The Journey Begins

  • Debra J. Touchton


The purpose of this chapter is to introduce readers to the leadership development journey that this book takes them on. The metaphor of the school leader as the orchestra conductor, which is discussed in Chaps. 2 and 13, is introduced. Theoretical frameworks, quandaries shared by school principals during the Voices 3 focus groups, and reflective questions assist the readers in developing their own Leadership Platform (explained in Chap. 3). Readers are encouraged through questions and activities to revisit and revise their leadership platforms as new knowledge and understanding are gained in the reflective process.



I am extremely grateful for several groups of people who have made contributions to this book. First and foremost, I thank the principals across the nation who took time from their busy schedules to participate in the Voices 3 focus groups, the heart of this book. Secondly, to the researchers who scheduled and facilitated the focus groups, your work is greatly appreciated. A special thank-you to the chapter authors’ for their commitment and flexibility. Lastly,  I must acknowledge my co-editors for their perseverance and teamwork on this project.


  1. Acker-Hocevar, M., Miller, T. N., & Ivory, G. (2009). The UCEA project on education leadership: Voices from the field, Phase 3. Educational Considerations, 36(2), 1–5.Google Scholar
  2. Acker-Hocevar, M., Ballenger, J., Place, W., & Ivory, G. (Eds.). (2012). Snapshots of school leadership in the 21st century: The UCEA voices for the field project. Charlotte: Information Age Publishing.Google Scholar
  3. Acker-Hocevar, M., Hyle, A., Ivory, G., & McClellan, R. (2015). In G. Ivory, A. Hyle, R. McClellan, & M. Acker-Hocevar (Eds.), Quandaries of the small-district superintendency (pp. 1–14). New York: Palgrave Macmillan.Google Scholar
  4. Argyris, C., & Schon, D. A. (1978). Organizational learning: A theory of action perspective. Reading: Addison-Wesley.Google Scholar
  5. Bolman, C. L. G., & Deal, T. E. (2008). Reframing the organization: Artistry, choice, and leadership. San Francisco: Jossey-Bass.Google Scholar
  6. Lewin, K. (1951). Problems of research in social psychology. In D. Cartwright (Ed.), Field theory in social science: Selected papers (pp. 155–169). New York: Harper & Row.Google Scholar
  7. Murphy, J. (2006). Preparing school leaders: Defining a research and action agenda. Lanham: Rowman & Littlefield Education.Google Scholar
  8. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston: Author.Google Scholar
  9. Vaill, P. (1989). Managing as a performing art: New ideas for a world of chaotic change. San Francisco: Jossey-Bass.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Debra J. Touchton
    • 1
  1. 1.Stetson UniversityDeLandUSA

Personalised recommendations