Summary and reflective comments on academic research

Razik and Swanson, Chapters -12

Summary

Chapter 11 focuses on district and school-based decision making, with special attention paid to strategic planning. First, the authors outline some of the decision-making models that may be used in the educational environment such as normative models, descriptive models, and economic models. Then, the authors outline some decision-making heuristics that can be used by education administrators. The authors conclude that educators can empower themselves to make the decisions that best reflect their school’s values, missions, and goals.

In Chapter 12, the authors cover one of the most complex aspects of education administration and leadership, which is resource allocation. This chapter covers the ways economic decisions are made, including the use of econometrics and empirical methods to evaluate resource allocation effectiveness. Additionally, the authors address the more philosophical issues related to resource allocation such as equity. The authors conclude ultimately that decentralized systems tend to be more efficient than centralized ones.

Reflection

Razik and Swanson do a good job of showing how administrators can apply ethical principles to their strategic decisions. In Chapter 11, the authors discuss several cognitive biases that leaders can be subject to, which helps the prospective educational leader like me to become more self-aware and emotionally intelligent. The moral codes of collective decision making at the school or district level can easily be grounded in Biblical principles. For example, the mission and vision statements that the authors discuss can be informed by Christian ethics.

Chapter 12 covers slightly more challenging and complex issues than Chapter 11 does, addressing equitable allocation of resources, equity, and efficiency. Educators are so often constrained by the differing opinions of their colleagues, hindered by legislation that is contrary to their values, or trying to please too many groups of people or parents at once. Allocating resources judiciously can sometimes mean pleasing one group at the expense of another, but when Biblical principles are applied to administration and leadership, it can be possible to come up with win-win situations that reflect universal ethics. Many elements of this chapter, such as inequalities among schools or between schools in different districts, will be out of the control of principals but within the locus of control of those who serve as educational policy makers.

Van Brummelen Chapter 9

Summary

Public schools are characterized by cultural, ideological and religious pluralism, which poses challenges for Christian educators and Christian educational administrators. Christian educators need to hold fast to their ethics without making compromises, while also respecting diversity and thriving in a pluralistic environment. The author expresses genuine hope that public schools may come to realize the importance of embedding Christian virtues and ethics into all areas of life, including inspiring students and teachers to reach their highest potential. Christian values can be incorporated into educational practice and school administrative decisions without proselytizing, simply by distilling Biblical principles to their universal cores.

Reflection