"The writer has attempted to emphasize the point that the principal should be the key leader in developing a curriculum for the school that will meet the needs of all the children and the entire community which it serves. The writer selected this subject for research and study because it is his desire to become a school principal, and he would like to know the duties of the principal in developing a desirable instructional program. It is also a contribution toward consolidating information and facts which apply to the role of the principal in developing such a program. The material for this paper was obtained from a study of professional and related literature and from talks with leaders in education"--Introduction. / Typescript. / "February, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Mode L. Stone, Professor Directing Paper. / Includes bibliographical references (leaves 35-37).

Thesis advisor: Irwin Blumer / Ensuring equity in education and academic success for all students requires a highly skilled principal engages others in continually improving the instructional program in order to meet the needs of students. Over the past few years, a number of reports have indicated that the role of principal is becoming more challenging. School districts are having trouble attracting and retaining highly qualified principals, and principal candidates and current principals are not prepared or supported enough for managing the various demands of the job. In 2010, according to the district, 49 of the 129 active principals had been in their role for three years or fewer. The Bennett Public Schools are designing a leadership development program for aspiring and new principals. This study is designed to support the Bennett Public Schools in its efforts to develop effective school leaders and is focused on answering two research questions: What does the literature say about skills that are required to be an effective urban principal? Based on the literature review and interviews with principals in Bennett Public Schools, what should be the components of an induction program to support principals in their first three years in the district? Twelve novice Bennett Public Schools principals were interviewed using a semi-structured interview protocol. The pool of interviewees reflects the diversity of the population in characteristics including gender, racial diversity, elementary and secondary schools, as well as the various structures of schools in the district: traditional, pilot, innovation and in-district charter. A synthesis of literature and interviews reinforces the importance of the Bennett Public Schools establishing an induction program with a clear set of competencies, or a competency framework, aligned with the 2011 standards for effective school leadership from the Massachusetts Department of Elementary and Secondary Education. This program should include five components: recruitment and selection strategy, year-long site-based internship, mentoring and coaching, relevant professional development and evaluation of the program and participants. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis (Ed.M.)--Boston University

Digitized by Kansas Correctional Industries

Thesis (Ed.D.)--Boston University

Digitized by Kansas Correctional Industries

This narrative autoethnography tells the story of a small rural community over a ten year period through the ethnographic eye. It is told within the context of a primary rural school and the community that supports it. It reflects the aspirations, the pain and the dreams of the community. Within the telling of stories, lies the question of what a leader needs to ‘be’ for the people (the concept of educational leadership). This ‘being’ for the people should certainly be part of the body of thought on educational leadership. The literature review examines concepts of educational leadership pertaining to aspects or issues of change, community, teaching and learning and the inner life of the Principal. These issues are explored within the framework of the school and its community. Combining literary and ethnographic techniques allows the creation of a story that intends to devise a concept of educational leadership created by and authentic to the community to which the leadership belongs. This narrative autoethnography provides the vehicle for the researcher to explore Principal / Leadership. It connects modern day educational theory to an understanding of lived experiences – the stories lived by the people in the research. A multi-perspective approach is applied to provide analytical interpretation and reflection of the lived experience documented. The findings of this research study suggest that Principals need to reflect on the lived experiences of the communities they are within in order to understand the path of leadership. The research strongly recognizes that the formation of meaningful, ethical relationships is a vital foundation for authentic leading in an education world that is constantly changing.

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 118-122). Also available online in PDF format.

Thesis (Ed. D.)--Lehigh University, 2006. / Includes bibliographical references (leaves 207-224).

This research framework stems from the basic principles of the administrative law, the administrative organization, the administrative limits of authority, the administrative relief and the administrative supervision. This five-fold framework analyzes the research of the school principals and the school principal system of rules in the Mainland China region. The main range and viewpoints of this research was set up by the¡§ People¡¦s Republic of China Educational Law¡¨ in 1995. The author hopes to give a good development orientation for Taiwan¡¦s school principal rules in the future by researching Mainland China¡¦s educational law. There are eight chapters in this thesis, arranged as follows: Chapter 1: a foreword; Chapter 2: a summary for the school principal system of rules in the Mainland China region; Chapter 3: to expound on the administrative organization of the school principal system of rules; Chapter 4: to expound on the administrative limits of authority of the school principal system of rules; Chapter 5: to expound on the administrative relief of the school principal system of rules; Chapter 6: to expound on the administrative supervision of the school principal system of rules; Chapter 7: a review and advice for the school principal system of rules; Chapter 8: a conclusion and an important discovery.