In this Issue…

High performing leaders play a pivotal role in improving student achievement. The ability to promote and support powerful, equitable learning is the key to school success. Articles in this edition of Bulletin offer unique ideas for principals to consider in their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. Principal leadership and support are among the most important factors in teachers’ decisions about whether to stay in a school or in the profession. In the lead article, researchers Tran, Cunningham, Yelverton, Osworth, and Hardie examined teachers’ perceptions concerning the relative importance of different administrative supports for teacher retention across school levels and types of locales. Findings indicate that respect is the most desired administrative support attribute. The authors note that respect is perhaps ranked as the most important leadership support because it is a catalyst to access other supportive behaviors. Principals will find the discussion on how leaders can foster working conditions that encourage teachers to remain in their positions insightful. Teacher professional development and ongoing learning is essential to any new initiative in a school, and restorative practice is no exception. In the second article, researchers Vincent, Girvan, Inglish, McClure, Van Ryzin, Svanks, Reiley, and Smith studied the effects of professional development on staff perception of integrating restorative practices into multi-tiered student support systems. Their findings suggest that professional development in restorative practices changed staff perceptions favorably and elevated implementation. Several notable recommendations for principals to consider as they move toward a nonpunitive approach that favors community-building over rule compliance are presented. As noted in the second article, many schools are exploring restorative practice as an alternative approach to traditional discipline practices. Principals play a vital role in this shift. In the third article, researchers Watkins and Lowery center attention on the experiences and knowledge of principals that informed their decision making as they shifted from implementing mainly exclusionary practices to restorative practices. Findings indicate two important themes: principals’ professional development and shifting from punitive to student-centered thinking. Several recommendations on how to best support principals as they move towards restorative practices in schools are highlighted. In recent years, more educators are using Twitter to increase their learning opportunities beyond the boundaries of traditional professional development. In the final Editorial