In This Issue . . .

Abstract

The research is clear, principals make a big difference in shaping the education that goes on in a school. If a school is going to succeed academically, the principal is key. The expectation of student achievement at high levels have placed the school leader as the central focus of school reform efforts. The school leader is accountable for all the administrative and leadership duties as well as the instructional programs and is perceived by school and community stakeholders to be responsible for results for all students. As administrators work to address these heightened expectations, several key issues consistently challenge them. This issue offers several important articles that principals will find valuable in pursuit of becoming more accomplished, skillful, and successful. Dramatically improving student achievement in our worst-performing schools requires dramatic changes that produce significant achievement gains in a short period of time, followed by a longer period of sustained improvement. Turning around a school requires a specialized approach led by a principal with very specific skills and competencies. In the lead article, researchers Hitt, Meyers, Zh, and Woodruff investigated the extent to which recently developed turnaround principal competencies relate to student achievement. Specifically, they conducted correlational analyses to better understand the extent to which the seven turnaround competencies accurately identify meaningful competencies of turnaround principals. Findings indicate the model reflects the internal states of principals who orchestrate rapid and dramatic transformation. Key competencies that leaders can practice to succeed in turnaround are described. Principal leadership affects school performance. In the second article, researchers Hallam, Farnsworth, and Hilton explored the relationship between faculty trust in their principal and the principal’s learning-centered leadership using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal. Results indicate that principal learning-centered leadership is significantly and