Educational Leadership Commons^™

Questions And Implications Of Assessment Accountability, Sandra Moore

Institute for Educational Leadership Monograph Series

Becoming more accountable to the public is not just a responsibility but is essential for the survival of the public school system. Two questions will be addressed in this paper. Can it be done? What are the implications including potential abuses?

Take No Prisoners: Communications During Open Hostilities, Thomas K. Wells

Institute for Educational Leadership Monograph Series

In the best of worlds, information flows freely and ideas are openly expressed. Criticism, where it exists, is collegial and constructive. In a less than ideal world, the real world, communication is not so easy, as the world diverges from the ideal, the ease of communication declines while the need for the effective exchange of information and ideas increases.

But what happens when a state of open hostility exists not only between individual board members, but between the board and the community, or between the superintendent and a minority of board members? Is it possible for a board to function …

Effective Decisions And The Teaching-Learning Process, Daniel H. Smith

Institute for Educational Leadership Monograph Series

A meaningful discussion of effective decision making must begin by defining what makes a decision more or less effective. This paper defines effective decisions as those that result in a course of action being followed by the school organization which will maximize the likelihood that each student within the school will achieve his/her fullest potential. As a result, effective decisions in a school system must be based on what we know about the teaching-learning process, the decisions must also be implemented by school personnel so the impact on students is positive.

The focus of this paper is on the decision …

Shared Vision = Powerful Relationships, Harold A. Overmann

Institute for Educational Leadership Monograph Series

Ron Edmonds, considered by many as the father of the effective schools research, was known to have said that an administrator with an appropriate vision is more valuable to the institution alive than dead.

The key word in this statement is "appropriate." When this vision is congruent with the vision of the school board, the administrator truly is valuable to the institution.

The exertion of major efforts to form a clear and focused vision and mission for the school district that is shared by board of education, superintendent, staff, and community is critical in the development of a positive board/superintendent …

A Marriage And Family Of Sorts, Kenneth P. Petersen

Institute for Educational Leadership Monograph Series

Relationships between people in all walks of life present a fascinating and challenging issue for discussion and even friendly, though perhaps rather heated, debate. As a young person, my philosophy about human relationships relied heavily upon an aggressive approach with much talking and little listening. Needless to say, I'm certain I probably did win a few battles but lost most of the wars. Diplomacy was not in my vocabulary. I have since learned, in my more seasoned years, that maintaining and developing relationships, for any purpose, requires an arsenal of many and varied techniques. I'm also very certain that my …

Positive Links To Schools Include Community Partnerships, David Teigland

Institute for Educational Leadership Monograph Series

Public support for schools has always played a key role in developing and maintaining quality educational programs. Without positive support it would be nearly impossible to carry out the desired everyday activities and classroom instructional programs for all students.

This support, whether it be in the form of volunteering, financing, or just vocal encouragement becomes even more important when the economy takes a downturn and school funding is decreased. When cuts are made at the state level, it is important to muster support locally to assist in maintaining the essential programs, activities, and services. This is when the positive link …

Improving Accountability To Learn, Serve Others, Bruce G. Rogers

Institute for Educational Leadership Monograph Series

The term "accountability" refers to being "subject to having to report, explain, or justify" (from the Random House Dictionary of the English Language). Does this concept, when applied to educational settings, generate an "issue," namely, "a matter that is in dispute between two or more parties; a point of debate or controversy"? (Webster's Seventh Collegiate Dictionary) I submit that an examination of the document A Nation at Risk, along with the many affirmative and negative articles that have been written in response thereto, both in the affirmative and the negative, will indicate a resounding "yes" to this question (Bell, 1993). …

Working Toward Smooth Board/Superintendent Relationships, Thomas L. Williams

Institute for Educational Leadership Monograph Series

According to Gwendolyn C. Baker (1992), conflict and confusion are rampant in school boards across the nation simply because too many board members stray from their policy-making responsibilities to assume responsibilities for operational matters. Baker described an effective board member as one who understands the job involves setting goals, developing policies, and monitoring the budget. The day-to-day operations should be left solely to the superintendent. A school board that extends its purview over administrative areas is doomed to fail.

Burke (1992) noted educational researchers have contended for years that school boards are overly involved in school administration because they are …

Issue Area Two: Building A Shared Vision That Is Oriented To And Focuses On Student Needs For The Future, Carolyn Jons, Darlene Dunbar

Institute for Educational Leadership Monograph Series

A vision is a clear image of where we want to be. Research indicates that having a clear, compelling vision is a key characteristic of effective schools. However, it appears very few Iowa school districts have developed written visions used by everyone to create better futures for students. We believe:

1. Every school district should build a vision with the main focus on what students need to be prepared for in the future. 2. The district vision should: make a difference, help determine priorities, help set high expectations, encourage groups to plan together for continuous school improvement, motivate individuals who …

Building A Shared Vision To Meet The Future Needs Of Students, Floyd D. Jury

Institute for Educational Leadership Monograph Series

Since the title of this paper contains all the elements of the thesis, each key word or phrase of the title will be used to develop a position statement.

Building:

Trust is the only logical basis for any shared vision between a superintendent and the school board. This atmosphere of trust does not come automatically. Both parties must consistently work to build this atmosphere of trust through openness and honesty at all times on all issues. Each board member has an obligation to discuss all concerns with the other board members as well as with the superintendent. No legitimate purpose …

Issue Area Three: Developing An Understanding Of Roles And Expectations Of The Board Of Education And Superintendent Of Schools, Mary Jane Vens, James L. Kimmet

Institute for Educational Leadership Monograph Series

The governance of local school districts in Iowa is the responsibility of local boards of education which adopt policies and plans that are implemented through the leadership of the superintendent. The effectiveness of this team can be a major determiner of the effectiveness of the educational system. This establishes the significance of the topic of this conference, "Strengthening Board of Education and Superintendent Relationships," and the sub-topic addressed in the following papers, "Developing .an Understanding of Roles and Expectations of the Board of Education and the Superintendent of Schools." If the board and superintendent are to work as a smoothly …

Issue Area One: Performance-Based, Authentic Assessment, And Normative Assessment: What Are The Issues?, Mick J. Starcevich

Institute for Educational Leadership Monograph Series

Paul G. LeMahieu stated in the July, 1992, issue of the NASSP Bulletin that "the value of assessment activities should be judged by the extent to which they contribute to what happens-directly or indirectly-between teachers and students" (p. 50). When analyzing student assessment and testing we have sometimes lost sight of the bigger picture because we've focused on only one set of goals. Instead, we need a focused sense of purpose and encompassing effort to build a balanced assessment portfolio.

Our issue group determined that there is no such thing as an isolated testing issue. We've come to know that …

A Team Approach To Reaching Consensus And Making Decisions, Deon Senchina

Institute for Educational Leadership Monograph Series

A strong positive relationship between the board of education and the superintendent is crucial to consistently effective decisions. Likewise, an effective decision-making process is necessary to create and maintain a strong board of education/superintendent relationship. This inter-relationship is vital because while board level decisions are voted upon by the board, they are crafted by a team. This team is comprised of the board, the superintendent, and central office administrators. The relationships between team members can enhance or diminish the district's ability to make effective decisions. Team members need to be open with each other, have personal maturity, and excellent communication …

Cover - Front Matter - Table Of Contents

Institute for Educational Leadership Monograph Series

No abstract provided.

Strengthening Board Of Education And Superintendent Relationships, Jean Morgan

Institute for Educational Leadership Monograph Series

As schools today begin restructuring themselves into schools of the future, we will have to change the responsibilities and job descriptions for both school board members and superintendents. They will become the educational leaders for all the learners in their communities. Learners of the future will know that learning is a birth to death process. This philosophy will require board members and superintendents to be cooperative, openminded and future thinking educational partners.

Fundamental beliefs in this partnership are very important in forming a base for a good working relationship. These beliefs are the key elements that any good working relationship …

Changing A Vision Into An Education Reality, Gloria Hoffmann

Institute for Educational Leadership Monograph Series

“Where There is No Vision, the People Perish" (Proverbs 29:18). This ominous message points to "vision" as more than a buzz word for those involved in educating the citizens of the 21st century.

But, just what is meant by "vision?" One dictionary definition may have special implications for educators: The power of perceiving something not actually present to the eye, whether by supernatural insight, imagination, or clear thinking. Clear thinking leads to the realization that our focus must be on expectations and student outcomes that result in responsible and productive citizens. Teaching techniques, technology, and curriculum content, as important as …

Tale Of One School, Patricia R. Roach

Institute for Educational Leadership Monograph Series

Once upon a time there was a school, a small school to be sure, that wandered aimlessly through the forests and cities of every educational idea. It would decide, rather randomly, that this idea sounded good, that one might be interesting, they would enjoy teaching that, a that the building would work well for this. It was a pleasant little school. Everyone was happy. The board of directors was happy. The superintendent was happy. The teachers were happy. The students were satisfied. Average was wonderful.

One day the happiness was shattered by cutbacks in state funds. There was talk of …

People Skills, Beverly S. Barr

Institute for Educational Leadership Monograph Series

Communication, whether short-term or long-term, is obviously a two-way process. Both parties have to be able to listen as well as verbalize. Both have to be able to work with a variety of people. Therefore, to ensure communication between a superintendent and a board of education, or any other group or individual, training and continued growth are needed in how to work with different types of people and how to develop better people skills.

In talking to a variety of superintendents and board members, a mixture of key terms and ideas were repeated that they felt were necessary for good …

Cover - Front Matter - Table Of Contents

Institute for Educational Leadership Monograph Series

No abstract provided.

Where The Education Meets The Goal, Brad Rasmussen

Institute for Educational Leadership Monograph Series

Recently we celebrated Martin Luther King's birthday and he had a dream-all people would be treated equally. I believe he wanted all to have advantages and chances to be successful. Arthur Ashe, also a leader for equal opportunities and having patience for all, knew each wild mistake is necessary for children to learn. However, I guess we have not learned this and probably never will. Facilitators have actually succeeded at raising the standards of all individuals and not just a select few. I really do not have time for the teachers who feel only a select few should enjoy the …

Issue Area Three: Impact Of Various Assessment Models On Students, Schools, And College Entrance, Cheryl Budlong

Institute for Educational Leadership Monograph Series

Assessment can be defined as the broad process of collecting data used to make decisions about students or programs. Data may include quantitative (measurement) data, qualitative data, or both as a crucial aspect leading toward evaluation. Evaluation, the highest level of assessment, is the process of judging the value or worth of something. In education, this may refer to the quality of a student's performance or a program. As judgment, therefore, evaluation is predominantly a human activity, not a technical one (Boody).

Educational leaders are discussing assessment from a multidimensional perspective: norm-referenced, criterion-referenced, performance-based, authentic, alternative, and others (Phye). Frequently …

Authentic Assessment Breathes New Life Into Secondary Schools: A Practitioner's View, Sherry L. Dogruyusever

Institute for Educational Leadership Monograph Series

A visit to an elementary classroom will find students abuzz with excitement. Hands-on activities and cooperative learning are the basis of instruction. Students proudly display many examples of their work. The teacher works with each student, encouraging individual solutions to problems. As students progress through the system, however, more and more focus is on content and less and less on process. By the high school years students frequently spend hours on end listening, taking notes, completing worksheets, and answering simple recall questions. Many classes are not engaging, and students see little relevance in what they are studying. Some students are …

Issue Area Four: Assessing Readiness Of Students To Start School: How Do We Know When Kids Are Ready To Learn In A School Setting?, Kenneth L. Rigdon

Institute for Educational Leadership Monograph Series

Assessment should be considered an information-gathering technique, used primarily to help students thrive. It is, at best, a momentary snap-shot. Presently, the purpose of screening students seems to be to determine their readiness to fit in our formal system, thus excluding certain children who do not meet some pre-determined level of criteria set by the school or district. Such an approach makes children "square pegs" to fit the "round hole" of the system. When discussing the idea of assessment, then, the question becomes "ready for what?" This issue group quickly reached consensus on the fact that any assessment of children …

Assessing Readiness Of Students To Start School: Ready For What?, Dania S. Clark-Lempers

Institute for Educational Leadership Monograph Series

In assessing the readiness of students to start school, many facets must be considered. In the field of early childhood education, it has become a stock statement that "the school needs to be ready for the child," rather than, "The child needs to be ready for the school." However, as we look at the reality of what is possible in schools with limited resources, the questions become, "How can we meet the needs of the diverse group of children entering our schools?" and "What are the limitations in meeting those needs?" Only when we can answer these questions at each …

All Children Are Ready To Learn In A School Setting, Linda Gray Smith

Institute for Educational Leadership Monograph Series

All children are ready to learn in a school setting. The real question is-is the school ready for the child? Young children are natural learners. They are unique individuals who develop and learn at different rates, in different ways. They learn through sensory experiences; expressing and representing thoughts and feelings through a variety of media and forms. When they are secure and valued, young children learn best. They are curious, enthusiastic learners who want to know about the world around them. Young children learn through whole-body activities, active participation, and play. They construct knowledge; they continually act upon and organize …

Accountability: School And Community Acting In Concert, Celia R. Burger

Institute for Educational Leadership Monograph Series

Accountability in education can be improved. However, that change can occur only if the public acts in concert with the schools by striving to improve the quality of life in the community. Higher standards of education cannot be achieved if the basic needs of students and their families are not met. The public must focus energies on investing more dollars in regular instruction, teachers' salaries, and professional development with equitable distribution across districts. This focus must include "jobs, health care, reduction of violence in families and in neighborhoods, and increased funding for day care, bilingual education, summer programs-for young people, …

A View From The Boardroom, Lametta Wynn

Institute for Educational Leadership Monograph Series

Each director has her/his own reason for seeking a seat on the board. Perhaps a district conflict brought the person on the board, a particular agenda, or an axe to grind. No matter what the reason, we soon learn, if we don't already know, that as board members conflict is inevitable. For example, conflict may be among board members, between board and certain community members, or between board and district employees. A means of bringing a board together if conflict persists might be a workshop directed at sharpening listening skills, seeking alternative solutions, and stressing the importance of being certain …

Issue Area Six: Developing Positive Links With The Community, Wayne J. Lueders

Institute for Educational Leadership Monograph Series

This focus group first defined the structure within which positive links with the community take place. The following vision statement was developed:

The board, staff, and community exist in a dynamic entity encompassing the learner. The components of the entity expand and contract in relation to the world (society/environment) in which they exist.

A model was developed in an attempt to graphically represent the vision statement. The model consists of three overlapping circles surrounded by a fourth large circle. The smaller individual circles represent (a) the board, (b) the school staff, and (c) the community/parents. The larger circle which encompasses …

Service-Oriented, Student-Centered Approach Will Help Schools Gain Community Credibility, Thomas E. Davis

Institute for Educational Leadership Monograph Series

If educators are truly concerned about the future of schools, and education in general, we must recognize the importance of a positive relationship between a community and its schools. Each of us has a common interest in looking at school/community relations to improve education and the learning for students, to prepare students to succeed in a rapidly changing world, and to ensure a bright future for our communities and our country.

To be successful, educators will need to shed the image of maintaining the status quo and waiting to see what happens. Instead, they will develop more innovative and proactive …

Executive Summary, Dave Else

Institute for Educational Leadership Monograph Series

Since the Nation At Risk report was presented to the American public in 1983, there has been a combination of increasing demands for accountability and the desire to measure a variety of complex educational outcomes in elementary and secondary schools.

State standards, national standards, natural assessment, performance assessment, authentic assessment, evaluation, standardized tests, norm- referenced tests, and outcomes-based education are just a few of the euphemisms that swirl around educators as they address the intricacies of school transformation (Biemer, 1993).

While many voices call for a variety of changes in education, the primary challenges have been deciding what it is …