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This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that undergirds the work presented in each chapter. Drawing from the fields of enology and viticulture, the authors introduce the concepts of terroir, millerandage, and appellations as section headings that help to frame brief descriptions of each chapter. The authors conclude with an invitation for the reader to engage with the authors in a discussion about the contents of the book.

This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define key concepts and how these concepts affect the work of school leaders. The authors then present an analysis of the career development of three principals who each struggle with how they will define themselves in relation to the community in which they work. Collectively these cases illustrate the importance of attending to self-awareness and cultural knowledge in the preparation of equity-oriented educational leaders. All participants’ names have been changed to protect their identity.

This narrative inquiry examined the experiences of new urban principals as they transitioned into their role during their first year. The research questions focused on the challenges new principals faced and the types and effectiveness of support that were offered. Findings confirmed that principals addressed student behavior and campus appearance before shifting their attention to classroom instruction. Coaching, mentoring, and change of principal workshops were helpful district support.

This chapter presents a rationale for the International Study of Principal Preparation, provides an overview of the study, offers descriptions of the assumptions that should underpin the pre-appointment experiences of school principals, and describes the context of the principalship. The chapter will close with commentary intended to assist and guide designers and providers of principal preparation programming.A central point of this chapter is that it is unlikely that a template for principal preparation can be designed for application in all settings. Indeed, attempts to create such a template are likely to result in culturally and educationally inappropriate approaches to leadership development and to ineffective principals. Instead, leadership development is best approached through a thoughtful and reflective awareness of a set of assumptions about leadership in cross-cultural settings and of the contextual variables impacting school leaders.

John Churchley is the Assistant Superintendent-Human Resources for the Kamloops/Thompson School District in British Columbia, Canada. He has a background in both arts education and educational leadership. These two fields are reflected in his work as a practitioner and leader and in his academic research. He has taught music at elementary, secondary, and university levels and has worked as a fine arts curriculum consultant and as a school principal and district administrator. John holds a Doctor of Education degree from the University of Nottingham and keeps connected academically through an appointment as Adjunct Professor at Thompson Rivers University and through his involvement in the Arts, Aesthetics, Creativity, and Organization Research Network. His research interests include: the aesthetic experience; integrated arts/aesthetic education; leadership development and its intersection with aesthetic education; and public education issues in human resources management, labor law, and labor relations. E-mail: jchurchley@sd73.bc.ca

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing capacities are needed to manage their own emotions. They also need to mobilise people (teachers, students and families) by focussing on their feelings of satisfaction, identification with the group, belonging, joy, success, unity and cohesion.

The content of this chapter presents the study of the emotional management of directors who perform their work in two highly complex schools in Catalonia, Spain. The views of these directors as well as teachers and families examine: (1) the construction of their professional identity, (2) their social and ethical commitment to the community, (3) the orientation towards the values of social justice and (4) their emotional leadership practices focussed on personal attention towards all of the actors in the school community.

The chapter concludes with 10 suggestions that can be useful to improve the professional practice of school directors. These should also be taken into account when designing and implementing initial and ongoing training programmes for school leaders and to inspire ideas for future research.

The contents of this book and its articulation of the changing contexts, emerging trends, and challenges that new and aspiring school principals must contend with reveal a complex and protracted genesis over several years.