The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring…

Middle schools can be developmentally responsive and meet requirements for high-stakes accountability. School cultures must change. The hope for highly implemented, successful programs lies in the principal's facilitation of comprehensive restructuring with broad-based involvement in establishing new visions of teaching and learning and…

Supervision based on collaboration, participative decision making, and reflective practice is the hallmark of a viable school improvement program that is designed to promote teaching and learning. Action research has gradually emerged as an important form of instructional supervision to engage teachers in reflective practice about their teaching…