Chapter One: A Creative Blend of Substance and Style

The role of the school principal has NOT evolved since the days of the little red schoolhouse.

• True
• False 

Principals are accountable for the academic progress of all students entrusted in their care. 

• True
• False 

Institution refers to 

• the organization and its necsessary functions that must be carried out according to certain exceptions. 
• the organization and its necsessary functions that must be carried out according to certain parent exceptions. 

Roles are 

• the unofficial positions and offices that have been established to accomplish the organization's purpose and functions. 
• the official positions and offices that have been established to accomplish the organization's purpose and functions. 

The School Improvement Plan is

• designed as a framework for all that happens within a school setting.
• designed as a framework for all that happens within a school office. 

Schools as Machines 

• efficiency and high interest tasks characterize much of the organization's daily operations.
• efficiency and highly structured tasks characterize much of the organization's daily operations. 

Schools as Machines

• face a real danger of becoming outdated and obsolete. 
• face a real danger of becoming boring. 

Schools as Organisms

• do not exhibit growth and adaptive qualities. 
• exhibit growth and adaptive qualities. 

Schools as Organisms 

• principals serve as facilitators of shared mission that unites organizational members through purposeful commitment. 
• principals serve as facilitators of shared mission that divides organizational members through purposeful commitment. 

Schools as Brains

• the principals do not allow any student communication. 
• are characterized as thinking/learning models.