The Principal [microform] : Key to Change in the School / Wilma F. Smith

This paper focuses upon the perceptions and the actions of the elementary school principal in the change process. Perceptions of change itself, of control, of the school system, and of the school staff are critical to his/her effectiveness in implementing change. To create an institutional climate that supports change, the principal must provide an administrative synthesis of the many elements of the school environment. The principal must first perceive the gestalt of the school situation with innovations in place; he then can bring the change about sequentially by applying linear, analytic methods to the planning and "building" of the climate element by element. The climate is developed through (1) holistic thought; (2) instructional modeling; (3) complete communications; and (4) planning the future. The relevance of such perceptions and actions can be seen in the application of administrative synthesis to inservice activities designed to develop teachers' group process skills and to meet other identified needs at an "open concept" elementary school. (Implications for those seeking to effect educational change through influencing the people in schools are pointed out). (RH)