Home■Resources■Publications■Principal Magazine■Writing for Principal

Writing for Principal

Resources

No one knows a principal’s job better than you do. You know the challenges, the rewards, the humor, and the successes. How about sharing some of those experiences with your colleagues? Writing for Principal is a great way to help other principals while giving you fresh insights into your own professional development. In addition to publishing principal voices, we also welcome submissions from others in the education field. Just follow the steps below to get started.

"I Could Write That!"

Before you begin writing, read a sample issue of Principal to get an idea of what the editors are looking for—practical, jargon-free articles that address a variety of educational issues from the perspective of the principal. Articles can fall into several distinct categories:

Theme articles. These articles provide a current, substantive, and informative perspective on one of the magazine’s themes. 1,500-2,000 words. See example.

Feature articles. These articles address educational issues not covered by the magazine's theme. Some recent feature articles focused on supporting student teachers, principal autonomy, and chronic absence. 1,500-2,000 words. See example.
 
Research Report: Among our feature articles is an occasional series of research-based articles that address recent education research. See example.
 
Departments. These are shorter articles of 800-1,000 words that fall into the following categories:

Parents & Schools: An article that offers advice to principals on maximizing relationships between parents and schools. See example.
Practitioner’s Corner: A practical solution to a problem principals face. See example.
Reflective Principal: An article giving insight into a principal’s experience. See example.
Ten to Teen: The special needs and characteristics of leading middle schools. See example.
Speaking Out: Presents a strong argument on a controversial topic and asks readers to share their thoughts and opinions. See example.
Raising the Bar: An article providing details about how a principal shaped long-term improvement in his/her school. See example.
Letters to the Editor. Let us know what you think about a recent issue of the magazine by submitting a letter to the editor to publications@naesp.org.

Submission Guidelines

Theme and feature articles should be between 1,500 and 2,000 words, and department articles should be between 800 and 1,000 words. For theme and feature articles, please include a list of relevant Web resources. Do not send photographs. All charts and tables must be clearly labeled and the sources identified.
 
Principal is a magazine, not a journal, so avoid the use of reference lists. For example, instead of using a parenthetical citation, in which case a reference list would be needed, such as:
 
Schumacher and Deshler (2006) define a learning strategy as “an individual’s approach to a task. It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes.”
 
Write the sentence in such a way that the citation is included in the article text, eliminating the need for a reference list, for example:
 
In Teaching Adolescents with Disabilities, Don Deshler and Jean Schumacher define a learning strategy as “an individual’s approach to a task. It includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes.”

All published articles are copyrighted by NAESP unless otherwise requested. Do not submit manuscripts that have been published or are being considered for publication elsewhere. Submitted articles may be accepted for publication in another NAESP publication or on the NAESP website.

Confirmation e-mails are sent within two weeks of receiving your manuscript. Thus, if you were not sent an e-mail, we have not received your manuscript.
 
Allow eight to twelve weeks for the editors to review your manuscript. It will be evaluated for originality, readability, soundness of content, and interest to our readers. The editors reserve the right to revise any manuscript, subject to the author's review and approval.
 
Articles should be submitted via e-mail to publications@naesp.org. Please make sure all attachments are in Word document (.doc or .docx) format and be sure to provide your full title, affiliation, and contact information on the first page, including your mailing address and e-mail address.
 

2012-2013 EDITORIAL CALENDAR

September/October: Common Core State Standards                                                    
The Common Core State Standards (CCSS) were designed to provide more clarity about and consistency in what is expected of student learning across the country. Articles will provide an update on the status of the initiative, especially examining how it is poised to improve student achievement; explain what principals need to know at this stage of the implementation process; focus on how CCSS influences teaching, learning, and instructional leadership; cover what principals can look forward to in the near future; and describe the states’ implementation processes. Deadline: May 4, 2012

November/December: Science, Technology, Engineering, and Mathematics    
The proportion of students obtaining degrees in science, technology, engineering, and math (STEM) has dropped during the past decade, a trend that the nation cannot afford to continue. Articles will address K-8 STEM education, including what’s new in curriculum and assessment, bridging the gap for underrepresented groups, and hiring and retaining the best teachers. Deadline: July 2, 2012

January/February: Teacher and Staff Development                                                     
Principals play a pivotal role in leading and developing staff. Potential articles could focus on professional development, teacher evaluation, the science and art of classroom observations, developing professional learning communities, status of teacher assessment initiatives, role of tenure, managing classrooms, developing teacher-leaders, building teams, infusing a learning culture in support staff, and getting the most from staff. Deadline: Aug. 29, 2012

March/April: Transitions
Students need a seamless continuum of learning to thrive. Articles in this issue will explore significant education transitional stages—pre-K to elementary, lower to upper elementary, elementary to middle level, and middle level to high school—and the principal’s role in supporting students, teachers, instructional support staff, and parents. Deadline: Oct. 19, 2012

May/June: The Achievement Gap                                                                                                        
No Child Left Behind required schools and districts to disaggregate student assessment data, which created greater awareness of the disparity in performance and achievement amongst groups of students. This issue will address the continued achievement gap and explore attaining educational equity for all students. Articles will address the increasing diversity of the student population, which has far-reaching implications for how students learn and how adults teach, teaching English-language learners, the impact of race and class and socioeconomic factors, the equitable distribution of high-quality teachers and principals, and the roles of student tracking, negative stereotyping, and test bias. Deadline: Dec. 21, 2012

Special Series on Early Career Principals
Principals with fewer than five years of experience have unique needs and benefit from tapping into resources on instructional leadership, school culture, data driven decision-making, home and school relationships, hiring and managing staff, building management, working with the district office. The five-part series will include an article on career development strategies—professional development, finding work/life balance, and the value of the two Ms (mentors and memberships) in building and nurturing careers. One article on the topic will be published in each issue. Deadline: Articles Accepted on Rolling Basis