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The work advances five interconnected ideas for reframing the principalship: student learning “plus,” school accomplishments, organizational context and repertoire depth, the social and political context, and leadership as an annual cycle. 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The principalship has not responded quickly enough, leaving many principals struggling.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is the “student learning plus” idea?",{"text":116,"@type":112},"“Student learning plus” frames student learning—and more—as the central purpose of schools and principals. It recognizes that changing expectations require evolving leadership requirements and increasingly complex compliance and accountability demands.",{"name":118,"@type":109,"acceptedAnswer":119},"Which five ideas are proposed to reframe the principalship?",{"text":120,"@type":112},"The five ideas are: (a) student learning “plus,” (b) school accomplishments, (c) organizational context and depth of repertoire, (d) social and political context, and (e) leadership as an annual cycle.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603356,1792101020,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Five Ideas for Reframing the Principalship  \nG. Thomas Bellamy  \nUniversity of Washington, Bothell  \nConnie Fulmer  \nUniversity of Colorado at Denver and Health Sciences Center  \n& Rodney Muth  \nUniversity of Colorado at Denver and Health Sciences Center  \nAbstract: Schools, and especially principals, are challenged constantly to improve learning outcomes for students. We advance five ideas that should help principals address these challenges:  \n(a) student learning “plus,”(b) school accomplishments,(c) organizational context and depth of repertoire,(d) social and political context, and (e) leadership as an annual cycle.  \nIntroduction  \nThe challenges facing schools and their principals are clear:(a) intense pressure to meet standards of learning on annual tests when schools now serve more students with traditional challenges of poverty, language status, or disabilities; (b) widespread funding disparities that limit equity in learning as public policies focus on learning gaps among student groups; and (c) school-choice models that advantage some family priorities while diverting attention from the academic achievement of all.  \nWhatever one might say about the reasonableness of these contrasting expectations, schools remain critical to perpetuating our democratic model of government as well as maintaining our prosperity in a global  \nVolume 19, Fall 2007 57  \neconomy. Yet, the school-leadership profession has not moved quickly or effectively to respond to these evolving expectations of schools, leaving large numbers of individual principals unsuccessful in their efforts to address these challenges.  \nThe gap between expectations and realities has helped popularize many alternatives to how the principalship is designed, how individuals are prepared for the role, who is considered for vacancies, and how new information is brought to practice. With tests of many of these alternatives underway in some states, it is not unreasonable to expect that the principalship as we know itis at risk unless significant and rapid improvements are made in professional preparation and individual practice.  \nIdeas abound about how the profession should respond to these challenges. Proposals range from re-grounding the field in core values like social justice and professional community (Murphy, 2002; Starratt, 2003), developing a better-organized or more inclusive knowledge base (Hoy, 1994;Wang, Haertel, & Walberg, 1993), developing a renewed focus on instructional leadership (Blase & Blase, 1998), supporting student learning through professional learning (DuFour, Eaker,& Burnett,2002), implementing national standards for principal preparation programs (Van Meter & Murphy, 1997), and so on.  \nAt the risk of adding to the confusion, we propose a different approach because a more comprehensive view is needed to address issues about knowledge, conceptions of practice, approaches to preparation, and strategies for developing the profession as a coherent whole. Our proposal rests on five foundational ideas that raise interrelated questions of“why,”“what,” and “how”in the work of the principalship. While each of the five ideas is grounded in familiar concepts, none has been central to scholarship, policy, and practice in school leadership. Taken together, the five ideas offer new ways to examine the critical challenges that principals and the profession face today.  \nStudent Learning Plus  \nThe purpose of schools and the result expected ofprincipalsis student learning—and more. Our “student learning plus” view means several things. First, as expectations for schools change, so do requirements for successful school leadership. From colonial times forward, public schools in America have faced many competing expectations, focusing variouslyon religious transmission, development of public morality, preparation for work, fostering civic engagement, and support for individual development (Campbell, Cunningham, Nystrand, & Usdan, 1990; Cremin, 1970; Tyack, 197","cbCainy9nDVXEOtu","https://ap.wps.com/l/cbCainy9nDVXEOtu","pdf",470024,18,"English","# Introduction\n## Student Learning Plus\n## School Accomplishments","[{\"question\":\"What challenges do schools and principals face?\",\"answer\":\"Schools face intense annual-test pressure, funding disparities that limit learning equity, and school-choice models that can redirect focus from universal academic achievement. The principalship has not responded quickly enough, leaving many principals struggling.\"},{\"question\":\"What is the “student learning plus” idea?\",\"answer\":\"“Student learning plus” frames student learning—and more—as the central purpose of schools and principals. It recognizes that changing expectations require evolving leadership requirements and increasingly complex compliance and accountability demands.\"},{\"question\":\"Which five ideas are proposed to reframe the principalship?\",\"answer\":\"The five ideas are: (a) student learning “plus,” (b) school accomplishments, (c) organizational context and depth of repertoire, (d) social and political context, and (e) leadership as an annual cycle.\"}]","Five Ideas for Reframing the Principalship - Volume 19 - Fall 2007 | PDF",1792096125,45]