Straight Talk for Principals by Raymond E. Lemley

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By Raymond E. Lemley

This consultant addresses the floor point, extra mundane concerns that confound principals day-by-day and provides basic but provocative solutions to the befuddling issues that require the principal's recognition and insist the principal's aware responses.

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Now this is really a rather simple and straightforward list of skills and abilities. It is pretty basic and essential to a minimal effort on the part of the teacher. After these skills and abilities are demonstrated and mastered, everything else is downhill. You need to observe these skills as part of your assessment of the teacher. If the teacher lacks these skills, you probably need to get rid of the teacher. Start over. You get the title of instructional leader if you know a lot about teaching and learning.

You made it. Be an Instructional Leader W e have had lots of dlscussion over the past few years about instructional leadership and what it means to be an instructional leader. Probably the Association for Supervision and Curriculum Development has done as much as any group to move the instructional leadership agenda into the forefront. ASCD has published several good “guides” for the practitioner about what instructional leadership is and about how to do it. For the richer and fuller exploration of instructional leadership, you need to visit one of ASCD’s bibliographies on this topic.

Ask them questions that reveal their passions and their love and respect for children. Ask them about their ability to be collegial, supportive, and loyal. Get down to the nitty gritty of teaching and learning and how all that gets accomplished. Say as little as possible as you interview the new talent. Refrain from telling stories about how great things were when you started out. MarkTwain reminded us all that it is a terrible death to be talked to death. Ask your questions, define your expectations, sit back, and absorb.

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