The most recent set of Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders were published in 2008 (CCSSO, 2008). The purpose of the old and new standards was to improve the learning environment for children through leadership, but the new standards differ from the old because they focus on policy. This policy focus is a reflection of the wide acceptance and use of the standards by most of the states (Derrington and Sharratt, 2008, p. 21) and an abundance of research results over the past few decades that have substantially altered the role of education leadership (CCSSO, 2008).
More specifically, the ISLLC standards are intended to provide a framework for creating school leadership policy, training program performance standards, life-long career development goals, and system support (CCSSO, 2008, p. 13-14). If the six ISLLC policy standards could be reduced to a single word or short phrase,…...
Derrington, Mary Lynne and Sharratt, Gene. (2008). Evaluation of school principals using Interstate School Leaders Licensure Consortium (ISLLC) standards. American Association of School Administrators Journal of Scholarship and Practice, 5(3), 20-29.
The Catholic Education Commission of Victoria (2005) states that specific knowledge that is required to be in the repertoire of the school leader are those listed as follows: (1) the capacity to think creatively, build and communicate effective concepts that serve to inform actions; (2) the ability to think creatively and build and communicate concepts that inform action; (3) the ability to understand, rationalize and defend a point-of-view; (4) The ability to draw connections between the practical knowledge of experience and research-based, theoretical knowledge; and (5) The capacity to share and create knowledge with colleagues. (Catholic Education Commission of Victoria, 2005)
The Catholic Education Commission of Victoria (2005) states that the school leader requires a "bond of understandings that will inform their actions…...
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BIBLIOGRAPHY
Kimball, Steven Miller, Milanowski, Anthony, and McKinney, Sarah A. (2009) Assessing the promise of standards-based performance evaluation for principals: results from a randomized trial. Leadership and Policy in Schools. Volume 8 Number 3, July 2009; Pages 233 -- 263. Online available at: http://cmslive.curriculum.edu.au/leader/abstracts,58.html?issueID=11875#art28263
Monroe planned every aspect of her public school's curriculum like a battle, including creating an atmosphere of order from day one, founded on 'non-negotiable' rules. Students who failed to meet expectations were immediately targeted and given extra tutoring. Clear benchmarks were set for the school in terms of meeting goals of passing standardized exams and getting students into college. For example, fifteen 7th graders passed the New York high school Regents Exam, thanks, Monroe says, to the stringent goals she made for the math department.
In response to criticisms that she cherry-picked her student body, Monroe is proud -- she says the sense of specialness her students feel about their achievements, is part of the reason her school has succeeded. Monroe speaks passionately about her own anger as a child when she felt that expectations for her own academic success were set too low, thus she refuses to show such…...
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 assessment tools or methods. In the past, normal tests were the way to go when assessing students. That has changes over the years. According to (Xu et.al, 2016) teacher assessment literacy has defined the field of research. Educators have come up with innovative ways to ensure that none of the traditional ways sees the light of day. Assessment involves a holistic evaluation of students or a leader. The result should bring a positive impact on the lives of both the…...
This would ensure that the study gained a true overall picture rather than relying on self-reporting, which may give inaccurate data.
The dependent measures were pedagogical quality, scores based on assessment quality and academic achievement. The independent measures were leadership, school demographics and control variables. To convert leadership to a measurable variable a framework was given which was constructed from the results of the teacher surveys and observation of the principal and managerial meetings. These outcome measures were suitable for the purpose of the study.
esults and Analysis
Scatterplots were used to show the distribution of schools according to leadership styles. One way analysis of ANOVA was used to compare the means for schools on the measurable characteristics. Hierarchical linear modeling was used to investigate the effect of school leadership on pedagogical quality and academic achievement. This was necessary due to the level of complexity of the multiple variables.
Overall it was found…...
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References
Marks, H.M. And Printy, S.M. (2003) Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39: 370.
In the article on Noddings' work, titled Nel Nodding, the Ethics of Care and Education. ( Smith M.) the author discusses some of the most salient and essential aspects of her theory and view of education. Central to all her work is the concept of care, and particularly the concept of caring-for.
Noddings was influenced by her experiences as a child of being educated by caring teachers. This resulted in her interest in teacher - student relationships. She also developed an interest in the ethical and wider moral and sociological implications of education and sees it as a "moral quest." Her work is therefore associated with the ethics of care. She sees the inculcation of ethical and responsible decision making as a vital part of the educational process. Her educational philosophy is based on the essential fact that all living beings want to be cared for.
From scheduling lunch shifts to arranging for common planning time, my principal has effectively and efficiently managed the set amount of time that we have in a school day. Collaboration between parents and community members is evident as well. We often have parent / child literacy nights. Annually we also hold a rotherhood Dinner that honors community members that have positively influenced the children in our neighborhoods. Throughout New edford, Carney Academy is highly regarded; our reputation precedes us.
Educational Philosophy 6
Knowledge acquired from textbooks and college classes may give me some techniques and standards that effective leaders must know, however they are not going to teach me everything I need to know. Hopefully, my experiences as a successful coach and an employee of an excellent leader will help in building a solid foundation for me to become an effective leader myself.
ibliography
ass, ernard M (1985), Leadership and performance beyond expectations,…...
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Bibliography
Bass, Bernard M (1985), Leadership and performance beyond expectations, New York: Free Press.
Conger, Jay A. And Rabindra N. Kanungo (1987), Towards a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review 12/4: 637-647.
Burns, John M. (1978), Leadership, New York: Harper and Row
Bernstein, R. Should You Be the Boss? Mar 99, Vol. 108 Issue 6, p33, 3p, 1c
It is also helping everyone to see their roles and the way they can make a difference by improving quality. Over the course of time, this motivates educators to do more, as they see that administrators are practicing the same policies. (Boyd, 2002) (Brower, 2005)
Whether your current school leader is conventional, congenial, or collegial?
The school leader is someone who is embracing conventional and collegial techniques. This is because, she gives everyone a certain amount of independence in determining how they will reach out to students and meet various curriculum requirements. Yet, she also has everyone participate in an open discussion about how to improve quality and the techniques they are utilizing. This involves having staff members monitor, observe and critique each other in a friendly -- non-confrontational manner. (Cram, 2000) (Boyd, 2002) (Brower, 2005)
To enhance these ideas, the principle handles herself in a professional manner. This means that she…...
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References
Boyd, P. (2002). Educational Leadership. Santa Barbara, CA: ABC CLIO
Brower, R. (2005). Transformational Leadership. Thousand Oaks, CA: Corwin Press.
Cram, H. (2000). Leading and Learning in Schools. New York, NY: Routledge.
School Scenario
What are the major leadership issues facing Superintendent Wallace -- were productive relationships with the community built? In the first place, it was not enough for Superintendent Wallace to make a big showing in her new job by going out to all the schools and mingling with parents and school officials. Town hall meetings are good public relations, but when the real problems arrive the leadership needs to dig in and solve those problems. Leadership is truly shown during crises, and Wallace did not show leadership; productive relationships depend on leaders following through, and clearly Wallace did not follow through with the development of productive working relationships.. Why wouldn't she invite participation of the principals? That is a big error on her part.
What was flawed in the statement the superintendent made to the board and community? What statement would you have made? Holding "several meetings" with parents to…...
The Grow tool can certainly be used in other educational systems to the same end that NYC uses it in its own schools. More so, similar reports and web-based data summaries can be created to help teachers better understand and assist their students.
What additional data would you suggest they collect and analyze to enhance their understanding of the problem and identify sound solutions?
Other web-based data systems may be a comparison of effective strategies that are used to encourage students to learn; or innovations that teachers in various schools have created; or a synthesis of instructional models that have proved useful in the educational system. Comparison of scores of public schools in particular regions can be the content of another web-based data system. Describe at least one method they used that you might consider adopting to diagnose a problem in your school or district.
I might use a web-based data system that…...
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Source
Light, D et al. (2004) How Practitioners Interpret and Link Data to Instruction:Research Findings on New York City Schools' Implementation of the Grow Network. EDC/Center for Children and Technology
school context' as discussed in the oyd reference
Schools represent complex organisms having several components. For achieving school improvement, understanding these components' interrelations is essential. Attempts at improving schooling for the at-risk student population necessitate taking the school context into consideration. oyd (n.d.) states that the ecology, which forms the first aspect, encompasses a school's inorganic components (i.e., non-living things that affect individuals within the school setting; e.g., resources at hand, school size, rules, and policies).
Culture constitutes another aspect of a school setting/context. It may be described as an expression aiming to capture social institutions' (including schools') informal side. Schein (1985) outlines numerous culture-related meanings apparent in literature on the subject:
• Perceived behavior regularities in human interactions, including language employed and practices linked to deportment and respect.
• Norms developing within work groups; for instance, the principle "fair day's wage for a fair day's work" developed during the Hawthorne Wiring Room…...
Critique of Article: Leading for Low-Income StudentsYou summarized effectively the research design of the quantitative study by Brown (et al., 2017), which linked the presence of high-performing school leaders to high-performing schools that better served the needs of low-income and minority students. All schools in the study derived 75% of the population from low-income students. The survey comprised 25 questions, which were then submitted to teachers. Confidence and trust emerged as the key factors in teacher confidence in their principals. You also highlighted a limitation of the study, namely there was no attempt to link teacher perception with actual student performance. Even if teachers may feel positively about their principals, this does not mean that their feelings actually translate into students education gains. There may be a correlation between liking the principals and the schools higher performance, but the principals may not be the main causes. The study did not…...
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ReferenceBrown III, G., Bynum, Y., & Beziat, T. (2017). Leading for low-income students: Results from a study on school leaders in low-income elementary schools. Education, 138 (1), 68-74.
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 provide additional insight regarding the intellectual climate of the two private schools and the public school.
The focus of this study was on mathematics and reading in middle school students in both public and private schools in Milwaukee, as well as the focus of reform in the state -- reading in Michigan, writing in Vermont and California. This approach enabled me to adequately address my research questions and prove or disprove my hypotheses.
To begin, I conducted structured interviews with teacher educators…...
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Bibliography
Brown, Andrew (1995). Organizational Culture. London: Pitman Publishing.
Dianda, Marcella. Corwin, Ronald. (February 1993). What a Voucher Could Buy: A Survey of California's Private Schools. Far West Lab for Educational Research and Development, San Francisco, California and Southwest Regional Lab Survey Results.
Fuller, Bruce. (1995). Who Gains, Who Loses from School Choice: A Research Summary. ERIC Document Reproduction Services No. ED385928.
Greene, Jay. Peterson, Paul. Du, Jiangtao. (1997). Effectiveness of School Choice: The Milwaukee Experiment. Occasional Paper 97, Program in Education Policy and Governance Center for American Political Studies, Department of Government, Harvard University.
SCHOOL ADVISORY PROGRAMS: Annotated Bibliography
Van Ryzin, M. (2010). Secondary school advisors as mentors and secondary attachment figures. Journal of Community Psychology, 38(2), 131-154.
his study assessed if students in two tiny secondary schools would actually nominate their advisor as part of their attachment hierarchy. he forty percent which nominated their advisor to be a secondary figure of attachment testified even more involvement in school and showed better gains in terms of adjustment and achievement in than those that did not. In accordance to the author, this particular finding could help in the development and refining of new theories regarding the factors which contribute to the success of mentoring relationships, together with the processes that aid in the growth and development of these relationships.
Johnson, B. (2013.) Linchpins or lost time: Creating effective advisories. Horace, 25 (2-3)
his study tested the theory that secondary school advisories are somewhat insidious around the United States and…...
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This article investigates the effect of a universal social-emotional program of learning, the Fast Track PATHS (Promoting Alternative Thinking Strategies) program and teacher consultation, incorporated within the Fast Track selective prevention model. Measures examined educator and peer reports of violence, hyperactive-disruptive conducts, as well as social skills. Starting in the first grade and all through three consecutive years, teachers acquired training and support, and incorporated the PATHS program in their classrooms. The study investigated the major impacts of intervention and ways in which the child's traits and the environment in the school influenced results. The study concluded that properly-implemented multiyear social-emotional programs of learning could actually have important preventive impacts on the population-level aggression rates, social competency, as well as academic involvement in the elementary school years.
10. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 82(1): 405-32. doi: 10.1111/j.1467-8624.2010.01564.x.
This particular article presents results from a meta-analysis of 213 school-based, worldwide social and economic learning (SEL) programs entailing 270,034 kindergartens through high school learners. In comparison to controls, social and economic learning participants illustrated considerably better social and emotional skills, outlooks, manners, as well as academic performance which reflected an eleven percent point gain in success. School teaching personnel successfully carried out SEL programs. The utilization of four suggested practices for developing skills together with the presence of execution issues moderated the outcomes of the program. The findings of this study actually add to the growing experimental evidence-based outcome on the positive impact of social and emotional learning programs. Teachers, policy makers, and the general public are capable of contributing to healthy development of kids by encouraging the integration of evidence-based social and economic learning (SEL) programming into the standard educational practice.
Community BuildingThere are many ways to build community within a high school. As an assistant principal, one of my primary roles is to foster a sense of community among the staff, students, and parents. I do this in a variety of ways. First, I make myself visible and approachable. I make it a point to greet everyone in the hallway, stop by classrooms to chat with teachers, and attend as many extracurricular activities as possible. I also work to build relationships with students and families. I host regular coffee chats with parents and meet one-on-one with students on a regular basis. Finally, I strive to create a safe and welcoming environment for all. This means being quick to address any incidents of bullying or discrimination and working to ensure that every student feels like they belong. By taking these steps, I am able to build a strong sense of community…...
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ReferencesEpstein, J. L., & Sheldon, S. B. (2019). The importance of evaluating programs of school, family and community partnerships. Aula abierta, 48(1), 31-42.Hatcher, W., & Childress, E. (2016). Town and gown relationships: The extension of the university into the community. Higher education and society, 99-117.
In our opinion, at this time the most pressing challenge faced by school leaders is safely continuing with student education while also managing the risk of disease posed to people by the current COVID-19 pandemic. Many school districts immediately scrambled to get technology into place to support distance-learning, but quickly found that while the technology is important for delivery of classroom materials, the technology is only a tool in the hands of educators. Educators need to be able to teach using the technology, and, if they are unable to do so, they put their students at a disadvantage.
Topic 1: The Impact of Action Research on Teacher Development
How does action research empower teachers to improve their instruction and student learning? Examine the role of action research in fostering reflective practice and self-directed learning for teachers. Analyze how action research supports teachers in identifying and addressing challenges in their classrooms.
Topic 2: Action Research as a Catalyst for School Improvement
Describe how action research can facilitate data-driven decision-making in schools. Explore the transformative potential of action research in addressing systemic issues and improving school culture. Analyze the impact of action research on school leadership, collaboration, and student outcomes.
1. Providing additional resources and support for students who are falling behind academically, such as tutoring, afterschool programs, or intervention programs
2. Investing in professional development for teachers to improve their skills and teaching methods
3. Implementing technology upgrades and resources to enhance learning opportunities for students
4. Offering more extracurricular activities and enrichment programs to engage students and foster their interests
5. Improving school facilities and resources to create a more conducive learning environment
6. Increasing access to mental health services and support for students to address social-emotional needs
7. Collaborating with community organizations and partners to provide additional resources and support for students
Effective Use of Additional School Funding to Enhance Educational Outcomes
Additional funding allocation to schools presents an invaluable opportunity to bolster educational outcomes for students. By judiciously utilizing these resources, schools can implement transformative initiatives that address critical areas of need and support the holistic development of every learner.
1. Enhancing Teacher Quality and Development:
Recruitment and Retention: Provide competitive salaries and benefits to attract and retain highly qualified teachers. Professional Development: Offer ongoing professional development opportunities to enhance teacher skills and knowledge in evidence-based practices. Mentoring and Coaching: Establish mentorship and coaching programs to support novice teachers and foster excellence.
2. Reducing....
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