The idea of a super principal who

can do every-thing and be

everywhere must be replaced with
another model for administrator or
else talented principal who will
continue to burn out and no one will
be willing to replace them. Some
principals said they don't know how
much longer they can do this Karen
M. Dyer
 A 2005 study done by the
University Center on the
Reinventing Public Education
indicated in the part that the image
of multi-talented, ever responsive
administrator that may have come
to accept is failing to keep good
principals and teachers.
The model of the “super principal is
not working, and we need to rethink
the Idea of the Peron who can do this”
Said O’Neal. Many potential principal
candidates think the pay increase
they receive switching from teaching
to administration is not nearly enough,
 Others fear to move to administration
will have significant impact on their
personal lives because of long hours
required, Limited encouragement and
support they receive, and conflicts with
family time.
Those factors have led to a large pool
of teachers with administrators’
credentials who are not applying for
jobs or who do apply but do not have
the skills to be to be an administrators.
Some assistant Principal are afraid that
they will be made Principals and they
don’t have the skills.
 Reinventing Education for Change
Leader
Head+ Heart +Hands
 A change maker ignites a spark
of possibility, and nurtures that
potential into a powerful force,
says Jensen.
>To lead change requires both insights
and passion head plus heart.(emotional
Intelligence)
 Its not enough to be smart ,Jessen says
“we need to be a powerful blend of
ethics + compassion + commitment. We
need to put our principles into action.
The Head, Heart and Hands Model
for
Transformative Learning
Sipos et al. (2008) explicitly link sustainability education with
transformative learning through the organizing principle of head,
hands and heart. Orr (1992) claims education should go beyond
content or formal knowledge to include application and disposition
of how to create meaning and value. In the Sipos et al. (2008)
framework, head refers to engaging the cognitive domain through
academic study, inquiry and understanding of ecological and
sustainability concepts. Hands refer to the enactment of the
psychomotor domain for learning practical skill development and
physical work such as building, planting, painting etc. Heart refers to
enablement of the affective domain in forming values and attitudes
that are translated into behaviors .
 Using Head, Hand, and Heart in Cooperative Education
When designing a learning experience, you can start with any of the
three elements, but it’s best to make use of all three:
Head: cognitive understanding, critical thinking; learning through readings,
lecture, discussion, etc.
Hand: psychomotor, practice, learning by doing, getting a feel for how things
actually work
Heart: affective/emotive, caring about the results, valuing the outcome,
feeling that the process and goals are important, experiencing a personal
connection
Principal Leadership: Focus on Professional
Development
"It's one of those little things you do to stay focused on the task at
hand," says Estrada, principal of the 1,175-student Lockhart Junior
High School in Texas. "Every time we have staff meetings or get groups
together, we always take time out to discuss our goals. It's a constant
… reminding yourself of what you're here for.“
Today, successful principals collaborate, communicate,
and share responsibility with their teachers and staff. They
understand the job has evolved to one that puts
instructional leadership first, even when the mundane,
though equally important, day-to-day administrative
The report identified several key responsibilities school leaders have to undertake:
become the instructional leader, instill a culture of learning, share and collaborate
with their peers at other sites, and serve as the information clearinghouse for the
entire school community.
The Wallace Foundation, which has been researching school leadership for more
than a decade, called principals "the central source of leadership influence" in its
2012 report, The School Principal as Leader: Guiding Schools to Better Teaching
and Learning (p. 6). The report noted that the most effective principals perform five
key practices well: shaping a vision of academic success for all students; creating
a hospitable climate; cultivating leadership in others; improving instruction; and
managing people, data and processes to foster school improvement.
Making this leadership shift, however, requires time and training. Professional
development in the educational community should focus on more than training
teachers: it should also help principals and other building-level administrators gain
the tools necessary to be successful.
References :
American Association for the Advancement of Science (1990). Science for all Americans. New York:
University of Oxford Press.
Athman Ernst, J., & Stanek, D. (2006). The prairie science class: A model of re-visioning environmental
education with the National Wildlife Refuge System. Human Dimensions of Wildlife, 11, 255-265.
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist
teaching: Derived from a review of the literature and applied to five constructivist-teaching method
articles. International Journal of Science Education, 4(1), 541-550.
Blenkinsop, S. (2005). Martin Buber: Educating for relationship. Ethics, Place & Environment 8(3), 285-307.
Ahmed, S (2012) On Being Included: Racism and diversity in institutional life. Durham: Duke University
Press
Foucault, M (1975) Discipline and Punish: the birth of the prison. London: Penguin (1991 edition)
Friedland, R and Alford, R (1991) ‘Bringing society back in: Symbols, practices, and institutional
contradictions,’ in The New Institutionalism in Organizational Analysis, ed. Walter W. Powell and
Paul J. DiMaggio, pp. 232–263. Chicago: University of Chicago Press
Hill Collins, P (1990) Black Feminist Thought. London: Routledge (2000 edition)
See an interesting article about engaging head, hands and heart in transformative sustainability learning, by Sipos, Battisti,
and Grimm: http://phobos.ramapo.edu/~vasishth/Learning_Outcomes/Sipos+Transformative_Sust_Edu.pdf