Teaching Leaders to Lead Teachers, Volume 10: Educational Administration in the Era of Constant Crisis (Advances in Educational Administration) (Advances in Educational Administration)

cover.jpg......Page 1
sdarticle.pdf......Page 2
Introduction: Teaching Leaders to Lead Teachers: Educational Administration in the Era of Constant Crisis......Page 3
References......Page 5
Becoming a Leader of Content Knowledge......Page 7
Introduction......Page 8
The Personal Journey......Page 10
The Public Journey......Page 13
The Situational Journey......Page 14
The Journey Never Ends......Page 15
A Case Study: The Challenge of High Hispanic Dropout Rates......Page 16
References......Page 20
Learner-Centered Leadership: Learning through Mentoring, Coaching, and Professional Development Activities......Page 22
Learner-Centered Leadership: An Overview......Page 23
Extending Learning Principles to Adult Learners and School Leaders......Page 24
Learning and Autonomy......Page 25
Adaptive Practice......Page 26
Learning Occurs in Multiple Contexts......Page 27
Application to Practice: The Learner-Centered Leadership (LCL) Project......Page 28
Summary of the Learner-Centered Leadership Program’s Approach to Learning......Page 31
Preliminary Outcomes......Page 32
Theoretical Implications: What We Have Learned......Page 34
References......Page 38
Introduction......Page 40
A Brief History of the Development of Traditional Standards for Administrators......Page 41
Technology Standards for Administrators......Page 43
From Standards to Practice......Page 44
Shifting Dispositions Toward Appropriate Use of Technology......Page 45
Knowledge and Skills Relevant to the Effective Use of Technology......Page 47
Examples of How Technology can be Used to Meet Administrator Standards......Page 48
Do not become Overwhelmed......Page 53
Concrete Advice for New Principals......Page 54
References......Page 55
The CSUN/LAUSD Collaborative: A Model University/School District Partnership in the Preparation of New School Administrators......Page 56
Introduction......Page 57
The Start of the Collaborative......Page 60
The Benefits of the Collaborative......Page 63
The Curriculum......Page 64
Facilitating the Transition from Teacher to Administrator......Page 66
Initial Experiences and Lessons Learned......Page 67
Summary......Page 69
References......Page 72
Harmonious Texture of Cultural Values and Democracy: Patterns of Success......Page 74
School Administration in Turkish Context......Page 75
Methodology......Page 78
How do School Principals Perceive Themselves?......Page 79
The Key to Success is to Focus on Human Relations......Page 80
A Model for Success: School is Home......Page 82
Creating Warm and Lively School Atmosphere......Page 85
Principals Should Use Effective Communication Skills......Page 87
Principals Manage Schools Democratically......Page 89
Conclusion and Discussion......Page 90
References......Page 92
The Role of the Building Administrator in Special Education Supervision......Page 95
Placement of Students......Page 96
Monitoring the Process......Page 98
Section 504 Plans......Page 99
Student Records and Privacy......Page 100
Working with Parents and Advocates......Page 101
Discipline of Special Education Students......Page 104
Working with Outside Agencies......Page 106
No Child Left Behind......Page 107
References......Page 109
Introduction......Page 110
Human and Social Capital in Special Education......Page 111
Teacher Evaluation and Professional-Development Practices......Page 113
The Role of the Administrator......Page 115
The Role of Teacher Efficacy......Page 116
Self-Efficacy as Human Capital......Page 117
Collective Efficacy as Social Capital......Page 118
Situational Leadership......Page 119
Conclusion......Page 121
References......Page 122
School Administrator Efficacy: Assessment of Beliefs about Knowledge and Skills for Successful School Leadership......Page 126
Introduction......Page 127
Social Cognitive Theory......Page 128
Overview of Efficacy......Page 129
Teacher Efficacy......Page 130
School Administrator Efficacy......Page 131
Measuring School Administrator Efficacy......Page 132
Teacher Efficacy is Related to Administrator Efficacy......Page 134
Assessment of School Administrators’ Professional Development Needs......Page 135
References......Page 138
Appendix. Items from the School Administrators’ Efficacy Scale (SAES) (McCollum et al., 2005)......Page 140
Introduction......Page 144
Emphasis on Data......Page 145
Student Achievement......Page 146
Has NCLB Made A Difference?......Page 147
Theories of Leadership......Page 148
Moral Leadership Theory Based Recommendations......Page 149
Professional Learning Communities......Page 150
Supervising Untenured Teachers......Page 151
Mentoring Beginning Teachers......Page 152
Conclusion......Page 153
References......Page 154
Introduction......Page 156
Factors influencing principal development......Page 158
Two premises for future/new principals......Page 160
Overall Principal Credibility......Page 162
Credibility of Future/New School Principals in a Given Area......Page 164
Formulating a Credibility Strategy: How and Why......Page 166
Examples of Application of Proposed Benchmark......Page 167
Questions to Help Guide Future/New School Principals in Developing their Credibility......Page 170
Notes......Page 171
References......Page 172
Education Leadership as ’Capital’ for a Diverse School Setting: Understanding the Dynamics of Social and Symbolic Capital as Exemplars of Successful Leadership Strategies......Page 173
Introduction......Page 174
Interactive Dynamics of Educational Leadership and Capital Forms......Page 175
Theoretical Perspective......Page 179
Methods and Methodologies......Page 180
Defining the Components of Educational Leadership......Page 181
Demonstrating Impact of Educational Leadership......Page 183
Defending Democratic Strategies for Educational Leadership......Page 185
Implications of Social and Symbolic Capital for Educational Leadership......Page 187
References......Page 188
Introduction......Page 189
Macropolitics of Teacher Leadership......Page 190
The National Scene......Page 191
Why Teacher Leadership?......Page 192
Masters of Education Program......Page 193
Teacher Leadership......Page 194
Mathematics Teacher Leadership......Page 195
Framework: Assumptive Worlds......Page 196
Teacher Leader Lived Realities......Page 197
Domain 1: The Right and Responsibility to Initiate......Page 198
Rule 2: Remake Policy Quietly......Page 199
Rule 1: Avoid Moral Dilemmas......Page 200
Rule 2: Do not Display Divergent Values......Page 201
Domain 3: Patterns of Expected Behavior......Page 202
Rule 2: Do not Get Labeled as a Troublemaker......Page 203
Rule 4: Cover All Your Bases......Page 204
Rule 2: Align Your Turf......Page 205
Note......Page 206
References......Page 207
Introduction......Page 210
Title I......Page 212
Analysis......Page 217
Dysfunctional Deference and Disregard......Page 221
Conclusion......Page 223
References......Page 224
Introduction......Page 227
Societal Waves of Change......Page 228
Leadership Defined......Page 230
Collaborative Leadership of the 21st Century......Page 231
Friend and Cook’s Collaborative Model of Interaction......Page 233
Principle-Centered Leadership......Page 235
A True Story of Principle-Centered Leadership......Page 236
The Tapestry of Collaboration......Page 237
References......Page 238
Introduction......Page 240
The State of Leadership Preparation......Page 241
Principles of the National College for School Leadership......Page 243
Practice Relevant Research......Page 245
Foundation for Practice......Page 246
Conclusion......Page 247
References......Page 248
Supporting Teacher Leadership: Mixed Perceptions of Mandated Faculty Study Groups......Page 250
New Directions in Staff Development......Page 251
High-Quality Professional Development......Page 252
Professional Learning Communities......Page 253
Shared Leadership......Page 254
Voluntary Versus Mandatory Study Groups......Page 255
Featured Case: A School Faculty in Transition......Page 256
Teacher Resistance......Page 257
Survey Structure......Page 258
Personal Perceptions......Page 259
Professional Growth and Collegiality......Page 260
Poor Cooperation......Page 261
Personal Perceptions......Page 262
Faculty Study Groups......Page 263
Positive Culture......Page 264
Supporting Teacher Leadership......Page 265
Mandated versus Voluntary Study Groups......Page 266
Departing Words......Page 267
References......Page 268
Demographic Information......Page 270
II. Faculty Study Groups......Page 271
III. Terminology Associated With Faculty Study Groups......Page 272
Introduction......Page 273
The School District Budget......Page 277
Pre-Budget Activities......Page 278
Post-Budget Activities......Page 281
Conclusion......Page 284
References......Page 285
Serving Community: Prosocial Engagement in Educational Administration......Page 287
Towards Prosocial Educational Administration......Page 288
Realizing Social Justice in Schools......Page 291
References......Page 298
Transformative Leadership for Diverse Learning Communities: Redefining the Role of Professional Learning Communities in Urban Schools......Page 300
Introduction......Page 301
The Changing Role of the Principal......Page 303
From Common to Urban Schools......Page 304
School Reform......Page 305
Administrator Preparation Programs......Page 306
Professional Learning Communities......Page 308
New Principals in Urban Schools......Page 309
Contrasting Contexts......Page 310
Transformative Leadership......Page 312
Conclusion......Page 314
References......Page 315
Introduction......Page 317
Leadership Disengagement......Page 318
What is Causing ’Disengagement’?......Page 319
Government Responses to Leadership Disengagement......Page 321
Leadership Standards......Page 322
Capacity-Building Programs for School Leadership Teams......Page 325
Finding and Attracting School Leaders......Page 326
Possible Solutions Identified by Principals......Page 327
References......Page 331
Staying the Course: Self-Care and Mantras for the Educational Administrator......Page 335
Introduction......Page 336
The Emergence of the Technocratic Worldview......Page 338
The Urgency of Self-Care......Page 340
First Things First......Page 342
Affirmations and Mantras......Page 343
Improve Your Diet......Page 344
The Opportunity......Page 345
For Discussion with Colleagues......Page 346
References......Page 347
Introduction......Page 350
References......Page 356
About the Authors......Page 358
sdarticle_025.pdf......Page 369