Paula M. Short, a former building and district level administrator,is currently Department Chair and Professor of Educational Leadership and Policy Analysis at the University of MissouriColumbia. Dr. Short has published extensively in the area of school empowerment, including the School Participant Empowerment Scale, and her recent book, Leadership in Empowered Schools: Themes from Innovative Efforts. She has published over 50 articles in leading educational journals and has co-authored two recently published books, School Principals and Change and Rethinking Discipline: Alternatives that Work. She is the editor of the Journal of School Leadership. In 1993 she received the NASSP Distinguished Service Award at the Assessment and Development Center Director’s annual meeting and has served on the NAESP Committee to revise two documents, Standard for Principals and Standards for Elementary and Middle Schools. She is a member of the Technical Advisory Committee to ETS for the Interstate School Leaders Licensure Consortium., Rick Jay Short is the Director of the School Psychology Training Program, Director of the Center for Learning, Evaluation, and Assessment Research (CLEAR), and Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. He also served as an Assistant Executive Director for Education in the American Psychological Association in Washington, DC. He has published numerous articles on assessment and psychological services for children and adolescents in leading journals and has authored books and book chapters on assessment, prevention of substance abuse and delinquency, and service delivery., Kenneth H. Brinson, Jr. served as a teacher, coach, and school administrator before assuming a position as Assistant Professor of Educational Leadership and Foundations at The University of Texas at El Paso. He is a contributing editor for the Pennsylvania School Study Council’s quarterly publication, The Beacon and serves on the board of directors for the New England Educational Research Organization, Inc. He has done frequent research and consulting work for the Center for Total Quality Schools and the Pennsylvania Superintendent Leadership Development Program.

• Chapter 1 Building an Understanding of Information Collection; Chapter 2 The “What” and “Where” of Information Collection; Chapter 3 The “How” of Information Collection; Chapter 4 The Collection Process; Chapter 5 Information Analysis; Chapter 6 Understanding the Information; Chapter 7 Some Final Thoughts on Information Collection and Implications for Principals;