Reading 1: Munro Issue 10; Article 10.1. Marx, G. (n.d). Using trend data to create a successful future for our students, our schools, and our communities. Summary: This entire section addresses the various means by which educational leaders can respond effectively to emerging social, economic, and political trends. The first reading by Marx is about using trend data. Trends are broad patterns that are sometimes difficult to perceive when we are in their midst. Likewise, trends are not confined to one area. They can include changes to social norms, technologies, and demographics. Once the trends are recognized, though, we also need to respond to those trends and what they imply for education. Effective responses require good leadership, and the type of leadership needed most now is connected and collaborative.

Reflection: Although Marx does not specifically address “trend data” as the title promised, the article does show how educational leaders of the future need to be aware of trends, open to new ideas, and flexible in their responses. Educational leaders need to think about the “big picture” issues. As a future leader, I am trying to shift my attention away from the micro-management concerns and more towards the grander scheme of things. Issues like ethics, social responsibility, and creative problem solving are on my mind more. Applying a Biblical worldview is an ideal method of encouraging a big picture point of view, as we remember to keep in mind the overarching ethical values and principles that guide our decision-making, what we prioritize in our work, and how we work with others in a shared leadership, community-based education system. The challenge of educational leadership in a diverse society can be overcome when we work within team that is empowered to enact evidence-based solutions to our most pressing problems.

Reading 2: Article 10.2. Smith, M.S. (n.d.). What’s next?

Summary: No Child Left Behind and similar legislation designed to improve school accountability is still necessary, but educators need more. Children are still being left behind. Rather than abandoning standards altogether, we need to radically reconstruct what a school looks like and how it functions. Greater attention needs to be paid to the best ways of reducing achievement gaps, and making performance standards more meaningful. The author recommends four main steps: broadening goals for schooling, addressing inequities and inadequacies in school financing, creating a habit of continuous...

Also, leaders need to understand that changes like these take time and require the motivation of educators and students alike.
Reflection: This article addresses the shortcomings of rigid standards. I agree that standards will remain important; otherwise, there would be no way to gauge whether schools and their educators are teaching students what they need to know and whether inequities are being addressed. However, the standards need to be more realistic and focused. Educators need more leeway and need to be empowered and motivated. I believe this can be achieved via good leadership at every level of education. Broadening educational goals is important, especially by encouraging more team-based pedagogical practices. Leaders need to take the initiative to inspire environmental and curricular changes that motivate both teachers and students. Biblical principles of ethics and equity also need to be incorporated systematically and meaningfully into decision-making, and leaders need to refrain from resting on laurels by collecting data from each semester or even each class and acting accordingly. Finally, it is important that leaders recognize the diverse needs of parents and respect their differences by providing accommodations and innovative solutions.

Reading 3: Article 10.3 Grogan, M. (n.d.) Echoing their ancestors, women lead districts in the United States.

Summary: The teaching profession has long been feminized but women have long been systematically excluded from positions of power and leadership. Rather than focus their leadership skills on domestic and private activities, women need to become more visible at the upper echelons of education: at the level of policy and politics, school design and curriculum programming. Women have made strides and now occupy more positions of superintendency and other leadership positions, but there is still room to more. The author claims that women are especially suited for educational leadership positions because they have spent more time in the classroom, and are more prone to professional development and continuing education. Women can also help inform a more meaningful curriculum that promotes educational achievement for all students.

Reflection: There is a dearth of women in leadership positions in all sectors, and is somewhat surprising that this is also true in education. To achieve gender parity in education, it will be important to alter the organizational culture and…