About the Report:

Pages: 374
Survey Respondents:  All School and School District Employees
# of Questions: 75
# of Respondents surveyed: 61,716
Timeframe of survey data:  October 2009 thru May 2012

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I was speaking with the superintendent of a mid-sized district in the Midwest this week. He is an old friend and someone I regard as an expert in education leadership and school leadership.  We had not had a chance to connect in some time. He was updating me on developments with a school administrator in his districts and we were sharing thoughts on all manner of tangentially related topics.

“Response Fear” is a sometimes irrational skepticism of survey respondents who fear their loss of confidentiality. We can all imagine a scenario in which a feared school administrator (or a related school leadership position) uses survey data to explore the hearts and minds of his or her team.

Chapel Hill 7th and 8th Grade Center is a middle school on the west side of Indianapolis that was in need of a new school administrator. MSD of Wayne Township Superintendent Dr. Terry Thompson has overseen an impressive series of building initiatives which, most recently, included rebuilding the school into a state-of-the-art facility.

School leaders face many challenges in today's education environment. As educational leadership is just coming to grips with the accountability components of No Child Left Behind, our new administration promises to create even more requirements for public schools.

Many of my clients are masters of educational leadership and, as such, are anxious to learn about how their teachers really feel. Principals typically feel as if they know whether teachers are generally pleased or not with their current lot. But, if their teachers are unhappy, just how unhappy are they? If their teachers are highly committed, how highly committed are they?

In my work with schools in the area of education leadership, I have seen all forms of resistance to change. In some groups of educators, their focus on the status quo is difficult to spot which make it difficult for school leadership and educational leadership whose focused is on implementing best practices in education. The untrained ear hears rational, logical arguments for current methodologies and current approaches. We can be quickly lulled into tranquility ... and loss of action.

School turnaround experts in educational leadership are becoming ever more popular in certain parts of the country. A recent NPR report on the use of Turnaround for Children in the Bronx provides an interesting overview on the situation creating this need as well as some insight into their approach.

Many school leaders, district administrators and experts on effective educational leadership that I speak with spend a significant amount of time figuring out how to connect with parents. The research clearly indicates that parental involvement is critical to student success. And so, educators create elaborate (and often time consuming) ways to increase parent interaction with the school.

Climate and culture within a school is often underrated as a cause of failure among our schools. Indeed most leaders -- and students of education leadership -- spend far more time focused on instructional related matters, educational leadership issues, personnel issues, bus schedules and even lunch duty. While these are all important aspects of running a school, many leaders spend little time truly understanding and actively managing school culture.