Education and Community: The collective wisdom
of teachers, parents, and members of our community.


Rejecting inservice and "site-based" management as not solutions but instead ineffective attempts at strengthening the educational leader of the school, Smith & Andrews offer a three phase model for helping create a good principal. (Smith, 1987) In phase one the supervisor and the principal meet before the school year begins to design performance goals, a method to achieve these goals, a means to evaluate these goals, and a calendar. In phase two, the two collect data throughout the school year about the principal's performance. Throughout the year the principal carries out the goals. The supervisor visits often and conducts interviews with the principal and the staff; attends school functions to gather school climate; and interacts with the parents. Important tactics such as preobservation conferences, observations, and post observation conferences are crucial in effective training throughout the year-long process. Phase three involves an evaluation of the year by both the supervisor and the principal. The year's performance is evaluated and new goals are set for the next year. This process also helps make good principals better. Although this is a specific model for a specific part of Edmonds' "five instructional organizational characteristics," it transcends just a use for principals but also carries over as a model for the other four characteristics. If we apply the micropolitics of the school as described by Edmonds and Andrews to the work of Harris, discussed later, we will have a fine model for all telementoring programs.