From Good Schools to Great Schools

Susan Penny Gray, PhD has been an educator for more than 40 years in Indiana and California, including 15 years as Director of Curriculum Services for the San Marcos Unified School District in San Marcos, California and 7 years as a member of the Educational Leadership faculty at San Diego State University. During her tenure as Director of Curriculum Services she was responsible for the development, implementation, and maintenance of exemplary programs recognized throughout California in Reading/Language Arts, Mathematics, History-Social Science, and Science for grades K through 12. She was also responsible for effective teacher and principal support strategies that during the years under her direction evolved into a powerful system of coaches and facilitators of staff development. Dr. Gray has “walked the talk” in helping principals become truly effective instructional leaders. Her insights give down to earth, practical meaning to the research discussed in this book.Dr. Gray serves on the San Diego State University (SDSU) Educational Administration Preparation Programs Advisory Committee. In her capacity on this committee and as a current member of the faculty of the Educational Leadership Department in the School of Education at SDSU, she has assisted in implementing changes in that school’s administration preparation program. She has designed and currently teaches an administrative course on instructional improvement through evaluation and supervision. In this course students participate in a walk-through supervision practicum, formal evaluation exercises, and the design of teacher and administrator evaluation systems. In addition, Dr. Gray teaches and coordinates the advanced administrator credentialing program at SDSU and supervises the fieldwork for administrative credential candidates at all levels.In addition to her involvement with the faculty of Educational Leadership at San Diego State University, Dr. Gray serves as an officer on the Board of Directors of California Curriculum Management Systems, Incorporated (CalCMSi). She is certified to train administrators and teachers in Conducting Walk-Throughs for Higher Student Achievement and has implemented this training in several states across the country. She has also served as an external evaluator of schools and is a certified School Assistance Intervention Team leader for the State of California. She received curriculum management audit training from the California Curriculum Management Audit Center in Burlingame, California, in 1998. Since then she has served on school district audits in California, Washington, Texas, Ohio, Arizona, Maryland, New York, and Pennsylvania. She has also served on academic achievement teams conducting comprehensive on-site assessments of the educational operations of school and community college districts in California.Dr. Gray earned her undergraduate degree from the University of California, Santa Barbara, and her master’s degree from San Diego State University. In 2006, she received a doctoral degree in educational leadership through the Claremont Graduate University/San Diego State University Joint Doctoral Program. William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students. In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well.Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.

• List of Figures and TablesForeword by Marge HobbsPrefaceAcknowledgmentsAbout the Authors1. We Know What to Do, so Why Do We Fail?The "Good to Great" Research ProjectLeadership Characteristics of Level 5 ExecutivesLeadership Behaviors of Level 5 ExecutivesTwo Behaviors From the Collins StudyGreat School Executives Build RelationshipsThe School Principals in Our StudyLeadership Qualities ExhibitedReflection2. First, Build RelationshipsA Behavior Different From the Behaviors of the Level 5 ExecutiveMr. Bond and Field Elementary SchoolHighly Successful Principals and Building RelationshipsComparison Principals and Building RelationshipsReflectionSuggestions for Principals3. Exercise Your Professional Will, but Stay HumbleIssues With Identifying Personal Humility in School PrincipalsPersonal Humility: The Evidence DiffersShy and Self-Effacing LeadersUnreserved and Enthusiastic LeadersComparison PrincipalsReflectionSuggestions for Principals4. Credit Others, Accept the BlameAdditional Data for Compelling ModestyEvidence for Sustainability of GreatnessEvidence for Compelling ModestyMr. Unpretentious and Bay View Elementary SchoolHighly Successful Principals and Compelling ModestyComparison Principals and Compelling ModestyReflectionSuggestions for Principals5. Be Ambitious First for the School′s SuccessAmbition for the Success of the School Is KeyMs. Aspiration and Mission Elementary SchoolHighly Successful Principals and Ambition for the School′s SuccessComparison Principals and Ambition for the School′s SuccessReflectionSuggestions for Principals6. Resolve to Do What Needs Doing . . . Then Do It!Application of Unwavering Resolve to SchoolsMs. Persevere and Mountain High Elementary SchoolComparison Principals and ResolveReflectionSuggestions for Principals7. Get the Right People on the BusSchool Leaders′ Difficulties in Getting the Right PeopleAn Example of Getting the Right PeopleHighly Successful Principals and "First Who . . . Then What"Comparison Principals and "First Who . . . Then What"ReflectionSuggestions for Principals8. Confront the Brutal FactsSchools Face ChallengesBrutal Facts Tackled by the Principals in Our StudyHighly Successful Principals and Confronting the Brutal FactsComparison Principals and Confronting the Brutal FactsReflectionSuggestions for Principals9. Know What Drives Your Educational Engine and Be Passionate About ItAcademics Take IssueOur Term: Educational EngineMr. Focus and Pines Elementary SchoolHighly Successful Principals and the Hedgehog ConceptComparison Principals and the Hedgehog ConceptReflectionSuggestions for Principals10. Build a Culture of DisciplineThe Concept Is Not NewDifficulties in Achieving a Culture of DisciplineMs. Discipline and Eagle Elementary SchoolHighly Successful Principals and a Culture of DisciplineComparison Principals and a Culture of DisciplineReflectionSuggestions for Principals11. Know Commonalities and Differences Between Public Schools and the Private SectorDisparities Between Public Schools and the Private SectorWhat We Have Learned From the Research on LeadershipReflectionSuggestions for Principals12. Support Research-Based Principal PreparationThe ISLLC StandardsThe Mid-continent Research for Education and LearningIn Search of ExcellenceBeware of Business NormsAdministrator Preparation Program ReformA Final CommentReflectionSuggestions for Architects of Principal Preparation ProgramsResource A: Research MethodologyResource B: Interview Participant SelectionResource C: Principal Interview Questions Derived From Collins′ (2001) CEO Interview Questions and Demographic QuestionnaireReferencesSuggested ReadingsIndex

"A useful resource for programs dedicated to training new administrators as well as for principals who want to improve the collaborative cultures of their schools. It will drive the thinking of principals and teachers who are committed to school improvement."