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This book makes a distinction between the \"principal\" - the man or woman who occupies the position - and the \"principalship\", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counselors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.

In 1990, the National Policy Board for Educational Administration identified 21 Performance Domains that define the basis for exemplary principal performance. Chapter 1 of this book challenges the principal to consider the 21 Domains in terms of the entire leadership performance of the school. Chapter 2 considers the unique role of the 21 Domains in the standards-based movement that has begun to reshape not only school administration, but also the entire educational enterprise. Chapter 3 is a reminder that the career of the principal may be a long one, requiring special attention at every stage. Chapter 4 speaks to the way in which the principal can move his or her school toward becoming a true learning organization--one in which the interpersonal behavior of everyone in the school is driven by learning norms. The final chapter asks the question \"The principalship: for what purpose?\" It is not enough to be an effective leader. The principal must move his or her school toward becoming a learning organization that is based upon democratic principles and that guarantees success for all students. The book concludes with a strong statement of belief and moral declaration that every school can and should be a place where all children learn. (Contains 94 references.) (RT)