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Sternberg (2006) warned that when one tries to transport something that may have worked before to the new setting, without adapting it to the new setting, the transported plan may very well fail.
VII. School Administrator Accountability and Assessment Experiences
One experience the researcher contends as proved helpful in examining school administrator accountability and assessment transpired while the researcher participated in a team project. Initially, the researcher chose not to share vital information with team members. Wise leaders, Sternberg (2006) points out, not only utilize their analytical, and creative skills for a common good, they invest their emotional/social/practical skills in efforts that will benefit others as well as themselves. "They look out not only for their preferred group of stakeholders, or the stakeholders most like themselves, but for all stakeholders" (Sternberg, 2006, ¶18). Instead of only considering the here and now, as good leaders also balance their own interests with the best interests of others, as well as considering the school's interests, their long-term thinking yields positive results in time. The researcher learned to look out for the best interest of the team.
VIII. School Administrator Accountability and Assessment Opinions
Leaders need to not only understand themselves, but also others, and assess the ways they interact with others (Sternberg, 2006). According to Sternberg, "Great leaders come up with creative visions, analyze whether their ideas are good, execute their ideas well, convince others of their value, and ensure that their ideas are for the common good" (Sternberg, 2006, ¶ 21). One does not merely do these things because he/she is "a priori, a great leader," Sternberg (¶ 21) proposes. One becomes a great leader by doing these things, Sternberg insists. The researcher, nevertheless, disagrees with one primary point. Sternberg claims that any administrator who puts his/her mind to become a great leader can...
But then again, knowing the answer to the exact components contributing to the making of a great leader would likely lead into an extensive study. If one wants a quicker answer, albeit, he/she could simply as a great leader. After all, as Sternberg (2006) asserts: "Great leaders are not only creative, they are analytical…" (¶ 9). Those great leaders who possess the ability to think analytically, may not only choose to do so, they make a point to REFERENCES
DePasquale, Diann. (2005). Teaching leadership 101: fledgling administrators need a healthy dose of real-world views, headlines and bestsellers. School Administrator. American Association of School Administrators. Retrieved March 31, 2009 from HighBeam
Research: http://www.highbeam.com/doc/1G1-133081423.html
Florida educational leadership standards understanding and implementing Florida's new principal leadership standards. (2005). Florida Department of Education. Retrieved March 31, 2009 from http://74.125.93.104/custom?q=cache:0jXkGKj9C1cJ:www.fldoe.org/board/meetings/2
05_01_18/PrincipalStandards.pdf+principal+leadership+standards&cd=1&hl=en&ct=cl &gl=us&client=google-coop-np Interstate school leaders licensure consortium standards for school leaders.(1996). Council of Chief State School Officers State Education Assessment Center. Retrieved March 31,
2009 from http://www.ccsso.org/content/pdfs/isllcstd.pdf
Sternberg, Robert J. (2006). Creative leadership: it's a decision: most administration are analytical and practical. Administrators who are great leaders are also creative and wise, and develop those skills by using them. Leadership. Association of California School
Administrators. Retrieved March 31, 2009 from HighBeam Research:
REFERENCES
DePasquale, Diann. (2005). Teaching leadership 101: fledgling administrators need a healthy dose of real-world views, headlines and bestsellers. School Administrator. American Association of School Administrators. Retrieved March 31, 2009 from HighBeam
Research: http://www.highbeam.com/doc/1G1-133081423.html
Florida educational leadership standards understanding and implementing Florida's new principal leadership standards. (2005). Florida Department of Education. Retrieved March 31, 2009 from http://74.125.93.104/custom?q=cache:0jXkGKj9C1cJ:www.fldoe.org/board/meetings/2
05_01_18/PrincipalStandards.pdf+principal+leadership+standards&cd=1&hl=en&ct=cl &gl=us&client=google-coop-np Interstate school leaders licensure consortium standards for school leaders.(1996). Council of Chief State School Officers State Education Assessment Center. Retrieved March 31,
2009 from http://www.ccsso.org/content/pdfs/isllcstd.pdf
"It was tested on almost 600 kids in a desegregated Indianapolis middle school where there are a lot of aggressive kids," Bosworth says. "Those who used the computer were more aware of their own coping strategies and violence presentation. They also showed a decrease in the belief that violence was a way to solve problems" (quoted in Singer at p. 41). Peacemakers Program. Violence Prevention for Students in Grades Four
School Choice Program This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school. Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to
Assessment Competencies Abstract Assessment in education is referred to a range of tools or methods used by educators to measure, document and evaluate the academics readiness, skill acquisition, progress and learning needs of students. The tracking progress report plays an important role to the student since it gauges where they are heading in terms of academics. Assessment is often likened to the traditional standardized tests but educators nowadays, use different types of
It should also be designed in a manner that allows teachers and administrators to fulfill their goals with regard to student learning (Webb & Norton, 2002). Though curriculum is often considered the primary component of an accountability program, for it to be successful it must be considered in conjunction with all the other factors described in this accountability program. Evaluation Method curriculum and mission is only as good as the outcome
School Finance: Its Economics and Politics School financing in America Revenue sources for federal and state governments Judicial reviews of school finance policy with evolving standards of equality School-based decision making Family choice of schooling Reform of schooling-finance Providing equality in educational opportunities to all is one of the cornerstones of American democracy. The founding fathers of America were aware of the necessity of having a population, which is educated since it enables an opportunity for all
For school retention, the major reason for support of this was academic achievement. If the child does not meet the set benchmarks for performance, the decision-making panel simply agreed to retention of the student. There was no formal assessment system for this decision process. These results were supported by the result of the study conducted by Hong and Raudenbush (2006) who found that student achievement were used in state and district