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Principal, The: Creative Leadership for Excellence in Schools, Updated Edition, 8th edition

Published by Pearson (August 29, 2016) © 2017

  • Gerald C Ubben University of Tennessee, Knoxville
  • Larry W. Hughes University of Houston
  • Cynthia J Norris Lincoln Memorial University

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  • Margin notes referencing the 2015 Professional Standards for Educational Leaders (PSEL) in each chapter subsection help readers relate the concepts of the book to the standards. (The inclusion of the 2015 Professional Standards for Educational Leaders differentiate the Updated 8th edition from the original 8th edition, which referenced the now-outdated ISLLC standards.)
  • Strong coverage of technology.
  • The authors address the full role of the principal, not just the problems generally encountered during the first year on the job, making the book ideal for future, beginning, and experienced principals.
  • The research-based material is put into a practical, hands-on approach, making the book a strong manual for the day-to-day operation of the job of the principal.
  • 34 case studies (two new to this edition) are referenced to both chapter topics and the ELCC Standards.
  • End-of-chapter activity suggestions help students enhance and expand their learning.

  • NEW! A significant increase in the use of digital (online) references gives the student access to many reference materials 24/7 when a professional library is not nearby.

    • NEW! A major makeover in the Decision Making chapter identifies the elements of decision making and then links the process to an ethical perspective on decision making.
    • NEW! Updating of the information on systematic planning uses the new AdvancED model with new examples of school mission and goal statements.
    • NEW! The new curriculum chapter addresses the “Standards Movement” of recent years and how the Common Core is impacting our schools.
      • The Standards approach is analyzed through the lens of four different curriculum theories: technological, academic, humanistic, and social reconstructionist.
    • NEW! The impact of technology on teaching and student learning, such as the “flipped classroom” is considered in the Student Achievement chapter.
      • The chapter also reviews new approaches to address issues of individual differences such as Response to Intervention (RTI).
    • NEW! Special education policy issues established since the last edition are addressed, along with the impact of new student identification procedures.
      • RTI and its impact on special education are also reviewed.
    • NEW! Dramatic changes in professional development are addressed, including:
      • The movement to professional learning communities and the need for highly individualized professional development, and
      • The use of technology to deliver PD via websites such as YouTube and TeacherTube.
    • NEW! A new section on employment interviews in the chapter on human resource development covers the new significance of teacher evaluation and the changing tenure laws for many states.
    • NEW! The discussion on staffing the school has an expanded reference to professional learning communities and how to organize a staff to facilitate their functionality.
    • NEW! Several generic suggest

  • UPDATED! The UPDATED 8th edition includes the new 2015 Professional Standards for Educational Leaders that differ from the 8th edition that was initially released. The ISLLC Standards were changed to Professional Standards for Educational Leaders in December 2015. Therefore, the author changed all of the ISLLC standards references to the new PSEL in the Updated 8th edition.   

  • NEW! A significant increase in the use of digital (online) references gives the student access to many reference materials 24/7 when a professional library is not nearby.
  • NEW! A major makeover in the Decision Making chapter identifies the elements of decision making and then links the process to an ethical perspective on decision making.
  • NEW! Updating of the information on systematic planning uses the new AdvancED model with new examples of school mission and goal statements.
  • NEW! The new curriculum chapter addresses the “Standards Movement” of recent years and how the Common Core is impacting our schools.
    • The Standards approach is analyzed through the lens of four different curriculum theories: technological, academic, humanistic, and social reconstructionist.
  • NEW! The impact of technology on teaching and student learning, such as the “flipped classroom” is considered in the Student Achievement chapter.
    • The chapter also reviews new approaches to address issues of individual differences such as Response to Intervention (RTI).
  • NEW! Special education policy issues established since the last edition are addressed, along with the impact of new student identification procedures.
    • RTI and its impact on special education are also reviewed.
  • NEW! Dramatic changes in professional development are addressed, including:
    • The movement to professional learning communities and the need for highly individualized professional development, and
    • The use of technology to deliver PD via web sites such as YouTube and TeacherTube.
  • NEW! A new section on employment interviews in the chapter on human resource development covers the new significance of teacher evaluation and the changing tenure laws for many states.
  • NEW! The discussion on staffing the school has an expanded reference to professional learning communities and how to organize a staff to facilitate their functionality.
  • NEW! Several generic suggestions are made for selecting scheduling software in the authors’ look at the development of a good school schedule.
    • The chapter also suggests way to build new instructional approaches such as RTI into the schedule.
  • NEW! Changes in the chapter on technology for administrators address how to use social networks in school, a look at their dangers, and the impact of BYOD (Bring Your Own Device) to school.
  • NEW! How to use social networks such as Facebook and Twitter wisely, as well as rapid communication devices to allow robo-phone calls to our parents’ homes is explored.
  • NEW! Two new case studies are included.  (There are 34 cases in all):
    • One case focuses on dress and religious practices confronting the student with a problem that includes religion, dress, and rules infraction.
    • The other case has to do with cell phone use in school and public relations with a parent.


Part One: Creating a Vision of Leadership and Learning

Chapter 1 The Principal: A Creative Blend of Substance and Style

Chapter 2 The Learning Community

Chapter 3 Decision Making

Chapter 4 School Improvement through Systematic Planning

 

Part Two: Developing a Positive School Culture

Chapter 5 Creative a Positive Learning Climate

Chapter 6 The School Curriculum

Chapter 7 Promoting Student Achievement

Chapter 8 Special Students and Special Services

Chapter 9 Human Resources Development

 

Part Three: Managing the Organization

Chapter 10 Staffing the School: Recruitment, Selection, and Termination Processes

Chapter 11 Restructuring the Deployment of Instructional Personnel

Chapter 12 Restructuring Time

Chapter 13 Fiscal Accounting, Budgeting, and Building Management

Chapter 14 Technology Applications for School Management

 

Part Four: Interacting with the External School Environment

Chapter 15 Marketing the Schools


Appendix A: Case Studies in School Leadership and Management

Dr. Gerald C. Ubben, Professor Emeritus at the University of Tennessee is author or co-author of many books. Three of these books have been published by Allyn and Bacon/Pearson: The Principal, The Elementary Principals Handbook, and The Secondary Principal's Handbook(1980).  One or more of these books has served the educational administration market each year since 1977. In addition, Dr. Ubben has written frequently in the periodical literature in his field of the principalship, curriculum, and school scheduling. After serving as a social studies/English teacher and school administrator, Dr. Ubben completed a doctorate at the University of Minnesota and taught for many years at both the University of Nebraska and the University of Tennessee in the field of educational administration specializing in the principalship. He currently serves as an elected official on his local school board, a local educational cooperative serving three counties, and a local county education foundation.

Dr. Larry W. Hughes is the author, co-author or editor of numerous books as well.  Four of these books have been published by Allyn and Bacon/Pearson: The Principal, The Elementary Principals Handbook,The Secondary Principal's Handbook (1980) and Public Relations for School Leaders (2000).  He has written extensively in the periodical literature as well, both professional articles as well as popular travel pieces.  Now retired, he had an extensive career as an organizational development consultant to private sector and governmental organizations.  His focuses were team building, problem solving, time management and project planning. He traveled internationally both as a professor and consultant and for recreational purposes s well.  He has his Ph.D. from The Ohio State University and other degrees from the University of Toledo.   Dr. Hughes is married and the father of three sons.  He has five grandchildren.

Dr. Cynthia J. Norris is author, coauthor or contributor to numerous books, include The Principal. Other notable books include: The Moral Dimensions of Leadership: A Focus on Human Decency (Memphis State University) and The Learning Community: A Model for Developing Educational Leaders (Teachers College Press). She has contributed to the periodical literature on topics such as leadership vision, cohorts as learning communities, and moral and ethical leadership. Dr. Norris retired from both the University of Houston and the University of Tennessee and currently is a Professor of Education at Lincoln Memorial University in Knoxville, Her work in higher education has been distinguished by her contributions to preparation programs as part of the initial Danforth Foundation for the Preparation of School Principals and her pioneer work in the development of the first academic doctoral program at Lincoln Memorial University. Prior to her work in higher education, Dr. Norris had an extensive career in public education where she served as a teacher and director of special education and gifted services. Dr. Norris received her doctorate from the University of Tennessee in the field of educational leadership with a collateral in industrial management. . She has two daughters, one granddaughter and three great-grandchildren.

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