569,508 research outputs found

    School Administrators + School Counselors = School Success

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    Dr. Oliver share her takeaways from an #scchat Twitter chat addressing relationships between school administrators and school counselors

    Immigrant Integration: Educator Resource Guide

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    Recommends ways for district administrators, school administrators, and teachers to promote immigrant integration in schools in critical areas, including school enrollment, classroom instruction, student assessment, and family and community outreach

    Carthage School and Carthage School Administrators’ Association (2007)

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    Reflections of Practicing School Principals on Ethical Leadership and Decision-Making: Confronting Social Injustice

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    The study objective was to identify leadership dilemmas of practicing school administrators and their own codes of ethics to inform understandings of ethical decision-making. Ethical decision-making underpins leadership practice, theory, and preparation. Existing models for ethical leadership underplay the importance of social justice ethics in decision-making. The research encompassed a qualitative study based upon the constructivist paradigm. Data were collected in the form of interviews, document analyses, and professional observations with practicing school administrators in public schools. Dilemmas reported were analyzed utilizing ethical leadership theories together with social justice constructs. Results indicate ways practicing school administrators, faculty preparing administrators, and other business or organizational leaders can utilize ethical decision-making and leadership for organizational improvement

    Teacher Leader Administrators: Part 3 Of A Symposium On Teachers As Leaders

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    In this latest continuation of our multipart symposium on teacher leadership, we examine what happens when self-defined teacher leaders become school administrators. Do teacher leaders who become administrators maintain a teacher identity? Can they remain committed to their vision of teacher leadership when they take on the normative requirements and responsibilities of school administration? Through a conversation with three teachers leaders, we explore the rewards and trials of teaching, the choice to become teacher leaders and then administrators, and the unique challenges that face administrators who deeply value the professional, political, and collaborative work of teachers

    21st Century Skills State Policy Initiatives: School Leaders' Views

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    In April 2008, the Massachusetts Board of Elementary and Secondary Education formed a Task Force on 21st Century Skills to assist the Board in considering how to infuse 21st century learning into the work of the state's public schools. The Task Force created recommendations related to five broad levers for change -- educator quality and support, standards, assessment, accountability and demonstration vehicles. During February and March 2010, the Rennie Center for Education Research & Policy surveyed public school superintendents, principals and charter school leaders across the state to better understand the skills and knowledge administrators believe are most important for their students to acquire. As part of this online survey, administrators were asked to indicate the extent to which they believe the state should engage in particular initiatives that were recommended by the Task Force. This issue brief, "21st Century Skills State Policy Initiatives: School Leaders' Views", provides the percentage of administrators' agreeing with each of the Task Force's recommendations as well as considerations for state policymakers given administrators' responses.In addition to this issue brief, the Rennie Center's full report of all survey findings (Fall 2010) will provide a picture of school and district priorities for student learning statewide including the skills and knowledge school administrators believe are most important for their students to acquire. The report will also highlight school- and district-wide approaches to incorporating 21st century skills into teaching and learning as well as instructional practices
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