School Leadership Standards

2010 ◽  
pp. 768-776
Author(s):  
L. Ingvarson
Keyword(s):  
School Leadership ◽  
Leadership Standards ◽  
School Leadership Standards

The Impact of Technology on School Leadership

2012 ◽  
pp. 847-862
Author(s):  
John K. Hope
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Future Perspectives ◽  
Leadership Standards ◽  
Personal Qualities ◽  
Impact Of Technology ◽  
The Impact ◽  
Near Future ◽  
School Leadership Standards ◽  
Future School

Past, present, and future perspectives on the impact of technology on school leadership are included, viewed through the framework of published school leadership standards. The chapter concludes with comment about technology induced issues likely to be faced by school leaders in the near future, followed by advice about the personal qualities required for future school leaders to confront these issues.

scholarly journals Chinese Principal Perceptions on the American School Leadership Standards

2014 ◽  
Vol 2 (11) ◽  
pp. 95-104
Author(s):  
Mingchu Luo ◽  
Paul Bland ◽  
Edwin Church ◽  
Caitlin Burk
Keyword(s):  
School Leadership ◽  
Principal Leadership ◽  
School Organization ◽  
Principal Perceptions ◽  
Leadership Standards ◽  
School Vision ◽  
Chinese School ◽  
Leadership Dimensions ◽  
School Leadership Standards ◽  
Made In

The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.

scholarly journals Availability of Professional Learning Community and the Leadership Practices that Support it in Governmental Schools in Egypt and the Sultanate of Oman

2016 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Yasser F. Al-Mahdy ◽  
Aisha S. Al-Harthi ◽  
Badria A. Al-Rawhia
Keyword(s):  
Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Leadership Practices ◽  
Sultanate Of Oman ◽  
Government Schools ◽  
Leadership Standards ◽  
And Gender ◽  
School Leadership Practices ◽  
School Leadership Standards

The purpose of this study was to identify the availability of the dimensions of Professional Learning Communities (PLCs) and the leadership practices that support them in government schools. It also investigated the differences in the previous areas across nationality (Egyptian/ Omani), and gender (male / female). The study sample consisted of 1235 teachers 509 from Egypt and 726 from Oman. The scale developed by Olivier, Hipp and Huffman (2010) was used to measure PLC dimensions, and Pohl (2012) classification was used to identify school leadership practices that support PLCs in schools. This classification is aligned with school leadership standards. The overall sample rated highly both the availability of PLC dimensions and the leadership practices that support them. The study found significant differences due to nationality in favor of the Omani sample, and due to gender in favor of females. The study concludes with some mechanisms recommended to improve PLCs and school leadership to support them in government schools. 

scholarly journals Current Trends In Educational Leadership For Student Success Plus Facilities Planning And Designing

2011 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Ann Hilliard ◽  
Barbara Talbert Jackson
Keyword(s):  
No Child Left Behind ◽  
Leadership Development ◽  
School Leadership ◽  
School Safety ◽  
School Leaders ◽  
Daily Basis ◽  
School Leader ◽  
Leadership Standards ◽  
Use Of Technology ◽  
Special Programs

Many school leaders today are experiencing many challenges to ensure that their schools are successful.  Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test.  If students do not make AYP Annual Yearly Progress based on set standards, the school leader is viewed as not being effective.  The school leader/administrator is at the front-line for their school’s progress on a daily basis and just to name a few items, school safety, appropriate curriculum and accommodations for students, high quality instruction service to all students and utilizing technology to enhance instruction and management tasks (Lashway, 2003).  This research paper will discuss aspects and trends in leadership in the following areas:  leadership standards, leadership development, shared leadership, support for school leadership, change in mission, facility planning and designing, classroom configuration, use of school time, early programs, special programs, school transfer, use of technology and virtual schools.

scholarly journals The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand

2019 ◽  
Vol 8 (5) ◽  
pp. 175
Author(s):  
Halima M. Iskak ◽  
Mark Anthony C. Pa-alisbo
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
21St Century ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Characteristics ◽  
Leadership Standards ◽  
Descriptive Research ◽  
Administrative Experience ◽  
Professional Leadership

The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data. Data analysis showed that the school administrators are females, with master’s degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.

The translation of leadership standards into leadership practices

2016 ◽  
Vol 54 (5) ◽  
pp. 593-608 ◽  
Author(s):  
Augusto Riveros ◽  
Carolyne Verret ◽  
Wei Wei
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
School Administrators ◽  
Structured Interviews ◽  
Leadership Standards ◽  
Content Type ◽  
Vice Principals ◽  
Field Notes ◽  
Emerging Themes ◽  
Emergent Identity

Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.

scholarly journals Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

2019 ◽  
Vol 27 ◽  
pp. 115 ◽  
Author(s):  
Amy N. Farley ◽  
Joshua Childs ◽  
Olivia Johnson
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Administrators ◽  
Qualitative Content Analysis ◽  
Professional Associations ◽  
Wicked Problems ◽  
Administrative Authority ◽  
Preparation Programs ◽  
Leadership Standards ◽  
Educational Leadership Preparation Programs

The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.

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