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Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.


The New School Management by Wandering Around

By: William A. Streshly, Susan P. Gray, Larry E. Frase

Foreword by Fenwick W. English

Updates a well-known work that is organic and reflective, taking a whole-cloth, interactive approach to leadership for the purpose of improving school culture.

Full description

Product Details
  • Grade Level: PreK-12, Elementary, Secondary
  • ISBN: 9781412996044
  • Published By: Corwin
  • Year: 2012
  • Page Count: 336
  • Publication date: April 05, 2012

Price: $40.95

Price: $40.95
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Achieve success step by step

The topic of management by wandering around is not new, but the authors' approach is fresh and timely. This current rendition based on the original work by Frase and Hetzel gives new and seasoned administrators smart, practical advice about how to "wander around" with purpose and develop a more interactive leadership style. This text cites more than 20 well-constructed research studies that show how management by wandering around produces desirable outcomes, including:

  • Higher student achievement
  • Improved school culture
  • Higher teacher efficacy

Management by wandering around is not a rigid, linear process: it is a combination of proven methods and a flexible, organic approach to the whole of leadership. Topics covered include developing meeting agendas, supervising instruction, dealing with marginal teachers, and creating safe campuses. The bottom line? If you want to accomplish more, start by getting out more—and this book shows you how to make it count.

Key features

Each major topic provides an opportunity for the readers to reflect on critical aspects of the problem areas targeted. 

The authors describe the relevant research and its implications for school management and administrative strategies to address the topic.

The text outlines real school scenarios through the lens of key leadership strategies giving the readers an opportunity to practice the administrative strategies.

Through such activities as individual reflection and onsite interviews of effective principals, readers develop unique strategies and activities to address the problems presented.

Includes a Resources section that contains student and parent surveys, self-assessment inventories, teacher evaluation criteria, and performance indicators.


William A. Streshly photo

William A. Streshly

William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students.

In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well.

Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.

Susan P. Gray photo

Susan P. Gray

Susan Penny Gray, PhD has been an educator for more than 40 years in Indiana and California, including 15 years as Director of Curriculum Services for the San Marcos Unified School District in San Marcos, California and 7 years as a member of the Educational Leadership faculty at San Diego State University. During her tenure as Director of Curriculum Services she was responsible for the development, implementation, and maintenance of exemplary programs recognized throughout California in Reading/Language Arts, Mathematics, History-Social Science, and Science for grades K through 12. She was also responsible for effective teacher and principal support strategies that during the years under her direction evolved into a powerful system of coaches and facilitators of staff development. Dr. Gray has “walked the talk” in helping principals become truly effective instructional leaders. Her insights give down to earth, practical meaning to the research discussed in this book.

Dr. Gray serves on the San Diego State University (SDSU) Educational Administration Preparation Programs Advisory Committee. In her capacity on this committee and as a current member of the faculty of the Educational Leadership Department in the School of Education at SDSU, she has assisted in implementing changes in that school’s administration preparation program. She has designed and currently teaches an administrative course on instructional improvement through evaluation and supervision. In this course students participate in a walk-through supervision practicum, formal evaluation exercises, and the design of teacher and administrator evaluation systems. In addition, Dr. Gray teaches and coordinates the advanced administrator credentialing program at SDSU and supervises the fieldwork for administrative credential candidates at all levels.

In addition to her involvement with the faculty of Educational Leadership at San Diego State University, Dr. Gray serves as an officer on the Board of Directors of California Curriculum Management Systems, Incorporated (CalCMSi). She is certified to train administrators and teachers in Conducting Walk-Throughs for Higher Student Achievement and has implemented this training in several states across the country. She has also served as an external evaluator of schools and is a certified School Assistance Intervention Team leader for the State of California. She received curriculum management audit training from the California Curriculum Management Audit Center in Burlingame, California, in 1998. Since then she has served on school district audits in California, Washington, Texas, Ohio, Arizona, Maryland, New York, and Pennsylvania. She has also served on academic achievement teams conducting comprehensive on-site assessments of the educational operations of school and community college districts in California.

Dr. Gray earned her undergraduate degree from the University of California, Santa Barbara, and her master’s degree from San Diego State University. In 2006, she received a doctoral degree in educational leadership through the Claremont Graduate University/San Diego State University Joint Doctoral Program.

Larry E. Frase photo

Larry E. Frase

Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his EdD at Arizona State University.
Table of Contents

Table of Contents

List of Figures and Tables

Foreword by Fenwick W. English



About the Authors

1. Defining the MBWA Leader

Personal Attributes and Beliefs of MBWA Leaders

Examples of MBWA From History

Examples of MBWA From Industrial and Educational Leaders

The Research Base

2. School Leadership: What Matters Most

"Great Man" Theory of Leadership

The Trait Theory

Modern Leadership Theories

Assessing Your Leadership Style

3. Why Teachers Teach and Why They Leave

Why Teachers Teach

Why Teachers Leave

4. Why Teachers Stay

Supportive Leadership of the MBWA Principal

The Improvement Ethic

5. Promoting Quality Curriculum Through MBWA

Quality of Curriculum Content

Ensuring High-Quality Instruction

Monitoring the Curriculum

Caveats on Research

6. Getting Into Classrooms

Research Supporting Frequent Principal Classroom Observations

Conducting Informal Classroom Observations

Informal Classroom Observation Protocols

7. Finding Time for MBWA

The Research on How Principals Spend Their Time

How MBWA Administrators Find the Time

Time Management Myths

Finding Time at Work for MBWA

Meetings: Wasting Time Versus Making Progress

Planning a Productive Meeting

8. Promoting Good Student Discipline and a Safe Campus

Plan a Team Approach to Schoolwide Student Discipline

Know the Board's Policies and Regulations

Create a Student Discipline Plan

Make the Campus Safe

Supervise Adequately

Establish Lines of Communication With the Police

9. Dealing With Unmet Expectations: Marginal and Incompetent Teachers

The Day of Reckoning

Analyzing Teacher Performance

Dealing With Unsatisfactory Teachers: A Four-Phase Process

Avoiding or Dealing Effectively With Grievances

10. Ensuring Due Process and Building the File

Why Tenure?

Due Process

Documentation and File Building

The Formal Disciplinary Memo

Alternatives to the Dismissal Process



Resource A: Elementary School Parent Survey

Resource B: Secondary School Parent Survey

Resource C: Summative Teacher Performance Evaluation

Resource D: Teacher Self-Assessment Inventory of Skills and Interests





Price: $40.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.