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Leadership and Accountability
Today's urban schools face problems, which may affect the quality of education that school administrators must overcome in order to effectively, educate the youth of our nation. Goldberg and Morrison (2002) state, "successful leaders are those who manage to rally local efforts around national purpose, and who make national purpose fit local needs" (p.61). This statement describes a leadership vision where national efforts are focused upon local needs. Each urban school encounters special student demographics that should be considered when implementing program reform.
In order to properly prepare students for real-world life experiences such as work, higher education, and responsible citizenship, schools must strive to improve the equality of public education. The authors state that "preparation for life" is more complex than providing instruction in core subjects. The public school system is now expected to provide knowledge and understanding to the students concerning careers, higher science...
The No Child Left Behind Act requires all levels of faculty and staff to be or become certified in order to instruct the nation's students. Regulations and laws have been created and enacted in order to reinforce accountability within these concepts. The authors define accountability as "the process of reverse compliance and defines success by the degree to which the system functions smoothly and efficiently" (p.64). Sadly, students pay a high price for bureaucratic accountability. They must sit longer for standardized testing, a year's worth of work may be lost because of failing one standardized test while schools pay the supreme price of possibility losing state or federal funding based solely upon tests scores. The public sometimes views lone tests scores as the…
Reference
Goldberg, B. & Morrison, D.M. (2002). Co-nect. In J. Murphy and A. Datnow (Eds.),
Leadership lessons from comprehensive school reforms (p. 57-82). New York: Sage
Publications.
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