THE PRINCIPAL: THREE KEYS TO MAXIMIZING IMPACT
Over the past two decades, Michael Fullan has written influentially about the change that school and district leaders must bring about as formalized achievement standards and new technology transform how schools are run. What he hasn′t done until now is explore and discuss in detail how and why the principal′s role itself must change.
Principals are often called the second most crucial in–school influencers (after teachers) of student learning. But what should the principal do in order to maximize student achievement? In The Principal, Fullan explains why the answer lies neither in micro–managing instruction nor in autonomous entrepreneurialism. He also shows systematically how the principal′s role must change, and demonstrates how it can be done in short order, at scale.
Fullan shows how principals have been boxed into a narrow role that undercuts their ability to develop the whole school. He sheds light on how, in times of crisis, it′s all too easy for principals to do the wrong thing to take actions that are ineffective or even counter–productive, particularly when they don′t feel entirely in charge. But even in the toughest of external conditions, he shows, there is always leeway for action. Fullan explains how to choose the right versus wrong drivers loosening focus on accountability and instead concentrating on capacity–building; focusing less on technology and more on pedagogy; abandoning fragmented strategies and striving for "systemness"; and forgoing individualistic solutions in favor of collaborative effort. He shares how principals can foster the professional capital of teachers and get far more accomplished for all students.
The author explains the three key roles that administrators must play in order to have the biggest impact on student achievement the learning leader, the district and system player, and the change agent. Throughout The Principal are "action items" to help leaders implement Fullan′s program effectively, as well as provocative discussion questions that enhance the book′s usefulness in professional development and leadership courses.
About the Author xv
CHAPTER ONE: Outmoded 1
Leading Learning 8
Maximizing Impact 9
This Watershed Moment 10
The Chapters That Follow 13
Still Worth a Struggle 14
CHAPTER TWO: Vices and Virtues 17
Panic Time? 21
Four Wrong Choices for Driving Policy 22
Too Broad, Too Narrow: The Transformative Versus Instructional Leader 38
Principal Autonomy and Micromanaging:
Other Roadside Attractions 42
Time to Retune 46
CHAPTER THREE: The First Key Leading Learning 51
What Key Research Tells Us 56
Professional Capital a Framework for Leading Learning 67
Foster and Integrate 86
The More Powerful Way 88
CHAPTER FOUR: The Second Key Being a District and System Player 93
Looking Out to Improve Within 98
Intradistrict Development 100
Beyond the District 107
Not You Alone 115
CHAPTER FIVE: The Third Key Becoming a Change Agent 119
Change Agency 124
Distorted Mirrors 135
CHAPTER SIX: The Future Is Now 141
The Unplanned Digital Revolution 145
Planned Change: Common Core State Standards 154
Time to Change Careers? Or to Change Gears? 157
A Final Word 160
Michael Fullan, Order of Canada, is a professor emeritus at the Ontario Institute for Studies in Education, University of Toronto. He consults with leaders of education systems worldwide and is the award–winning author of more than thirty books, including Leading in a Culture of Change, The Six Secrets of Change, and Change Leader. To learn more, visit www.michaelfullan.ca.