Search results for: Leadership
Page 5/6 52 items
Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium
In this article, the authors examine the standards used to prepare special education administrators. The authors offer new insights into the knowledge and skills needed to facilitate the inclusion of diverse students with disabilities in standards-based classrooms.
Updated: Jun. 15, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
This article explores the sacred space of teaching and learning by examining a five-year personal inquiry into the study and practice of teaching leadership. The article explains a parallel process which describes students' learning and the author's own learning and development as a teacher, scholar, and university leader as a result of working together in experiential undergraduate leadership classes.
Updated: Dec. 08, 2009
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Updated: Dec. 07, 2009
The Role of 'Accomplished Teachers' in Professional Learning Communities: Uncovering Practice and Enabling Leadership
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Updated: Dec. 02, 2009
The purpose of this article is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research to support leaders’ understanding of facilitation of mathematics professional development: sociomathematical norms and practices for orchestrating productive discussion. They describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. 24 NW leaders and 12 SW leaders participated in the seminars developed by the authors.
Updated: Nov. 04, 2009
This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. The authors conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context.The authors argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences.
Updated: Oct. 14, 2009
This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. Secondly, the focus shifts from the perspective of the new teachers to that of the organization leaders, who emphasize that professional competence is complex.
Updated: Jan. 12, 2009
The Implementation of A Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Updated: Dec. 14, 2008
This article reports a self-study conducted during the author's four-year tenure as head of the elementary school department within a college of education. During that period, she explored her developing understanding of the role of relationships in the processes of her professional and personal growth. The author describes the three cycles of action that comprise the process of change she instigated in the department. She also describes the three phases she identified retrospectively.
Updated: Dec. 14, 2008