The Principalship

Student learning is the main reason for the school’s existence. The focus on results, the focus on

student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation’s history.

To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school’s vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.

“This Lunenburg and Irby text is an insightful and research embedded re-casting of the principal's role which reflects important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure, but is expanded to include important co- leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school's vision and goals with the ultimate winners being the students.”

The Lunenburg and Irby text is an insightful and research embedded re-casting of the principal’s role which reflects important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure, but is expanded to include important co- leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school’s vision and goals with the ultimate winners being the students.

Frederick C. Lunenburg is Jimmy N. Merchant Professor of Education at Sam Houston State University. Previously, he was on the faculty of educational administration at the University of Louisville, Loyola University Chicago, and Southern Utah University, where he also served as Dean of the College of Education. In addition, he has held public school positions as high school English teacher and reading specialist, high school principal, and superintendent of schools. Dr. Lunenburg’s scholarship includes 48 books, 21 book chapters, and over 200 articles published in both practitioner and academic/research journals.

Beverly J. Irby is Associate Dean for Academic Affairs, Regents Professor, and Marilyn Kent Byrne Endowed Chair for Student Success at Texas A & M University, College Station, Texas. In addition, she serves as Director of the Educational Leadership Research Center at Texas A & M University. She is editor of the following research journals: Mentoring and Tutoring, Advancing Women in Leadership, Dual Language and Practice, and Education Policy Briefs. She is Principal Investigator: SEED Grant (APLUS) and OELA Grants (PAL and MOOPIL). Dr. Irby has written numerous books, research reports, and articles, many of which have been presented at regional, national, and international meetings.

Student learning is the main reason for the school's existence. The focus on results, the focus on student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation's history. To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school's vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.

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