Principals of schools have a unique set of responsibilities that range from the transactional to the transformational. Principals are expected to set a clear vision for the school community, support teachers in their work, while at the same time being responsible for all the details that allow a school to function smoothly. Thus, the first year of a novice principalship is a complex challenge. The first year in a high performing school carries with it an added set of challenges that a novice principal must come to understand and navigate. First-year principals work to not only gain understanding of their role in the school community, but also to develop a personal leadership style that supports teachers, children, parents and the larger community. It is through their experiences and reflections that novice principals begin to develop their unique voice as a leader. These experiences lay the foundation for their coming years in the principal's office.;Many themes emerged from this research: the importance of knowing the community well, valuing the legacy of the school culture and community, the importance of listening (but also being "the principal"), the critical need to develop trust, and being aware that patience and perseverance are key to change and that feelings about the person and their role as principal can be seen as unrelated. Findings are generalized back to the research literature on first-year principals, and recommendations are made for further research.;The methodology for this study was grounded in a form of reflective action research that focused explicitly on several goals set at the beginning of the year that were then tracked throughout the year and reflected upon when the year was completed. Data sources included district-generated minutes of meetings, long range plans, and written materials. The researcher kept several journals and logs of daily events and reactions to events. Findings were triangulated between sources.
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