An Insider's View of a Principal's Life

This book shows our appreciation for the incredible work school leaders perform on a daily basis and it informs all parents who have or had children enrolled in school―public, charter or private―of the many facets that are integral to school leaders responsibilities. Additionally, it is hoped that the book will be of interest and applicable to all educators: teachers, administrators, teacher assistants, and other school personnel, as these stories can and have occurred in various PreK–12 schools in different parts of the United States. Also it is hoped that district leaders, parents, and other school personnel will gain insight into important issues, concerns, and sometimes humorous situations administrators deal with on a daily basis.

The book may also be used as a text in educational leadership classes on both the masters and doctoral levels or in a professional development setting for newly appointed principals. It is always helpful for those entering the field of education to know that they are not alone in handling similar situations. In the classroom setting, professors can use the text to promote discussion among small groups of future administrators. The scenarios can also serve as case studies that will ignite meaningful class discussions and ideas surrounding real issues that can offer alternative interpretations of the many challenges faced by educational administrators in the world of leadership. To that end, suggested discussion questions are presented to spark conversations regarding possible solutions as an addendum. Please note that all stories in the book are real and were told to the authors by public, charter and or private school principals from different parts of the United States. All names, locales and dates have been changed to protect both the principal and the people involved in the stories.

Dr. Yolanda Ramirez has worked in the field of education for more than twenty-five years. Her experience includes that of family worker, paraprofessional, literacy coach, and assistant principal. The latter part of her work spans more than twelve years as an elementary school principal. She specializes in customized intervention for students who are at risk. Her broader and more extensive expertise, includes creating experiential learning opportunities aligned with New York City and State Standards for all children. Infused with a cross curriculum model, she has strategically planned and provided children who are English Language Learners, economically disadvantaged and those who have special needs, experiences within and outside of New York City limits. Her special interest includes learning from and supporting school leaders who work in schools that are in transition. This also includes school communities that are shifting in culture and climate as a result of gentrification in the surrounding community.Dr. Alice Siegel has been in the field of education for almost fifty years. She has worked as a teacher and as a building and central office administrator on both the elementary and secondary levels. She holds a doctorate in educational leadership and was an associate professor at the Graduate School of Education at The College of New Rochelle. She presently serves a consultant to schools that require literacy improvement and offers professional development to teachers and principals. Additionally, she has presented her work internationally at many conferences from Africa to Europe. She has published thirteen nonfiction books for children aged eight to twelve and co-authored articles on literacy-related issues that have appeared in peer-reviewed professional journals.Dr. Marlene Zakierski is an associate professor and director of the Russell Sage College New York City Educational Leadership Doctoral Program where she teaches, advises, and chairs school leaders' research as they pursue and attain their doctoral degrees. For her research in literacy development and technology, she was awarded a National Science Foundation Grant. Additionally, she served as a professor and director of Literacy and Special Education Graduate Programs at Iona College where she partnered with a neighboring school district to create, develop, and provide a college program to support the development of postsecondary educational opportunities for neurodiverse young men and women. She has authored a num- ber of peer-reviewed journal articles and grants and presented research at many national and international conferences. She served as a teacher, principal, in various central office admin- istrative positions, and as an assistant superintendent during a career that spans more than forty-five years. She continues to spend time in PreK–12 schools as a consultant who provides professional development focused on literacy, coaching,mentoring, and assisting educators to implement thought-pro- voking practices that lead to gains in student achievement.