Administrators: Middle Level Principals

Almost all educational reform reports have come to the conclusion that the nation cannot attain excellence in education without effective school leadership. We know that effective school leaders: (a) recognize teaching and learning as the main business of school, (b) communicate the school’s mission and vision clearly and consistently to all constituents, (c) promote an atmosphere of trust and collaboration, and (d) emphasize professional development (see Bauck, 1987; George & Grebing, 1992; Weller, 1999). Despite the consensus that leadership counts, deep philosophical and political disagreements remain about what kind of educational leaders are needed, what knowledge and skills they should possess, and how they should be professionally prepared. Many policymakers criticize the preparation of school administrators in colleges and universities as outmoded and ineffective, unable to address adequately the complexities found in schools.