Análisis de las barreras que afectan un proceso en la toma moral de decisiones efectivas

Abstract:: Este proceso de diagnóstico es usado en una clase llamada Liderazgo Ėtico. Esta clase, es parte de un programa de graduados para administradores incluyendo directores. Este proceso de diagnóstico ha sido aprobado por el Consejo de Acreditamiento de Maestros el cual es conocido en Inglés como The National Council for the Acreditation of Teacher Education. Este proceso de diagnóstico ha reunido todo lo estipulado por esta organización en la inclusión de estándares o normas para las cuales ha sido diseñado (ELCC 5.1 & 5.3). La tarea consta de dos secciones. En la primera sección, los candidatos son preguntados a entrevistar profesionales en el campo acerca de las decisiones o dilemas que ellos han tenido y con esta información se analizan las respuestas. En la segunda sección, los candidatos se entrevistan entre ellos mismos acerca de los fracasos morales que ellos han experimentado en la toma de sus propias decisiones. Analizan sus respuestas a través de dos conceptos claves enseñados en clase: Esquema téorico y proceso en la toma moral de decisiones.

No Strings Attached

Guidelines for Interns, Mentors, and Home School Principals, 2009-2011

Abstract:: Interns work directly with on-site supervisors (mentors), home-school principals, or other principals, supervisors, or agency administrators on specified objectives for the number of clock hours designated in a signed agreement. The mentor or campus supervisor approves all experiences used for the completion of objectives. At least one reading is selected to facilitate the achievement of each objective in the internship. Reflections on the experiences, the readings, and the relationship between the two are recorded in a log, which is regularly reviewed by the on-site and campus supervisors.

No Strings Attached

Abstract:: In this article readers will find a set of professional standards for developing the requisite knowledge, skills, and dispositions of change leaders so they can facilitate the challenging and complex process of creating and sustaining systemic transformational change in their school districts. The standards were derived from research on effective change leadership and adjusted to apply to school systems.

No Strings Attached

Abstract:: New assistant high school principal, Gwen, and veteran English teacher, Anita, disagree on Gwen’s approach to instructional leadership. Gwen’s focus as a supervisor is on raising student achievement test scores. She prefers to make brief visits to classrooms, and she knows exactly what she wants to see happening during those visits. Anita views teaching and learning as an interactive process that requires more complex observation and evaluation methodologies. However, new business education teacher, Lisa, is satisfied with Gwen’s approach. Consequently the two teachers have quite different post-observation conferences with Gwen about their teaching. Principal Jim provides limited support for his new assistant principal, Gwen. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: "An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders."