Effective instructional and administrative leadership is required to implement change processes.  Effective leaders are proactive and seek help that is needed.  They also nurture an instructional program and school culture conducive to learning and professional growth.  Effective leaders can have different styles and roles--teachers and other staff, including those in the district office, often have a leadership role.

Resources Websites:

• http://www.naesp.org/ContentLoad.do?contentID=1047 
  "Leading Learning Communities: What Principals Should Know and Be Able to Do"
• http://www.mcrel.org/toolkit/systems 
  "Asking the Right Questions: A School Change Toolkit."
• http://www.nwrel.org/scpd/re-engineering/keyissues/leadership.shtml 
  "Leadership and Organizational Vitality"
• http://www.aasa.org/  – American Association of School Administrators
• http://www.naesp.org/  – National Association of Elementary School Principals
• http://www.nassp.org/  – National Association of Secondary School Principals
• http://www.nhsa.net/  – National High School Association
• http://www.nmsa.org/  – National Middle School Association
• http://www.pdkintl.org/  – Phi Delta Kappa International
• http://www.nea.org/  – National Education Association
• http://www.aft.org/  – American Federation of Teachers

Publications:

• Barth, R. S. (1990). Improving Schools from Within: Teachers, Parents, and Principals Can Make the Difference. San Francisco, CA: Jossey-Bass Publishers.
• Blase, J. and Kirby, P. C. (1992). Bringing Out the Best in Teachers: What Effective Principals Do. Newbury Park, CA: Corwin Press Inc.
• Bolman, L. G. and Deal, T. E. (1995). Leading with Soul: An Uncommon Journey of Spirit. San Francisco, CA: Jossey-Bass Publishers.
• Carnegie Council on Adolescent Development. (1989). Turning Points: Preparing American Youth for the 21st Century. Report of Task Force on Education of Young Adolescents. New York: Carnegie Corporation of New York.
• Conley, D. T. and Goldman, P. (1994). Facilitative Leadership. How Principals Lead without Dominating.  Oregon School Study Council. 37(9).
• Cunningham, W. G. and Gresso, D. W. (1993). Cultural Leadership. The Culture of Excellence in Education.  Boston: Allyn and Bacon.
• Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass Publishers.
• Irvin, J. L. (Ed.) (1997). What Current Research Says to the Middle Level Practitioners. Columbus, OH.  National Middle School Association. See section VII, Leadership.
• Kaplan, L. S. and Owings, W. A. (2001, November). Teacher Quality and Student Achievement:  Recommendations for Principals. National Association of Secondary School Principals Bulletin. 85(628).
• Keefe. J. W., Valentine, J., Clark, D. C., and Irvin, J. L. (1994). Leadership in Middle Level Education:  Leadership in Successfully Restructuring Middle Level Schools. Columbus, OH: National Association of Secondary School Principals.
• Louis, K. S. and Miles, M. B. (1990). Improving the Urban High School: What Works and Why. New York:  Teachers College Press. See chapter 2, Making Change Happen: Leading and Managing.
• National Association of Secondary School Principals. (1996). Breaking Ranks: Changing an American Institution. Report of NASSP in partnership with the Carnegie Foundation for the Advancement of Teaching on the High School of the 21st Century. Alexandria, VA: NASSP.
• Schlechty, P. C. (2001). Shaking Up the School House: How to Support and Sustain Educational Innovation.  San Francisco, CA: Jossey-Bass, Inc. See Part Three, Transformational Leadership.
• Senge, P. et al. (2000). Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Currency / Doubleday. See chapter XII, Leadership.
• Sergiovanni, T. J. (1990). Value-Added Leadership: How to Get Extraordinary Performance in Schools. San Diego, CA: Harcourt Brace Jovanovich, Publishers.

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