Annotated Bibliography

Cheun Chan, T., Patterson, J., Tubbs, E., Terry, D., Holliday, E., & Rowe, R. (2007).
Teaching school facilities in a principals preparation program: using elcc
standards. Educational Planning, 16, 10-15.
This article reports on the importance of principal knowledge with regards to
the management of school facilities, and not assigning the responsibilities only
to the assistant principals/head custodians. The ELCC standards are
incorporated and defined with school facility implications. Principals can use
this information as a tool for assessing their performance in this area that has
great importance with impacting the learning environment, along with
reminders to review building, fire, and safety codes in order to inform their
professional practice.
Cray, M. & Weiler, S. (2011). Principal preparedness: superintendent perceptions of new
principals. Journal of School Leadership, 21, 927-945.
The findings of this article involve superintendent perceptions of new
principals, and the concern that their preparedness is not up to par based on
educational administrative coursework in universities. The article highlights the
following factors that are lacking based on their study: comprehending the
demands of principals, understanding the multitude of different educational
approaches and strategies with all subjects/grade levels, and leading personnel
management effectively. The implications of this study can be used by
principals to inform their professional practice by establishing a mentorship
program led by an experienced principal to avoid the pitfalls that may occur

with new principals.

Fleck, F. (2008). The balanced principal: joining theory and practical knowledge.
Principal, 87, 27-31.
The article expounds on the findings that universities provide a foundation for
administrative coursework, and that practical knowledge is afforded through
effective principal internships. Growth as a school leader will occur through the
use of reflection, networking, making mistakes, and support from veteran
administrators. Universities should implement relevant projects and
assignments and offer meaningful field experiences that gradually expose
additional responsibilities to their education candidates in their administrative
programs. Mentoring programs, professional development opportunities, school
visits observing mentor principals, and suggested readings/videos in leadership
are all mentioned as ways in which principals can inform their professional
practices.