Michael Fullan and other notable experts present a cohesive model of tri-level reform—school, district, and state educators collaborating to build and strengthen capacity for change.

The Principal and Change

The principal and change

Effective principals attack incoherence.

—Bryk, Sebring, Kerbow, Rollow, and Easton (1998, p. 287)

Forget about the principal as head of the school for a moment, and think of her or him as someone just as buffeted as the teacher is by wanted or unwanted and often incomprehensible changes—and, what is more, expected to lead these very changes. Change is only one of the forces competing for the principal's attention and usually not the most compelling one. And when it is compelling, as is the case recently, it is difficult to focus and sustain the work needed for reform to be effective. Yet, some principals are actively engaged as initiators or facilitators of continuous improvements in their schools. The principal is ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles