal was contacted by phone to schedule a time that would best meet their needs. Questions and release forms were sent via email to each principal before the face-to-face interview. Release forms were collected before any interview was conducted. Members of the Missouri Professors of Educational Administration (MPEA) volunteered to conduct the interviews. The interview consisted of 18 open ended questions asking the participants to respond to how they lead their school, engage their staff, as well as courses and/or activities in their preparation program that prepared them for the task of being a successful principal. The areas covered were vision, culture, management, collaboration, ethics and political, social, economic and legal aspects of the school. Participants also were asked to describe the state of their current school when they first arrived, changes they implemented, and lastly the most important responsibilities of the principal and the greatest obstacles faced as an administrator.

Results

The results of the data collected are presented in tables noting the key responses of the participants and when appropriate themes from the responses.

Conclusions

The data collected indicates that successful principals must communicate with their publics, involve people and set high expectations for students and staff and lead by example. The findings support the literature in that effective principals are good communicators, visionary, ethical, use data, build relationships, and impact the school culture. Effective communications or being a good communicator is embedded in several aspects, according to the principals in this study, and would seem to be essential in the preparation of future leaders and should be examined to ensure the knowledge, disposition and performance of effective communication is included, articulated and developed as part of the preparation program.

Successful principals indicated they follow-through on the need for good communication when working with their staff. Responses such as building relationships, communication and teaming were noted when asked to respond to how the staff is engaged.

Successful principals also indicated the importance of communication in the preparation programs whether it is through collaborative learning or communication with other school publics. The need for a strong school law class was also evident in the responses of the participants. Additionally the participants indicated a gap in the preparation programs with regard to responding to the divers needs of the community and to some extent in the area of ethical leadership.

Future Actions

The Missouri Professors of Educational Administration (MPEA) reviewed the data during the Spring MPEA 2006 Conference at Lincoln University. The 17 educational administration degree granting institutions will reconvene for the Fall MPEA 2006 Conference to evaluate current program delivery methods, curriculum and instruction utilizing the responses from the identified successful principals. The purpose of the discussion will be to identify strengths and areas for improvement and share ideas to meet the needs of future school leaders in Missouri. The principals that participated in the research will be invited to participate in the discussion and offer suggestions for program improvement based on their experience and from the perspective of successful practicing administrators. With approved funding from the Missouri Leadership Academy and the State Action for Educational Leadership Programs, MPEA will expand the number of participants and continue to collect data from successful practicing administrators in an effort to continuously improve educational leadership programs across the state of Missouri.

References

Beck, L. G. & Murphy, J. (1996). The Four Imperatives of a Successful School. Thousand Oaks, CA: Sage.

Bolman, L.G., & Deal, T. E. (2002). Reframing the Path to School Leadership: A guide for teachers and principals. Thousand Oaks, CA: Sage.

Cruz, J. (1995). Effective principals: A superintendent’s perspective. Thrust for Educational Leadership. 24(7), 15-18.

DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision & Curriculum Development.

Fullan, M. (1997). What’s worth fighting for in the principalship. New York: Teachers College Press.

Harris, S. (2004). Bravo Principal! Building Relationships with Action that Value Others. Larchmont, NY. Eye on Education.

Holman, L. (1997). How to select a good assistant principal. Principal, 76, 26-27.

Hoyle, J. R., English, F. W., & Steffy, B. E. (1998). Skills for Successful 21st Century School Leaders Standards for Peak Performance. American Association of School Administrators.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School Leadership that Works: From research to results. Alexandria, VA: Association for Supervision & Curriculum Development.

McEwan, E. K. (2003). Ten Traits of Highly Effective Principals: From good to great performance. Thousand Oaks, CA: Sage.

Sergiovanni, T. J. (2005). The Principalship: A reflective practice perspective (4th ed.). Boston, MA: Allyn and Bacon.

Southern Regional Educational Board. (2001). Good Principals Are the Key to Successful Schools: Six strategies to prepare more good principals.

Whitaker, T. (2003). What Great Principals Do Differently: Fifteen things that matter most. Larchmont, NY: Eye on Education.

Backward Mapping Project Participates

Principals

Don Andrews – Summit Lakes Middle School

Mickey Bowers – Centerville Elementary

Brenda Campbell – Richland High School

Donnie Campbell – Green City High School

Pam Conway – Mill Creek Elementary

Stan Coulson – West Platte High School

Steve Coulson – Atlanta Elementary

Brent Depee – Warsaw High School

Kennie Jo Deshon – Field Elementary

Randall Doughtery – Skyline High School

James Helmig – Hardin Central Elementary

Everett Isaacs – Central High School

Mary Narvaez – Conway Elementary

Joe Powers – Ladue Horton Watkins High School

Michael Reik – Barry School

Chereyl Spann – Peabody Elementary

John Utne – Walt Disney Elementary

Missouri Professors of Educational Administration

Michael “Mick” Arnold

Dan Deschamp

Larry Ewing

Virgil Freeman

Max Fridell

Sandy Hutchinson

Jim Kern

Gerald Moseman

Robert Perry

Scotty Scott

Teresa VanDover

Bob Watson