Dr. David E. Herrington, Invited Guest Editor, National FORUM of Educational Administration and Supervision Journal, 30(3) 2013. Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)

1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
VOLUME 30, NUMBER 3, 2013
FOREWORD
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND
SUPERVISION JOURNAL
ith this issue, we complete our 30th
year of publishing the
NATIONAL FORUM JOURNALS. Since 1983, the NFEAS
JOURNAL has published the scholarly contributions of exactly
1,355 colleagues with exactly 983 titles – far surpassing any other modern
day journal in administration, both nationally and internationally. With each
issue, the NFEAS JOURNAL reaches over 7,500 professionals world-wide.
w
I want to thank all our colleagues who have served with distinction
as national referees. Thank you for providing input coupled with financial
support in helping to continue to build and strengthen the NFEAS
JOURNAL. You have my deepest appreciation for your honesty, wisdom,
advice, and monetary support.
NFEAS JOURNAL – THE NATION’S BEST
INCREASING NATIONAL AND INTERNATIONAL DISTRIBUTION
The printed copies of the family of NATIONAL FORUM
JOURNALS including the NATIONAL FORUM OF EDUCATIONAL
ADMINISTRATION AND SUPERVISION JOURNAL, NATIONAL
FORUM OF TEACHER EDUCATION JOURNAL, and NATIONAL
FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL are
distributed to our colleagues throughout the United States and abroad. All
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the United Kingdom. We believe the 7,500 copies published and distributed
nationally and internationally will afford others the opportunity
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2. 2 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
to read and implement the scholarly contributions of colleagues in order to
help improve administration and supervision in schools.
William Allan Kritsonis, PhD
Editor-in-Chief
NATIONAL FORUM JOURNALS
www.nationalforum.com
THE NEW NORMAL IN SCHOOL LEADERSHIP:
TOWARD ENVISIONING A MORE OPTIMISTIC FUTURE
David E. Herrington
Invited Guest Editor
This edition of the NFEAS JOURNAL examines the emergent
realities of public schools, the new normalcies of a new age. Conversations
with superintendents, scholars, principals, and teachers reveal that things are
not the same in public schools. Schools today are not the schools that our
parents knew. The focus on the New Normal for this edition was inspired by
PBS Commentator Ray Suarez. In 2011, one of my classes for aspiring
superintendents attended a panel presentation on the financial crisis faced by
public schools nation-wide and a call for greater volunteerism. The term
New Normal was used to suggest there is a new state of affairs that
constitutes a new status quo, one of dismal and pessimistic realities that seem
more or less permanent. Mohammed El Erian who first coined the phrase
stated that New Normal represents a view about the economic and political
system that could take many years of action to correct.
The New Normal in education is related to increasing accountability
standards at a time that unfunded mandates abound, the increasing levels of
poverty and rapidly changing demographic among youth, and advances in
technology. All of this coupled with diminishing resources sets the stage for
a new round of thinking, creativity, and out-of-the-box solutions.
One glaring reality is that many school leaders are failing to protect
adequately the best interests of children. Daily, there are news stories about
financial scandals across the state, gaming the accountability system to
improve the perception of improved teaching without actually doing
anything different pedagogically, initiating improper relationships with

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children, or lining the pockets of family and friends, not to mention their
own pockets. The need for greater emphasis on ethics in leadership is
addressed in this edition by Eddins, Ferrin, Russell, and Burk. They propose
a comprehensive model for integrating ethics education into principal
preparation.
The supervision and development of teachers has been criticized as
less than adequate in motivating teachers to take personal ownership in their
own improvement. Goldhorn, Kearney, and Webb examine a new 360 degree
model for evaluating teachers, one that holds promise for instilling in
teachers a sense that they have more say in their own professional
development. Herrington offers an assessment of leadership in schools
proposing greater focus on coaching and mentoring of teachers.
Technology continues to grow and develop at a faster rate than
educators and school leaders are able to manage. Webb and Jurica
recommend that school administrators take a greater role in integrating
technology into the teaching and learning processes on their campuses. Holt
and Burkman offer a model for a more comprehensive approach to managing
technology integration in the schools.
With increasing Latino population in schools nationally, Abreo and
Barker suggest a role for greater university-school collaboration in building
resiliency into Latino students so they are able to complete high school and
move on with their education. In summary, the contributors to this journal
have considered the new normalcies in education and are proposing new
solutions worthy of consideration.
I wish to thank all the writers who have contributed to this issue of
the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION
AND SUPERVISION JOURNAL. I also thank those of you who served as
reviewers and especially Sean Kearney and Jim Jurica who assisted with the
editorial details of the manuscripts and journal. Finally, I would like to
personally thank William Allan Kritsonis for providing this publishing and
editorial opportunity as we further advance in our quest for excellence in
education.
David E. Herrington
Invited Guest Editor

4. 4 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
Dedication
Over a thousand individuals have published with the National Forum
of Educational Administration and Supervision Journal over the past 30
years including many well-known and respected scholars. For all who have
published herein, Dr. William Kritsonis has been an advocate and mentor.

5. ____NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL 5
Dr. Kritsonis’ mentoring model for up-and-coming scholars and early career
professors is seldom seen in academe. His manner of mentoring is that of a
coach who has an unwavering vision for what he wants others to achieve and
is unwilling to see them accept failure. No excuses accepted, none offered.
Unwavering commitment to the success of others is what
distinguishes Dr. Kritsonis from most other academicians. He builds trust
and capacity in others, celebrating their successes. Dr. Kritsonis, in recent
years, has dedicated his teaching and mentoring efforts to individuals of
color, women, international scholars, and early career professors. With this
issue, I invite the readers to join with me in recognizing and celebrating Dr.
William Kritsonis and his legacy of 30 years as publisher and scholar.
David E. Herrington

6. ____NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL 5
Dr. Kritsonis’ mentoring model for up-and-coming scholars and early career
professors is seldom seen in academe. His manner of mentoring is that of a
coach who has an unwavering vision for what he wants others to achieve and
is unwilling to see them accept failure. No excuses accepted, none offered.
Unwavering commitment to the success of others is what
distinguishes Dr. Kritsonis from most other academicians. He builds trust
and capacity in others, celebrating their successes. Dr. Kritsonis, in recent
years, has dedicated his teaching and mentoring efforts to individuals of
color, women, international scholars, and early career professors. With this
issue, I invite the readers to join with me in recognizing and celebrating Dr.
William Kritsonis and his legacy of 30 years as publisher and scholar.
David E. Herrington