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Leadership--District SuperintendentSelected Research & Readings (Additional Resources)
 
  LEADERSHIP--DISTRICT SUPERINTENDENT
 
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Selected Research & Readings
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Leadership--Principal/School


Educational Leadership: A Series of Papers on the Superintendency - ECS commissioned Thomas E. Glass, professor of Educational Leadership at the University of Memphis, to produce a series of issue papers on the state of the superintendency. The issue papers listed below are based on survey results from four key groups: (1) school board presidents; (2) a group of outstanding "superintendent leaders"; (3) consultants who have been involved in superintendent hiring searches; and (4) members of key state education groups, including chief state school officers, the American Association of School Administrators and the National School Boards Association. By viewing the role of the superintendent through several different perspectives, these papers help shed a more balanced light on the serious problems that the superintendency currently faces. These papers also provide potential policy questions that should be considered in order to address these problems.

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Reculturing Educational Leadership: The ISLLC Standards Ten Years Out - This article chronicles the role of the Interstate School Leaders Licensure Consortium (ISLLC) and outlines the design of its change engine – the ISLLC Standards for School Leaders. The goals of this publication are to expose the scaffolding that supports the ISLLC standards and address critiques that have been directed at those standards and their use in the rebuilding process. (Joseph Murphy, National Policy Board for Educational Administration, September 2003)...

Exceptional and Innovative Programs in Educational Leadership - This paper offers a brief history of the major issues that have emerged in new or revised leadership preparation programs, including knowledge base, clinical experience (internships), instruction strategies, student recruitment and faculty structure. Recommendations for university programs include: (1) programs should emphasize theoretical and clinical knowledge, applied research and supervised practice; (2) the program chairperson should be responsible for program development and renewal; (3) professors should collaborate with administrators to reform curricula; (4) the faculty should have varied academic backgrounds and experience; (5) professors should be reviewed on professional development; (6) funding and staffing should make excellence possible; (7) the reward structure for professors should include curriculum reform and instruction innovation; and (8) students, specifically those from ethnic minority groups, should be provided with scholarships and other incentives for successful recruitment. (Barbara Jackson, National Commission for the Advancement of Educational Leadership Preparation, September 19-21, 2001)...

Leadership for Accountability - School leadership is being redefined. A decade ago, the accountability challenge evoked images of strong top-down leadership, calling for principals to firmly take the reins, point the direction and lead the charge. Today, shared decisionmaking is the norm, and stakeholders expect to have a voice in determining the school’s direction. Principals retain the ultimate responsibility, but must work with and through others to get the desired results. Concrete solutions remain elusive, but the works reviewed here provide insights into the different dimensions of this challenge. This brief takes stock of today’s comprehensive accountability systems. (Larry Lashway, Research Roundup 17, 3, ERIC Clearinghouse on Educational Management, Spring 2001)...

Measuring Leadership - School principals are responsible for identifying leadership in others, as well as for being analytical and reflective about their own capabilities. Are they leading their schools effectively? This brief reviews the literature available on measurements of leadership. It provides a variety of helpful perspectives on how to assess principals, describes the techniques and tests that are used, and offers recommendations for improvement. (Larry Lashway, Research Roundup 14, 2, ERIC Clearinghouse on Educational Management, Winter 1997-98)...

Mistakes Educational Leaders Make - The authors contend that most of the shortcomings and mistakes school administrators make fall into the category of poor human relations such as poor interpersonal-communication skills, a lack of vision, failure to lead or avoidance of conflict. Through a review of several articles and surveys, they identify the types of mistakes leaders tend to make and whether or not leadership training programs can be improved. They also offer ideas on how to avoid career-ending mistakes. (Clete Bulach, Winston Pickett and Diane Boothe, ERIC Clearinghouse on Educational Management, Digest 122, June 1998)...

Standards for Administrators - Today, standards are the driving force for school reform, as virtually all states move toward some form of standards-driven accountability. When schools set explicit learning outcomes, students, teachers and principals have clear accountability for results. The new standards for students have been accompanied by new expectations for educators. While student achievement remains the ultimate measure of success, professional organizations have made progress in developing the performance standards that should govern the actions of teachers and administrators. This research review evaluates five reports that address standards for administrators, asking how they will affect principals on the job, and if they serve as a concrete guide for daily decisionmaking. (Larry Lashway, Research Roundup 15, 1, ERIC Clearinghouse on Educational Management, Fall 1998)...


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