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4) Relying soley on anecdotal evidence and/or district wide standards for evaluation, that may not be based upon classroom use, but is rather based on novice understandings of educational needs is an error that must be eliminated from the school. School principles are increasingly exposed to for profit pulls and tugs of educational programs of technology that utilize standards that are untried and yet toted as "best practices" based on limited real research. Principles must develop appropriate ways to weed through options and opportunities and forward resources toward only those that are driven by real research data and have been proven effective in the kind of school culture where the principle leads. (Mory, 2004, p. 745) Technology is an essential aspect of the future for most children being educated today, and they must have alternatives for learning and growing with in such technology, yet it is also clear that there is a great deal of untested methodology avaible in the technology arena.
The principle is also likely to be the core advocate for technology change and adoption, especially with regard to infrastructural resource development, evaluation and maintenance. (Owen & Demb, 2004, p. 636) the principle needs to research and become aware of how such infrastructural development is supported on a school by school and district wide basis. The principle must be aware of the granting processe where it exists in the district as well as being aware of alternative funding sources that are committed to technology implementation in schools and to utilize such as research to help the school become a climate of high technology learning, be it in a single classroom or computer lab to be utilized as much as possible by all members of the student body, in a library setting or a bank of a few computers in every classroom. The principle must be aware of what is available and what would best serve the school he or she serves.
Lastly, the principle must manage such resources when they are available as best he or she can, seeking to utilize the technology, maintain the technology and supplement the technology with appropriate learning tools. Keeping technology functioning, after significant resources are allocated for it is essential to its effective use, as is supporting tried and true software and programs that speak to students and help them learn and grow. (Burton, Moore & Magliaro, 2004, p. 26)
The development of a principle as an instructional leader is essential to the development of effective accountability standards. When the school runs smoothly it is often seen to be one that it not in need of change, and yet the changing world dictates that this is rarely the case. A principle must be adept at developing, implementing and supervising school wide vision that stresses the importance of change and development, even when such change may not be seen as needed or effective. The development of a standards-based practice and implementation for the creation of and support of a school has therefore become more and more the responsibility of the principle as he or she develops, supervises and maintains the leadership standards of his or her new roles, including but not limited to evaluation of staff, curriculum, standards meeting, exceeding or failing, coaching and mentoring, supervision and the implementation of technology in the school curriculum as an aspect of support for current needs of the student body.
Bizar, M. & Barr, R. (Eds.). (2001). School Leadership in Times of Urban Reform. Mahwah, NJ: Lawrence Erlbaum Associates.
Burton, J.K., Moore, D.M., & Magliaro, S.G. (2004). 1 Behaviorism and Instructional Technology. In Handbook of Research on Educational Communications and Technology, Jonassen, DH (Ed.) (2nd ed., pp. 3-27). Mahwah, NJ: Lawrence Erlbaum Associates.
Craig, H., & Perraton, H. (2003). Chapter 5 Open and Distance Education for Teachers' Continuing Professional Development. In Teacher Education through Open and Distance Learning, Robinson, B. & Latchem, C. (Eds.) (pp. 91-111). New York: Routledge.
International Society for Technology in Education. (2000). National Educational Technology Standards for Students: Connecting Curriculum and Technology. Eugene, or: International Society for Technology in Education.
Mac Iver, D.J., Reuman, D.A., & Main, S.R. (1995). Social Structuring of the School: Studying What Is, Illuminating What Could Be. 375. http://www.questia.com/PM.qst?a=o&d=5001969497
Mariage, T.V., & Garmon, M.A. (2003). A Case of Educational Change: Improving Student Achievement through a School-University Partnership. Remedial and Special Education, 24(4), 215.
Mory, E.H. (2004). 29 Feedback Research Revisited. In Handbook of Research on Educational Communications and Technology, Jonassen, DH (Ed.) (2nd ed., pp. 745-778). Mahwah, NJ: Lawrence Erlbaum Associates.
Orr, M.T. (2006). Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education: The Increased Emphasis on the Role of Educational Leaders in the Success of Schools Has Led Many Schools of Education to Examine Their Leadership Preparation Programs. Ms. Orr Presents Some Promising Innovations and New Directions in Program Design and Delivery. Phi Delta Kappan, 87(7), 492.
Owen, P.S., & Demb, a. (2004). Change Dynamics and Leadership in Technology Implementation. Journal of Higher Education, 75(6), 636.
Pecheone, R.L., & Chung, R.R. (2006). Evidence in Teacher Education: The Performance Assessment for California Teachers. Journal of Teacher Education, 57(1), 22.…[continue]
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Leadership Styles Among Male and Female Principal It is the intention of this research to study the leadership and cognitive styles of teachers and instructors of both genders within the educational system and their preference for types of leadership in a principal of that institution. The research will include teachers and educators from all levels of the educational system from grade school to high school. The study will also include teachers and
Educational Leadership A leader in the field of education -- whether a teacher, counselor or an administrator -- has certain specific obligations and moral duties to carry out. What about the ability to show leadership? In this paper a review of two books that present examples of how educational leadership should be carried out for the best possible results. Literature on Leadership in Educational Fields A leader must be able to manage conflict
II. Literature Review The work entitled "Choosing a Direction for Leadership: The Principal as the Instructional Leader" states that many "forms of instructional leadership" exists which requires "a variety of adjectives" in description including "instructional, participative, democratic, transformational, moral and strategic" citing Krug (1992). Regardless of the form of leadership applied the "primary goals to be accomplished remain the same..." (IPAC 1005, nd) That is the assistance in disseminating which direction
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Through the role of the principal, we can consider a number of differing approaches to educational leadership and how they manifest in light of today's most pressing challenges. Considering Transformational Leadership, Political Leadership and Strategic Leadership, we will establish a greater understanding of the value in this diversity of perspective. Such diversity is necessary because of the principal's unique role in both the lives of teachers and students, serving simultaneously
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Educational Leadership in Latino Students Flow of Information: Introduction/Preliminary Lit Analysis Status of Performance of Latino Students Why Study Latinos? Why the Latino Performance is Low? How to change the situation? Los Angeles Specific Data/Information Increase & Improve Teacher/School Parent Communication Train the teachers - Development Improve Substitute Teaching Set High Expectations Latino Experience in Princeton Tracking of Students' Performance - Is it Right? Latino Para-Educator Vs Latino Student How do teacher expectations affect student outcomes? This study was intended to investigate whether teacher expectation of