expected processes and outcomes for effective school leaders. These standards were developed in order to enhance the quality of education. Just as the No Child Left Behind Act (2001) was created to promote educational excellence for all students and teacher accountability, the ISLLC Standards were implemented so that all school leaders were held accountable towards the success of all students and stakeholders. The ISLLC standards are essential towards the development of an effective school leader.
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educational leadership is only out-ranked by effective classroom instruction in regards to school-related indicators involving student achievement. Strong leadership draws good teachers and may strengthen struggling ones. These standards are essential because schools/districts are much more likely to recruit and keep strong teachers if they have strong leaders. Although many challenges face the leadership at my school, I think that school culture, budget deficits, and lack of communication are three of
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program was developed to give school districts financial incentives to improve failing schools and motivate educators about attaining these expectations. In addition, this “race to the top” initiative will increase the emphasis of accountability on teachers and school leaders. More than ever, in today’s climate of heightened expectations, principals are in the hot seat. They are being scrutinized on their ability to improve teaching and learning. They need to be educational visionaries, instructional
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A. Reference: Rebora, A. (2011, October 12). Teachers: Schools Lack Resources for Diverse-Needs Students. Education Week. Retrieved February 7, 2014, from http://www.edweek.org/tsb/articles/2011/10/13/01metlife.h05.html B. Synopsis of the Article: This article is talking about the lack of resources for the diverse needs of students in the classroom. The article mentions that teachers and parents believe that programs and resources to help diverse learners should be a high priority in
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Family AND EDUCATION The definition of education guiding mainstream schools today is that education is the delivery of knowledge, skills, and information from teachers to students. While the above metaphor—education as a delivery system—sounds reasonable, it misses what is most important about education. This mistaken idea of what true education is and how it can be achieved is the root problem in mainstream education today. School
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was of the belief that with enough support and determination, any student could become “college-ready.” Her dream was to change the notion many teachers held that children who bussed to schools from less advantaged areas could not succeed on par with other students (“Our”). As a result, these students were indeed only achieving as little as their teachers believed they would- a common phenomenon called expectancy effect (Sutherland, 1972). In 1992, AVID became an official nonprofit and has since been
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experience, even in a large class, provides for the collaboration between its students and teacher. Does Online learning create isolation for the student and not allow or promote a creative learning environment ? Is the student teaching the teachers in an online environment? In the online environment, a teacher is not teaching each student, nor does the teacher know where the student is intellectually. In a traditional school setting, the teacher is constantly working to figure out what his or her
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Review of Research School Leadership Study Developing Successful Principals Stephen Davis Linda Darling-Hammond Michelle LaPointe Debra Meyerson Stanford Educational Leadership Institute Commissioned by The Wallace Foundation SELI Stanford University School of Education 520 Galvez Mall Stanford, CA 94305-3084 Phone: 650.724.7384 Fax: 650.723.9931 Email: principalstudy@stanford.edu http://seli.stanford.edu This report was commissioned by The Wallace Foundation and produced
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Running Head: ISLLC Standards CARLA JONES EDA 534 ISLLC Standards Reflection ISLLC 2008 Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge | Skills | Enduring Understandings | Essential Questions | Administrators will know… | Administrators will be able to… | Administrators will understand that… | | School culture
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University Leadership Style A1. & A2. Style and Philosophy Impact/Evaluation: The practicum site administrator most often utilizes a transformational leadership approach, where she likes to be out among the stakeholders, including parents, teachers and scholar’s, providing a hands on methodology to leadership while being involved with those she works with. The site administrator sets the example, by modeling what she expects others to do. Additionally, the administrator likes to put coworkers
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