INNOVATION AND QUALITY
Are students, staff members, parents, patrons, and school board members in your community calling for change of some fundamental way of conducting schooling, a procedure, or a program? Pressures for change, innovative ways of allocating resources, more cost-effective controls, new programs or, conversely, a return to the so-called basics, and similar demands weigh heavily upon administrators. Many of the demands for change, improvement, and innovation, as well as resistance to change, fall upon administrators, and they are the ones called upon to answer why test scores are low, why tax increases have risen faster than the rate of inflation, why a new literacy program omits phonics, or some other why.
Administrators are faced with acknowledging that the status quo is good but could be improved and with promoting the concept that improvement is not likely to come without change. Further, unless a change is made, an improvement cannot be noted in comparison with the status quo. Finally, a change can bring about a greater understanding of and appreciation for the status quo, for the change itself and improvement from the change, and for others' effects of change ( Costello, 1993). The search for excellence, improvement, quality, and continuous refinement cannot be abandoned if administrators are to perform a basic function of their positions ( Jablonski, 1991; Bonstingl, 1992; Neuroth, Plastrik, and Cleveland, 1992). An elementary school principal in Hawaii has her guiding principles clearly in mind. "Belief in productivity and satisfaction in the school guide what I do as an administrator. I believe in continued school improvement done hand in hand with