Career Confidential: Should teacher tell principal his colleagues criticize him behind his back?

2021 ◽  
Vol 102 (8) ◽  
pp. 66-68
Author(s):  
Phyllis L. Fagell
Keyword(s):  

Phyllis Fagell gives advice to educators about their professional dilemmas. In this month’s column, a teacher wonders if she should tell a principal that his colleagues are making fun of him behind his back. A teacher wishes her new principal would offer feedback after impromptu classroom visits. And a principal has been lying to his staff to spare their feelings.

2015 ◽  
Vol 53 (2) ◽  
pp. 262-286 ◽  
Author(s):  
Linda C. Lee

Purpose – The purpose of this paper is to use empirical data on new principals to clarify the connection between different succession situations and the challenges their successor principals face. Design/methodology/approach – The study draws on two waves of interview data from a random sample of 16 new elementary school principals in a major urban school district in the USA. Findings – New principals face distinct practice challenges depending on the nature of their successions. The less planned the succession, the less information and knowledge the new principal tends to possess. The more discontinuous the new administration’s trajectory is with the previous administration, the greater the staff resistance that the successor principal tends to face. Research limitations/implications – Few studies systematically examine how succession situations differ in schools that are in need of transformation vs those in need of stability. This study addresses this gap by illuminating the varied processes of succession and highlighting specific mechanisms that link these processes to different organizational trajectories. Practical implications – For district officials, this study suggests that principals in unplanned successions need greater support in quickly gathering information about their new schools while principals in discontinuous successions need greater expertise in how to balance trust-building and accountability in their attempts to promote transformational change. Originality/value – This study’s primary value is its detailed articulation of how certain characteristics of succession situations are associated with specific types of challenges. Only studies at this level of specificity can be effective guides to practitioners and policymakers who are charged with preparing, selecting, and supporting new principals and their schools.


2011 ◽  
Vol 14 (4) ◽  
pp. 1-9
Author(s):  
Laura Trujillo-Jenks

The fervor of student speech is demonstrated through different mediums and venues in public schools. In this case, a new principal encounters the mores of a community that believes in free speech, specifically student free speech. When a pep rally becomes a venue for hate speech, terroristic threats, and profanity, the student code of conduct could become the principal’s best weapon. This case explores case law, codes of conduct, organizational culture and climate, and leadership in the context of a controversial cheerleader sketch at a pep rally. A brief literature review can be found in the teaching notes with suggestions for current and future school administrators.


2021 ◽  
pp. 1-26
Author(s):  
Marcus A. Winters ◽  
Brian Kisida ◽  
Ikhee Cho

Abstract Transitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the school. We take advantage of variation in the timing of principal transitions within an event-study approach to estimate the causal effect of principal changes. Changing principals has an immediate negative effect on student test scores that is sustained over several years regardless of whether hired internally or externally. However, externally hired principals lead to an increase in teacher turnover and a decline in perceptions of the school's learning environment, whereas transitions to an internally promoted principal have no such effects. This pattern of results raises important questions about leadership transitions and the nature of principal effects on school quality.


2018 ◽  
Vol 115 (50) ◽  
pp. 12603-12607 ◽  
Author(s):  
Vedran Sekara ◽  
Pierre Deville ◽  
Sebastian E. Ahnert ◽  
Albert-László Barabási ◽  
Roberta Sinatra ◽  
...  

Experience plays a critical role in crafting high-impact scientific work. This is particularly evident in top multidisciplinary journals, where a scientist is unlikely to appear as senior author if he or she has not previously published within the same journal. Here, we develop a quantitative understanding of author order by quantifying this “chaperone effect,” capturing how scientists transition into senior status within a particular publication venue. We illustrate that the chaperone effect has a different magnitude for journals in different branches of science, being more pronounced in medical and biological sciences and weaker in natural sciences. Finally, we show that in the case of high-impact venues, the chaperone effect has significant implications, specifically resulting in a higher average impact relative to papers authored by new principal investigators (PIs). Our findings shed light on the role played by experience in publishing within specific scientific journals, on the paths toward acquiring the necessary experience and expertise, and on the skills required to publish in prestigious venues.


2018 ◽  
Vol 21 (4) ◽  
pp. 25-33
Author(s):  
Julie D. Hasson

Justine Finley, newly appointed principal of Northside Elementary, had been tasked with increasing her school’s grade under the state accountability system and keeping neighborhood families from choosing to enroll in the charter school down the street. The superintendent made these priorities very clear. After spending the first 3 months observing and analyzing data, Justine realized that a new model for placing students in classes could be a lever for increasing achievement scores. What Justine failed to realize was the conflict that the new model would generate among parents and teachers. This case highlights the challenges a new principal encountered when attempting to implement a change in student and teacher placement procedures amid competing priorities.


Science ◽  
1973 ◽  
Vol 181 (4096) ◽  
pp. 241-244 ◽  
Author(s):  
C. D. Douglass ◽  
J. C. James

2020 ◽  
Vol 223 (20) ◽  
pp. jeb225797
Author(s):  
Yasuhide Izawa ◽  
Chikako Shingyoji

ABSTRACTOscillation is a characteristic feature of eukaryotic flagellar movement. The mechanism involves the control of dynein-driven microtubule sliding under self-regulatory mechanical feedback within the axoneme. To define the essential factors determining the induction of oscillation, we developed a novel experiment by applying mechanical deformation of demembranated, immotile sea urchin sperm flagella at very low ATP concentrations, below the threshold of ATP required for spontaneous beating. Upon application of mechanical deformation at above 1.5 µmol l−1 ATP, a pair of bends could be induced and was accompanied by bend growth and propagation, followed by switching the bending direction. For an oscillatory, cyclical bending response to occur, the velocity of bend propagation towards the flagellar tip must be kept above certain levels. Continuous formation of new bends at the flagellar base was coupled with synchronized decay of the preceding paired bends. Induction of cyclical bends was initiated in a constant direction relative to the axis of the flagellar 9+2 structure, and resulted in the so-called principal bend. In addition, stoppage of the bending response occasionally occurred during development of a new principal bend, and in this situation, formation of a new reverse bend did not occur. This observation indicates that the reverse bend is always active, opposing the principal bend. The results show that mechanical strain of bending is a central component regulating the bend oscillation, and switching of the bend direction appears to be controlled, in part, by the velocity of wave propagation.


2002 ◽  
Vol 12 (6) ◽  
pp. 608-639 ◽  
Author(s):  
P. Kay Duncan ◽  
Cynthia Anast Seguin

This case study of a first-year woman principal in a small, rural school district describes succession effects from the perspectives of the female principal, some faculty members, a parent, and another administrator in the district. Open-ended interviews with the participants revealed a number of conflicting perceptions. The new principal perceived that she was successful in bringing about changes in the school on behalf of children. However, most of the faculty members considered the principal to be unsuccessful because she did not value their expertise or listen to their point of view. Some members of the community and the school board adopted the teachers’ perceptions. In the middle of her second year, the principal was terminated. Implications drawn from this case study may be of value to school leaders.


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