Recruitment, Socialization, and Accountability of School Administrators in Two Urban School Districts

Due to the impending shortage of qualified candidates for administrator positions, school districts are faced with the challenge of attracting and preparing candidates for the administrator role. This empirical study focused on leadership succession planning and leadership development in response to meeting the demands of the social preoccupation of accountability

Performance Appraisals of School Administrators in One Canadian School District: A Contemporary Model

Research indicates that a sound performance appraisal process for school administrators contains key mechanisms that manifest themselves through dimensions of effective planning, assessment, and evaluation; effective use of resources; and communicating clear expectations. This article documents the development of a contemporary model of performance appraisal of school administrators in a Canadian school district. It is clearly presented as a guideline for individual educators who are committed to ongoing professional development. It may well serve as a guideline for other school districts where performance appraisal processes are being revisited and revamped for purposes of accountability and school administrators' performance effectiveness.Selon les recherches, un processus valide visant l'évaluation de la performance des administrateurs scolaires implique des mécanismes clés qui se manifestent par le biais d'une planification et d'une évaluation efficaces, d'un emploi judicieux des ressources, et de la transmission d'attentes claires et précises. Cet article trace le développement d'un modèle contemporain portant sur l'évaluation de la performance des administrateurs scolaires dans un district scolaire au Canada. Ce modèle se veut un ensemble de principes directeurs pour les enseignants soucieux de parfaire leur développement professionnel. Il pourrait également servir de lignes directrices aux autres districts scolaires qui réévaluent leur processus d'évaluation de la performance dans le but d'accroître la responsabilisation et d'augmenter l'efficacité de la performance des administrateurs scolaires

Professional Growth and Performance Appraisals of School Administrators: A Contemporary Model

A sound performance appraisal process for school administrators contains key components in accordance with legislation, board policy and contractual agreements. This paper examines the performance appraisal process for administrators in one Canadian school district that may serve as a guideline for individual educators who are committed with on-going professional development

The Predictive Power of Homework Assignments on Student Achievement in Mathematics

This study examined the relationship between homework performance (percent of homework completed and percent of homework correct), student characteristics (Stanford Achievement Test score, gender, ethnicity, and socio-economic status), perceptions, and challenges and academic achievement determined by the students’ average score on weekly tests and their score on the Florida Comprehensive Assessment Test (FCAT) Norm Reference Test (NRT) mathematics assessment

A Model for Teacher Induction and Mentoring Programs

There is argument for differentiation between induction and mentoring programs. A basis of this paper is that both programs must coexist; that neither program can be effective without the other. Literature, data and the experiences of a novice teacher revealed components of effective mentoring/induction programs for teachers

Class Size Reduction for the State of Florida: Is This the Solution for a Better Education?

Smaller class sizes have a positive impact on student achievement but Florida struggles with the problem of how to achieve smaller classes. Through a review of the literature, this paper discusses some of the programs currently used across the US, with the focus on Florida. Conclusions and implications are presented

Female Secondary School Leaders: At the Helm of Democratic Schooling and Social Justice

We chose the philosophical tradition of phenomenology as the qualitative methodology to study four women school leaders. Semi-structured interview data indicated that their professional experiences impacted how their leadership practices advance social justice in their education organizations, espouse the belief that equity matter, and exemplify the torchbearers of democratic ideals

An Exploratory Analysis of John Dewey\u27s Writings: Implications for School Leaders

The purpose of this study was to synthesize the operational definition of education through an exploratory analysis of John Dewey’s writings. Dewey’s definition of education changed from 1938 to 1896. Findings suggest that schools promote more social and emotional learning through instructional activities such as service-learning

A Case Study of the Assignment of Withdrawal Codes for Reporting Dropouts in Two Disciplinary Alternative Schools

This study examined assignment of withdrawal codes by school administrators in two disciplinary alternative schools. Findings revealed: (a) codes were inaccurately assigned intentionally to keep students from returning to a regular school without notification, and (b) administrators improperly tracked students and failed to ascertain students’ reasons for dropping out