A View From The Field: How Nclb's Good Intentions Of Accountability Damage Our Educational Leaders And Our Schools,
2018
University of Texas at Tyler
A View From The Field: How Nclb's Good Intentions Of Accountability Damage Our Educational Leaders And Our Schools, Vance Vaughn
School Leadership Review
School districts and campuses throughout the nation are working around the clock to avoid an unacceptable accountability rating under the No Child Left Behind (NCLB) Act of 2001. In Texas the label has recently changed to "Improvement Required." An "Improvement Required" label forces districts and campuses into the Texas Accountability Intervention System (TAIS), a system implemented by Texas to satisfy the NCLB federal requirements, and to engage struggling districts and schools toward academic school improvement. The NCLB Act has good intentions; however, it might be creating a crisis in education. It is important to remember that NCLB, "the 2002 reauthorization …
Impacts On Teacher Evaluations: The Importance Of Building Capacity Through Excellence In The Application Of The Teacher Evaluation Process,
2018
West Texas A&M University
Impacts On Teacher Evaluations: The Importance Of Building Capacity Through Excellence In The Application Of The Teacher Evaluation Process, Susan J. Nix, Gary Bigham
School Leadership Review
Significant student learning and school improvement are dependent upon the teacher being the centerpiece (Tucker, Stronge, Gareis, & Beers, 2003; National Council of Teacher Quality, 2011). In maintaining the high standards associated with teaching responsibilities, educators are held accountable through performance evaluations. In the United States, teacher evaluations have long been a standard of practice largely determined by individual states and school districts. Additionally, teacher effectiveness has been guided by at least three pieces of national legislation, including the Elementary and Secondary Education Act (ESEA, 1965), the No Child Left Behind Act (NCLB, 2001) and the American Recovery and Reinvestment …
Superintendents And Professional Development: Voices From The Field,
2018
University of Texas at San Antonio
Superintendents And Professional Development: Voices From The Field, Juan M. Nino, Mike Boone, Israel Aguilar, Dessynie Edwards
School Leadership Review
The primary task of the educational leader is to assure high quality learning environments for all students. Research (Gordon, 2004; Sparks, 2007) supports the proposition that effective professional development contributes to instructional improvement by building educator capacity. Much of the research on professional development focuses in principal leadership in improving instruction (Blase & Blase, 2004). But district level administrators, especially the superintendent of schools, also have a role to play in school improvement. Standards for the preparation of school leaders specify competencies for superintendents that include the design and implementation of professional development programs based on sound research, best practices, …
Teacher Contract Non-Renewal In The Rocky Mountains,
2018
University of West Georgia
Teacher Contract Non-Renewal In The Rocky Mountains, Andy Nixon, Abbot Packard, Margaret Dam
School Leadership Review
Success for students in the 21st century increasingly relies on competencies and proficiencies typically available on]y through formal educational processes. Researchers have noted the paramount importance of quality teaching as the important criterion for student success (Haycock, 1998; Marzano, 2003). Recent reforms have increased the expectation that school principals energetically address teacher evaluations and subsequently remove ineffective teachers. These recent reforms tend to have common priorities, including emphasizing high quality teaching, evaluating teachers for merit pay purposes, and linking evaluation to student performance with an emphasis on the removal of ineffective teachers from the classroom.
Superintendent And School Board Relations: Impacting Achievement Through Collaborative Understanding Of Roles And Responsibilities,
2018
New Summerfield ISD
Superintendent And School Board Relations: Impacting Achievement Through Collaborative Understanding Of Roles And Responsibilities, Greg Weiss, Nate Templeton, Ray Thompson, Joshua W. Tremont
School Leadership Review
One of the most important and influential persons in the governance structure of the local school district is the Superintendent of Schools. Functioning as the CEO of the district, the superintendent is responsible for a myriad of functions. Examples include daily operations inclusive of transportation and finance, curriculum and policy implementation, media relations, and empowering leaders. However, as Meador (2014) contends, a crucial role is that of board liaison. The Superintendent is responsible for keeping the board informed, making recommendations regarding district operations, and setting the board agenda. It is interesting to note that the superintendent does participate in board …
A Legacy Of Collaborative School Leadership: Ima Hogg And The Houston School Board, 1943-1949,
2018
Stephen F. Austin State University
A Legacy Of Collaborative School Leadership: Ima Hogg And The Houston School Board, 1943-1949, Linda Black
School Leadership Review
School boards are very powerful entities whose decisions have a significant impact on millions of students in the United States. Since the formation of the first local school boards in Massachusetts in the late 1700s, these groups of local officials have directed public education in their communities (Land, 2000). Throughout the nineteenth century, unpaid members of school boards managed both the daily operations of local schools districts and created policy. In the first half of the twentieth century, however, the increasing school population meant increased responsibilities for school board members as they oversaw increasingly larger and more complex institutions. The …
2018 November 14 - Undergraduate Curriculum Council Minutes,
2018
East Tennessee State University
2018 November 14 - Undergraduate Curriculum Council Minutes, Undergraduate Curriculum Council, East Tennessee State University
Undergraduate Curriculum Council Minutes
No abstract provided.
Principal Perceptions Of Walkthrough Effectiveness,
2018
Texas Woman’s University
Principal Perceptions Of Walkthrough Effectiveness, Teresa Martin Starrett
School Leadership Review
Teacher quality is the most important school level factor affecting student achievement. There is a direct correlation between effective instruction provided by highly qualified teachers and increased student achievement (Colvin & Johnson, 2007).
Professional Development For Educational Leaders In The Era Of Performance Evaluation Reform,
2018
Northern Illinois University
Professional Development For Educational Leaders In The Era Of Performance Evaluation Reform, Kelly H. Summers, Todd D. Reeves, David A. Walker, J. Schwartz
School Leadership Review
The word “accountability” has become a mantra in public education. Arguably, this one word, and the movement it has produced, has shaped the direction of our field in the past decade more than any other (Harris, 2011). This movement has led to many positive changes including an examination of gaps in student achievement, the types of assessments used in schools, and the strength of the performance evaluation systems for principals and teachers. Many large urban school districts, as well as entire states, have revamped the way public school principals and teachers are evaluated. In fact many, including the State of …
Pursuing The Principalship: Factors In Assistant Principals’ Decisions,
2018
Carroll ISD
Pursuing The Principalship: Factors In Assistant Principals’ Decisions, Amy Ellis, Casey Graham Brown
School Leadership Review
School administrators who are hired to lead and guide schools and districts must possess a number of characteristics that allow them to become successful leaders. The presence or absence of a strong educational leader can make all the difference in school climate and student achievement (Kelley, Thornton, & Daugherty, 2005). Educational leaders need to be cognizant of what constitutes an effective leader and which characteristics have the most effective impact on student achievement. Alford et al. (2011) stated, "while principals are engaged in the managerial tasks of the school, securing the building for safety, ensuring bus routes, student schedules, and …
Considering An Overhaul To The New Principal Preparation Program,
2018
University of Texas at Tyler
Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz
School Leadership Review
Levine (2005) argued that university principal preparation programs for educational leaders are failing to provide a suitable curriculum to prepare aspiring principals to demonstrate the skills and competencies necessary to meet the challenges inherent in the increasingly complex demands of their school leadership roles. Teitel (2006) suggested that colleges and universities offer curricula that are neither coherent nor relevant. According to Candidates, Doctoral Cohort; Coleman, J. Craig; and Alford, Betty J. (2007), it is “a grave disservice [that] is done to university program graduates who enter leadership positions woefully unprepared for the awaiting firestorm” (p. 39).
Five Critical Skills Necessary For The Interim Superintendent In Texas,
2018
West Texas A&M University
Five Critical Skills Necessary For The Interim Superintendent In Texas, Susan J. Nix, Gary Bigham
School Leadership Review
"Schools are highly complex places" (Goodall, 2013, p.121) and school district-level leadership is integral to student success (Bigham & Nix, 2011; Fertig, M., 2012; Leithwood & Jantzi, 2000; Norton, Webb, Dlugosh, & Sybouts, 1996; Robinson, Lloyd & Rowe, 2008; Wallace, 2002; ). Unfortunately, the mean tenure for superintendents is short - five to six years nationwide (Kowalski, McCord, Peterson, Young, & Ellerson, 2011) and three years in Texas (Bigham, 2011 ). Frequent leadership changes have the potential to disrupt the continuity of education for students in the school district. As these high level administrators move to other positions or retire, …
A Phenomenological Narrative Study: Elementary Charter Principals' Role As An Instructional Leader,
2018
Lamar University
A Phenomenological Narrative Study: Elementary Charter Principals' Role As An Instructional Leader, Ahmet F. Cetinkaya
School Leadership Review
The National Alliance for Public Charter Schools (NAPCS) (2013) defined charter schools on the company website as "independent public schools allowed freedom to be more innovative, while being held accountable for improved student achievement" (p. l ). Although there might be differences in their structures depending on state charter school laws and agreement between their authorizers, charter schools have been shown to have more flexibility in their educational programs and management styles in comparison with traditional public schools.
Measuring Up: Teachers' Perceptions Of A New Evaluation System,
2018
Aldine ISD
Measuring Up: Teachers' Perceptions Of A New Evaluation System, Darnisha Rigsby, Jennifer T. Butcher
School Leadership Review
Teacher appraisal and evaluation systems have increased the level of teacher accountability, resulting in increased pressure to be successful in the classroom (Benedict, Thomas, Kimerling, & Leko, 2013; Derrington, 2011; Glazerman et al., 2011; Papay, 2012). As a result, several states have begun to stray from the traditional methods of evaluating teachers, thus creating their own appraisal systems in an effort to increase teacher quality and teacher accountability of student performance and success (Anderson, 2012). This approach to transform traditional teacher evaluation methods has attracted both teachers and administrators alike (Derrington, 2011).
The Augmentation Of Bilingual/Bicultural Courses In Educational Administration Core Requirements,
2018
Texas A&M University, Commerce
The Augmentation Of Bilingual/Bicultural Courses In Educational Administration Core Requirements, Ava J. Munoz
School Leadership Review
"Cultural competence should be a fundamental aspect of school principals' preparation and practice" (Hernandez & Kose, 2012, p. 513). However, educational leadership programs have been remiss, and somewhat lackadaisical, in exploring and including bilingual/bicultural curricular content in their principal leadership programs (Hernandez & Kose, 2012). Presently, few or minute advances in increasing bilingual/bicultural knowledge in the curricular content of educational leadership course requirements is the norm. Moreover, "when these topics are introduced, they are often special topics courses or seminars that are not part of the core curriculum of leadership preparation" (L6pez, 2003, p. 70).
The Impact Of High Stakes Testing On School Leadership,
2018
University of Texas at Tyler
The Impact Of High Stakes Testing On School Leadership, Yanira Oliveras-Ortiz
School Leadership Review
As I observed and recorded a classroom teacher at the beginning of the spring semester, I remembered how much I enjoyed working with teachers to help them grow and become master teachers. While reflecting on this master teacher's lesson, I pondered how drastically things have changed since I became a school administrator in 2001. I was amazed when the advanced academics teacher mentioned the State of Texas Assessments of Academic Readiness (STAAR) need a source for ST AAR on a number of occasions throughout her lesson. The intent of her comments was to bring awareness to these young learners about …
Superintendent Transitioning: When Is The Right Time To Make A Move?,
2018
Stephen F. Austin State University
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.
Changes In Principal Evaluation Standards: A Case Study Of North Dakota Principals,
2018
University of North Dakota
Changes In Principal Evaluation Standards: A Case Study Of North Dakota Principals, Tsooane Molapo, Laura Parson, Cheryl Hunter, Janathan Butz
School Leadership Review
In recent years, increased demands and political scrutiny have been placed upon schools to improve student achievement. With these demands, a principal's role is paramount (Dufour & Marzano, 2011; Reeves, 2009). School principals are second only to classroom teachers in influencing student achievement (Grissom & Loeb 2011; Louis, Leithwood, Wahlstrom, & Anderson, 2010). Likewise, Fenton, Kelemen, et al., (2010) and Marzano, Waters, & McNulty (2005) conclude that principal quality accounts for nearly 25% of a school's total impact on student achievement.
Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting,
2018
Stephen F. Austin State University
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 …
Barriers To Pursuing Stem-Related Careers: Perceptions Of Hispanic Girls Enrolled In Advanced High School Stem Courses,
2018
Canutillo ISD
Barriers To Pursuing Stem-Related Careers: Perceptions Of Hispanic Girls Enrolled In Advanced High School Stem Courses, Veronica Vijil, Julie P. Combs, Rebecca M. Bustamante
School Leadership Review
Researchers indicate that the United States has fallen behind other nations in science, technology, engineering, and mathematics (STEM) education (President's Council of Advisors on Science and Technology, 2010, 2012). A declining interest in the field of engineering as demonstrated by students who pursue degrees in STEM fields also threatens the U.S. competitive edge (National Science Foundation, 2013; Schneider, Judy, & Mazuca, 2012). Although some students perform successfully in STEM courses, an achievement gap between school-aged boys and girls is well-documented in the literature (e.g., College Board, 2007). Moreover, Hispanic students are underrepresented in science-related courses and careers (Hanley & Noblit, …
