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Articles 31 - 39 of 39
Full-Text Articles in Education
Superintendent Transitioning: When Is The Right Time To Make A Move?, Karon Radford, Kerry L. Roberts, Pauline M. Sampson, Wesley Vinson, Ralph Marshall
Superintendent Transitioning: When Is The Right Time To Make A Move?, Karon Radford, Kerry L. Roberts, Pauline M. Sampson, Wesley Vinson, Ralph Marshall
School Leadership Review
Leadership preparation programs prepare superintendents every year to enter the profession. One aspect that needs to be incorporated into this learning is the understanding of when it's the right time to leave as many superintendents leave their current position every year for one reason or another. These reasons can range from being fired to career advancements to leaving the profession. Leaving at the right time is crucial for your career and the district. Lashway (2002) posited that almost a quarter of the superintendents serve less than three years, there are many superintendents leaving positions.
Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting, Scott Bailey, Allison Marz
Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting, Scott Bailey, Allison Marz
School Leadership Review
Far too often in education the term "burnout" is used to describe a teacher who has been disenchanted with education and seems to be waiting till the day retirement becomes available. A teacher suffering from burnout exhibits signs of low morale for teaching, involvement with staff and involvement in the school and community. There is no specific clue or symptom that leads to burnout, and there isn't a specific amount of years leading to teacher burnout. Interestingly enough, new teachers suffer burnout in aggressive numbers similar to experienced teachers. Alliance for Excellent Education (2005) found that 14% of new teachers …
Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos
Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos
School Leadership Review
Traditional principal preparation programs, those bound by a university degree, are sometimes viewed as theory-based and have little to do with the real world in which school leaders work. Even the licensing exam in some states, such as in Texas, asks the candidates to view each scenario as the ideal situation when selecting responses. Traditional preparation programs frequently meet the standards for national accreditation that indicates that the curriculum and assessments in these programs are subjected to rigorous scrutiny for quality control. The question remains, what should universities do to improve their programs or change the perception that the graduates …
Who Is Preparing School Leaders To Transition Into The Job Of Urban School Principal? Analyzing The Impact Of A Regional Principal Readiness Education Program On Principal Self-Efficacy, W. Sean Kearney, Nathern Okilwa, Jeff Goldhorn
Who Is Preparing School Leaders To Transition Into The Job Of Urban School Principal? Analyzing The Impact Of A Regional Principal Readiness Education Program On Principal Self-Efficacy, W. Sean Kearney, Nathern Okilwa, Jeff Goldhorn
School Leadership Review
Preparing junior administrators to step into the role of school principal is a challenge many urban school districts face. Typically a large school district will leverage an existing pool of experienced assistant principals and vice principals to fill principal positions. At a minimum this ensures the candidates are familiar with internal structures, district culture, policies and procedures, and the community which the school district serves. However, unless addressed in a strategic manner, the assistant and vice principal role lacks many of the critical components which are required of the principal position. While the majority of these individuals will have completed …
Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper
Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper
School Leadership Review
Attrition of teachers is a concern for leaders in education; teacher turnover is higher in education compared to many other occupations and professions, especially in the first years on the job (Ingersoll 2003; Ingersoll & Perda, 2010). Nearly half a million teachers leave the education field every year (Alliance for Excellent Education, 2014) while the recruitment and training of teachers is costing the United States about $2 billion each year (Rizga, 2015). The high turnover places a financial burden on districts resulting in decreased resources for books, materials, and staff development of teachers; additionally, replacing teachers can disrupt the instructional …
Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig
Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig
School Leadership Review
Ecoliteracy is the pedagogical grouping of environmental science, ecology and sustainability studies. This paper is a policy analysis of how principal training and evaluation standards may support a principal’s building-level efforts to establish and sustain an ecoliteracy mission and curriculum in US public K-12 schools. A comparative case study of leadership standards in Texas and Michigan was conducted to support the argument that school administrator training and evaluation standards in both states can lend formal, codified support to a sufficiently determined school leader’s efforts to center the school’s mission on ecoliteracy. The limitations of this support are also discussed.
Educational Leadership Coaching As Professional Development, Beth Ray
Educational Leadership Coaching As Professional Development, Beth Ray
School Leadership Review
As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, "Many school systems are embracing coaching as a way to influence and enhance leaders' skill development, cognitive abilities, and emotional intelligence" (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy.
Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash
Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash
School Leadership Review
Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should …
Preparing Educational Leaders For Social Justice: Reimagining One Educational Leadership Program From The Ground Up, Holly M. Manaseri, Christopher B. Manaseri
Preparing Educational Leaders For Social Justice: Reimagining One Educational Leadership Program From The Ground Up, Holly M. Manaseri, Christopher B. Manaseri
School Leadership Review
Thirty years after the report that started the latest round of educational reform, A Nation at Risk (National Commission on Education Excellence, 1983), the Wallace Foundation began funding a series of studies examining the preparation of school and district leaders. Bringing together findings from four reports, one each by the American Association of Colleges for Teacher Education (AACTE), The School Superintendents Association (AASA), the American Institutes for Research (AIR), and the University Council for Educational Administration (UCEA), the Wallace Foundation issued five key recommendations for university preparation of school leaders. This call to action was sounded at a time when …