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Principal Accomplishments: How School Leaders Succeed

reviewed by Denise Uitto - June 28, 2007

coverTitle: Principal Accomplishments: How School Leaders Succeed
Author(s): G. Thomas Bellamy, Connie L. Fulmer, Michael J. Murphy, and Rodney Muth
Publisher: Teachers College Press, New York
ISBN: 0807747424 , Pages: 208, Year: 2006
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Principals are key individuals in our public education system and their role is essential for the success of student learning outcomes. They perform a variety of tasks from calming an upset child and enforcing rules of acceptable student behavior to focusing attention on the critical aspects of a schools programs to improve student learning outcomes. How does a principal address the multiple daily dilemmas while focusing on the big picture of leading a school community toward student achievement mandated by No Child Left Behind? Through leadership accomplished on a continual basis by creating and sustaining goals, focusing attention on the school conditions that impact learning, utilizing a vast repertoire of strategies to persistently adjust to issues, and cultivating relationships within the building and the larger community. What does a model for the school principalship look like? Bellamy, Fulmer, Murphy, and Muth (2006) create a new paradigm to describe principal leadership... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 28, 2007
https://www.tcrecord.org ID Number: 14541, Date Accessed: 9/20/2021 3:27:28 PM

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About the Author
  • Denise Uitto
    The University of Akron Wayne College
    E-mail Author
    DENISE J. UITTO recently advanced from elementary principal and preschool administrator in the public school system to become an assistant professor at The University of Akron Wayne College. She teaches special education courses and coordinates a newly designed Associate Degree for Educational Paraprofessionals. Her interests focus on the dynamics of implementing practices within public schools for students within special education programs. She is working on several projects including the professional learning of currently practicing paraprofessionals, the response to intervention practices and the involvement of paraprofessionals within these practices, and the importance of collaboration with teachers and principals for teamwork in serving students with disabilities.
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