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The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
Book Synopsis Educational Leadership in an Age of Accountability by : Daniel L. Duke
Download or read book Educational Leadership in an Age of Accountability written by Daniel L. Duke and published by State University of New York Press. This book was released on 2012-02-01 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Book Synopsis School and District Leadership in an Era of Accountability by : Bruce G. Barnett
Download or read book School and District Leadership in an Era of Accountability written by Bruce G. Barnett and published by IAP. This book was released on 2013-09-01 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Everyone has the potential to lead but not everyone has the passion to lead. Passion-driven leaders have the ability to transform the people around them, either serendipitously, vicariously, or through precept and example. I esteem the Principalship as one of the most rewarding and challenging positions in the vast field of education. It is where the academic rubber meets the educational road of accountability. It is not for the faint of heart or those that lack the passion or desire to serve others through leading. However, in the context of other professions, it is one of the most difficult. As a little boy being raised by a single parent, my mom would often use the phrase "more than a notion" when talking about what I would soon learn were the vicissitudes of life. Over time, I learned that the Principalship is truly more than a notion and leadership is not for the faint of heart. More Than A Notion addresses issues relevant to educational leaders in the age of accountability.
Book Synopsis More Than a Notion by : Tyrone Burton
Download or read book More Than a Notion written by Tyrone Burton and published by . This book was released on 2020-05 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Everyone has the potential to lead but not everyone has the passion to lead. Passion-driven leaders have the ability to transform the people around them, either serendipitously, vicariously, or through precept and example. I esteem the Principalship as one of the most rewarding and challenging positions in the vast field of education. It is where the academic rubber meets the educational road of accountability. It is not for the faint of heart or those that lack the passion or desire to serve others through leading. However, in the context of other professions, it is one of the most difficult. As a little boy being raised by a single parent, my mom would often use the phrase "more than a notion" when talking about what I would soon learn were the vicissitudes of life. Over time, I learned that the Principalship is truly more than a notion and leadership is not for the faint of heart. More Than A Notion addresses issues relevant to educational leaders in the age of accountability.
It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation. The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts. Perfect for courses such as: History of Education | Assessment in Teacher Evaluation | Value-Added Metrics | Urban Education | University Teacher Preparation | Teaching and Learning
Book Synopsis The Age of Accountability by : Dominic Belmonte
Download or read book The Age of Accountability written by Dominic Belmonte and published by Myers Education Press. This book was released on 2020-05-14 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation. The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts. Perfect for courses such as: History of Education | Assessment in Teacher Evaluation | Value-Added Metrics | Urban Education | University Teacher Preparation | Teaching and Learning
The Essential School Board Book highlights effective practices that are common to high-functioning boards around the country--boards that are working successfully with their superintendents and communities to improve teaching and learning.
Book Synopsis The Essential School Board Book by : Nancy Walser
Download or read book The Essential School Board Book written by Nancy Walser and published by . This book was released on 2009 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Essential School Board Book highlights effective practices that are common to high-functioning boards around the country--boards that are working successfully with their superintendents and communities to improve teaching and learning.
This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values. The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context they are part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.
Book Synopsis Transnational Influences on Values and Practices in Nordic Educational Leadership by : Lejf Moos
Download or read book Transnational Influences on Values and Practices in Nordic Educational Leadership written by Lejf Moos and published by Springer Science & Business Media. This book was released on 2013-03-15 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values. The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context they are part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.
The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”
Book Synopsis Wise Social Studies in an Age of High-Stakes Testing by : Elizabeth Anne Yeager
Download or read book Wise Social Studies in an Age of High-Stakes Testing written by Elizabeth Anne Yeager and published by IAP. This book was released on 2005-08-01 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. We chose the word wise for the title of this book, and we use it frequently to describe the pedagogical practices we have identified. The words powerful and ambitious are used as well. The larger point, as Keith C. Barton makes in his chapter, is that there is no necessary connection between content standards and high-stakes tests on the one hand, and lowlevel, rote instruction on the other. He reminds us, as Thornton (1991) and Wiggins (1987) previously have argued, that "teachers play a crucial role in mediating educational policy, and their intentions and interpretations have at least as much influence on classroom practice as does the content of standards and highstakes tests." Barton also asserts that “this makes it all the more crucial to identify the wisdom of practice that enables teachers . . . to engage students in powerful educational experiences.”
The proposed book maintains that schools face distinct types of challenges requiring distinct types of leadership. There are not, however, an infinite number of types of challenges, at least not for practical purposes. The book focuses on four sets of challenges that any principal might confront, depending on local circumstances. A principal can address each set of challenges successfully, but only by recognizing the distinctive nature of the challenges and adjusting his/her approach accordingly. This recognition of the need to make adjustments in leadership is referred to as differentiated leadership.The idea of differentiated leadership has its roots in contingency theory, situational leadership theory, and path-goal theory (Northouse, 2007). That the concept of leadership requires differentiation is further evidenced by the variety of adjectives used to modify the term instructional leadership, moral leadership, distributed leadership, servant leadership, normative leadership, and so on. In recent years, educators have been attracted to the notion of differentiated instruction. They have recognized that one form of instruction is unlikely to address the needs of all students. The approach begins with actual situations confronting contemporary principals and then analyzes the kinds of leadership functions most likely to handle the situations effectively. The book opens with an introduction to the idea of differentiated leadership and why it is important for principals to understand how different schools may face very distinct sets of challenges. Trying to apply a one-size-fits-all type of leadership can have disastrous results. The introduction also contains an overview of organizational diagnostics and the kinds of data needed to assess the particular kinds of challenges presented by a particular school at a particular point in time.
Book Synopsis Differentiating School Leadership by : Daniel L. Duke
Download or read book Differentiating School Leadership written by Daniel L. Duke and published by Corwin Press. This book was released on 2010 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proposed book maintains that schools face distinct types of challenges requiring distinct types of leadership. There are not, however, an infinite number of types of challenges, at least not for practical purposes. The book focuses on four sets of challenges that any principal might confront, depending on local circumstances. A principal can address each set of challenges successfully, but only by recognizing the distinctive nature of the challenges and adjusting his/her approach accordingly. This recognition of the need to make adjustments in leadership is referred to as differentiated leadership.The idea of differentiated leadership has its roots in contingency theory, situational leadership theory, and path-goal theory (Northouse, 2007). That the concept of leadership requires differentiation is further evidenced by the variety of adjectives used to modify the term instructional leadership, moral leadership, distributed leadership, servant leadership, normative leadership, and so on. In recent years, educators have been attracted to the notion of differentiated instruction. They have recognized that one form of instruction is unlikely to address the needs of all students. The approach begins with actual situations confronting contemporary principals and then analyzes the kinds of leadership functions most likely to handle the situations effectively. The book opens with an introduction to the idea of differentiated leadership and why it is important for principals to understand how different schools may face very distinct sets of challenges. Trying to apply a one-size-fits-all type of leadership can have disastrous results. The introduction also contains an overview of organizational diagnostics and the kinds of data needed to assess the particular kinds of challenges presented by a particular school at a particular point in time.
The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.
Book Synopsis International Handbook of Educational Leadership and Social (In)Justice by : Ira Bogotch
Download or read book International Handbook of Educational Leadership and Social (In)Justice written by Ira Bogotch and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 1272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state’s testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.
Book Synopsis Measuring History by : S. G. Grant
Download or read book Measuring History written by S. G. Grant and published by IAP. This book was released on 2009-03-01 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state’s testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.
