From Good Schools to Great Schools: What Their Principals Do Well

“A useful resource for programs dedicated to training new administrators as well as for principals who want to improve the collaborative cultures of their schools. It will drive the thinking of principals and teachers who are committed to school improvement.” — John Pieper, Fifth-Grade Teacher Published On: 2007-04-02

“Lots of food for thought. The ideas and strategies will nudge people in the right direction and help administrators be brave enough to either bring about change or resist change. This would be a good book for a principal study group.” — Mary Johnstone, Principal Published On: 2007-04-02

“Links Jim Collins’s work to success in the school setting. The examples of the school leaders who were able to lead effective, systemic change are powerful.” — Brenda Dean, Assistant Director of Curriculum and Instruction Published On: 2007-04-01

“This book is timely and hits all the hot topics.” — Ted Zigler, Professor Published On: 2007-04-01

“These successful principals move beyond platitudes and optimistic denial and learn to face the facts of what is necessary to improve schools―then they do it. Among other things, these star principals learn to work with their teachers and their union rather than around them.” — Charles Taylor Kerchner, Hollis P. Allen Professor Published On: 2007-05-22

“The authors present evidence that supports a new paradigm for apprenticing school administrators-one that differs from the traditional model of un-researched best practices and standards. School leaders can use this book to inspire activities that will transform their schools and reframe their professional behaviors.” — Sirreadalot.org, March 2008 Published On: 2008-04-24

“From qualities shared by superior schools and leaders to applying leadership principles and school-tested routines, this book is packed with insights.” — The Bookwatch, April 2008 Published On: 2008-05-28

Susan Penny Gray, PhDhas been an educator for more than 40 years in Indiana and California, including 15 years as Director of Curriculum Services for the San Marcos Unified School District in San Marcos, California and 7 years as a member of the Educational Leadership faculty at San Diego State University. During her tenure as Director of Curriculum Services she was responsible for the development, implementation, and maintenance of exemplary programs recognized throughout California in Reading/Language Arts, Mathematics, History-Social Science, and Science for grades K through 12. She was also responsible for effective teacher and principal support strategies that during the years under her direction evolved into a powerful system of coaches and facilitators of staff development. Dr. Gray has “walked the talk” in helping principals become truly effective instructional leaders. Her insights give down to earth, practical meaning to the research discussed in this book.

Dr. Gray serves on the San Diego State University (SDSU) Educational Administration Preparation Programs Advisory Committee. In her capacity on this committee and as a current member of the faculty of the Educational Leadership Department in the School of Education at SDSU, she has assisted in implementing changes in that school’s administration preparation program.She has designed and currently teaches an administrative course on instructional improvement through evaluation and supervision. In this course students participate in a walk-through supervision practicum, formal evaluation exercises, and the design of teacher and administrator evaluation systems. In addition, Dr. Gray teaches and coordinates the advanced administrator credentialing program at SDSU and supervises the fieldwork for administrative credential candidates at all levels.

In addition to her involvement with the faculty of Educational Leadership at San Diego State University, Dr. Gray serves as an officer on the Board of Directors of California Curriculum Management Systems, Incorporated (CalCMSi). She is certified to train administrators and teachers in Conducting Walk-Throughs for Higher Student Achievement and has implemented this training in several states across the country. She has also served as an external evaluator of schools and is a certified School Assistance Intervention Team leader for the State of California. She received curriculum management audit training from the California Curriculum Management Audit Center in Burlingame, California, in 1998. Since then she has served on school district audits in California, Washington, Texas, Ohio, Arizona, Maryland, New York, and Pennsylvania. She has also served on academic achievement teams conducting comprehensive on-site assessments of the educational operations of school and community college districts in California.

Dr. Gray earned her undergraduate degree from the University of California, Santa Barbara, and her master’s degree from San Diego State University. In 2006, she received a doctoral degree in educational leadership through the Claremont Graduate University/San Diego State University Joint Doctoral Program.

William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students.

In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well.

Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.