Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska. She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher. She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities. She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship. She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln. Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

“Just as The Leadership Challenge by Kouzes and Possner has become the classic textbook for graduate schools in leadership, The Daily Practices of Successful Principals will become the classic publication for practicing school principals. The material is straightforward, easy to read, and provides valuable information to all principals who wish to become even more effective. Readers will not be disappointed.”

• AcknowledgmentsAbout the AuthorsPrefaceI. Personal1. Tip 1 Personal Strategies2. Tip 2 Begin With a Vision3. Tip 3 Know Yourself; Know How You are Perceived4. Tip 4 Resonate Confidence5. Tip 5 Master Your Emotions6. Tip 6 Maintain a Work-Life Perspective that Sustains Your Well-BeingII. Operational7. Tip 7 Fan Flames of Positive Deviance8. Tip 8 Improve Education from the Inside: Empower Teachers9. Tip 9 Hire the Best and Maximize their Talents10. Tip 10 Use a Team Approach: Think WE Instead of I11. Tip 11 Honor the Role of the Classroom Teachers12. Tip 12 Do the Right Things—Be AccountableIII. School Community13. Tip 13 Create Trusting Relationships14. Tip 14 Context Matters: Adjust your Leadership to School PopulationIV. Teaching and Learning15. Tip 15 Establish Learning as a Common Purpose16. Tip 16 Be a Leader of Teaching and Learning17. Tip 17 Link Professional Development with Teaching and Learning18. Tip 18 Invest Time in Developing Teacher Leaders19. Tip 19 Reflect on Your SuccessIndex

Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska. She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher. She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities. She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship. She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln. Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

“Just as The Leadership Challenge by Kouzes and Possner has become the classic textbook for graduate schools in leadership, The Daily Practices of Successful Principals will become the classic publication for practicing school principals. The material is straightforward, easy to read, and provides valuable information to all principals who wish to become even more effective. Readers will not be disappointed.”

• AcknowledgmentsAbout the AuthorsPrefaceI. Personal1. Tip 1 Personal Strategies2. Tip 2 Begin With a Vision3. Tip 3 Know Yourself; Know How You are Perceived4. Tip 4 Resonate Confidence5. Tip 5 Master Your Emotions6. Tip 6 Maintain a Work-Life Perspective that Sustains Your Well-BeingII. Operational7. Tip 7 Fan Flames of Positive Deviance8. Tip 8 Improve Education from the Inside: Empower Teachers9. Tip 9 Hire the Best and Maximize their Talents10. Tip 10 Use a Team Approach: Think WE Instead of I11. Tip 11 Honor the Role of the Classroom Teachers12. Tip 12 Do the Right Things—Be AccountableIII. School Community13. Tip 13 Create Trusting Relationships14. Tip 14 Context Matters: Adjust your Leadership to School PopulationIV. Teaching and Learning15. Tip 15 Establish Learning as a Common Purpose16. Tip 16 Be a Leader of Teaching and Learning17. Tip 17 Link Professional Development with Teaching and Learning18. Tip 18 Invest Time in Developing Teacher Leaders19. Tip 19 Reflect on Your SuccessIndex

Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska. She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher. She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities. She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship. She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln. Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

“Just as The Leadership Challenge by Kouzes and Possner has become the classic textbook for graduate schools in leadership, The Daily Practices of Successful Principals will become the classic publication for practicing school principals. The material is straightforward, easy to read, and provides valuable information to all principals who wish to become even more effective. Readers will not be disappointed.”

• AcknowledgmentsAbout the AuthorsPrefaceI. Personal1. Tip 1 Personal Strategies2. Tip 2 Begin With a Vision3. Tip 3 Know Yourself; Know How You are Perceived4. Tip 4 Resonate Confidence5. Tip 5 Master Your Emotions6. Tip 6 Maintain a Work-Life Perspective that Sustains Your Well-BeingII. Operational7. Tip 7 Fan Flames of Positive Deviance8. Tip 8 Improve Education from the Inside: Empower Teachers9. Tip 9 Hire the Best and Maximize their Talents10. Tip 10 Use a Team Approach: Think WE Instead of I11. Tip 11 Honor the Role of the Classroom Teachers12. Tip 12 Do the Right Things—Be AccountableIII. School Community13. Tip 13 Create Trusting Relationships14. Tip 14 Context Matters: Adjust your Leadership to School PopulationIV. Teaching and Learning15. Tip 15 Establish Learning as a Common Purpose16. Tip 16 Be a Leader of Teaching and Learning17. Tip 17 Link Professional Development with Teaching and Learning18. Tip 18 Invest Time in Developing Teacher Leaders19. Tip 19 Reflect on Your SuccessIndex