Among an elementary,
middle or high school principal's primary tasks are the school's educational and financial objectives.
In 24 years as
a middle or high school principal, Frank Hagen had the opportunity to participate in countless activities that helped build a climate of fun and school spirit.
Over half of all principals were women and women were more likely to be elementary school principals than
middle or high school principals.
Not exact matches
Superintendent District Leadership - Technology District Leadership - Curriculum, Instruction, Assessment, PD District Leadership - Business, Communications, HR District Personnel - Other (Admin., Specialist, etc.)
School - based Leadership (
Principal, Asst.
Principal) Teacher - Early Childhood / Elementary Teacher -
Middle School Teacher -
High School School - based Technology Coordinator
School - based Personnel - Other (Admin., Specialist, etc.) Library Personnel / Media Specialist University
or College Faculty / Administration Federal Government Personnel State Government Personnel Education Product / Service Provider (including Consultants) Investment Community Association / Advocacy Organization Philanthropy Education Research / Analysis Media Education Services Agency
School Board Member Student Parent / Community Member
There werent many curveballs
or sliders, said Hagen, who is
principal at Saint Michaels (Maryland)
Middle /
High School.
John Porter, whose 40 - year career in education includes experience as a teacher and as an administrator and
principal at the elementary,
middle, and
high school levels in Alexandria, Virginia, says providing the opportunity for such observation,
or the opportunity to observe a
middle school science
or math teacher at another
school in the district, can lessen teacher frustration.
Middle school principals were more likely than elementary
or high school administrators to report that student - bullying incidents occur on their campuses at least once a week, according to a federal study.
Individual
or Institutional membership is $ 250 and open to all
principals, assistant
principals or administrators who are engaged in the practice
or supervision of
middle level and /
or high school administration and who are a W - 2 payroll employee of a district / state / private
school system.
State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (
high, medium, low) District diversity (
high, medium, low) District location (urban, suburban, rural)
School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School site ID
School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School level (elementary,
middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school,
high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school)
School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School poverty (
high, medium, low)
School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School diversity (
high, medium, low)
School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role
school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school (
principal or assistant
principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2,
or 3) Document type (district,
school, research
school, research memo).
The program prepares graduates to assume roles as building
principals at elementary,
middle,
or high school levels: and district level positions as special education directors and /
or central office administrators.
The program prepares graduates to assume roles as building
principals at the elementary,
middle,
or high school levels: and district level positions as special education directors and /
or central office administrators.
The district allowed several transferring
principals to bring along their English Language Arts and math coaches, one
or two
high - performing teachers to serve as models for other teachers in their new
schools, and an assistant
principal in the case of
middle and
high schools.
Candidates must hold an Administrator II certification and a minimum of three years experience as a
principal or compatible position in a
middle or high school with documented evidence of academic accomplishment.
Graduates of the Educational Leadership and Special Education Administration program work as building
principals at elementary,
middle or high school levels; and district level positions including special education directors and central office administrators.
Teachers and
principals at Success said that they prepare their students so intensely for the tests because of the opportunities that
high scores can present, such as invitations to top public
middle or high schools,
or scholarships for private
schools.
Numerous provisions contained in S. 1177 represent a huge step forward from current legislation: the elimination of adequate yearly progress and the 100 percent proficiency requirements, tempering the test - and - punish provisions of No Child Left Behind; the continued requirement of disaggregated subgroup data; removal of the unworkable
school turnaround models required under the School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school turnaround models required under the
School Improvement Grant and Race to the Top programs; clarification of the term school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
School Improvement Grant and Race to the Top programs; clarification of the term
school leader as the principal of an elementary, middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leader as the
principal of an elementary,
middle or high school; inclusion of the use of Title II funds for a «School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school; inclusion of the use of Title II funds for a «
School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective principals and school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
School Leadership Residency Program»; activities to improve the recruitment, preparation, placement, support, and retention of effective
principals and
school leaders in high - need schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leaders in
high - need
schools; and the allowable use of Title II funds to develop induction and mentoring programs that are designed to improve
school leadership and provide opportunities for mentor principals and other educators who are experienced and effe
school leadership and provide opportunities for mentor
principals and other educators who are experienced and effective.
He served as a
middle school teacher and union chapter leader, and spent seven years as a
school principal, first at a district
middle school and then as the founding
principal of a charter
high school serving over-age and under - credited students who were court - involved
or in foster care He comes to Parent Revolution with a deep belief that all students, from all communities and in all kinds of situations, deserve excellent
schools and the opportunities afforded by a
high quality education.
For
principal evaluation pilot districts, DEAC members must include representation from the following groups: building - level administrators from each
school level (e.g., elementary,
middle,
high school); central office administrators supporting the
principal evaluation process and /
or conducting evaluations; teaching staff; and the local
school board.
You must pass a test
or series of tests related to the specific area you want to be a
principal in whether that be an elementary, a
middle level,
or a
high school principal.
While some
principals work in public magnet and charter
schools or private religious and secular
schools, the majority of elementary,
middle, and
high school principals are employed in public and private
schools.
Whether you are seeking a
high school principal,
middle school principal, head of
school,
or superintendent position — your important achievements need to be in the resume and cover letter.
Once again, whether you are wishing to secure a
high school principal,
middle school, head of
school,
or superintendent position show what makes you qualified to do the job.
A teacher resume needs to be focused and targeted, meaning weather you wish to get a job as an Elementary Teacher,
Middle School Social Studies Teacher, English
High School Teacher, Adjunct College Instructor,
or Assistant
Principal... it needs to target that job.
Superintendent District Leadership - Technology District Leadership - Curriculum, Instruction, Assessment, PD District Leadership - Business, Communications, HR District Personnel - Other (Admin., Specialist, etc.)
School - based Leadership (
Principal, Asst.
Principal) Teacher - Early Childhood / Elementary Teacher -
Middle School Teacher -
High School School - based Technology Coordinator
School - based Personnel - Other (Admin., Specialist, etc.) Library Personnel / Media Specialist University
or College Faculty / Administration Federal Government Personnel State Government Personnel Education Product / Service Provider (including Consultants) Investment Community Association / Advocacy Organization Philanthropy Education Research / Analysis Media Education Services Agency
School Board Member Student Parent / Community Member