Deborah Wang reports that minority workers are underrepresented in the advertising industry. Wang interviews Bink Garrison (Ingalls, Quinn and Johnson) about the lack of minority workers in the industry. Wang's report includes footage of workers in the offices of Ingalls, Quinn and Johnson (advertising firm). Wang reports that Ingalls, Quinn and Johnson is participating in industry efforts to attract students into the industry. Wang notes that the Ad Club at English High School teaches students about advertising. Wang reports that Ad Club students wrote and acted in a public service announcement last year. Wang's report includes footage of the public service announcement produced by the Ad Club. Wang's report also features footage of Pam Piligian (Ingalls, Quinn and Johnson) working with students in the Ad Club. Piligian and Michelle Wilcox (11th grade student) talk about the Ad Club. This tape includes additional footage of workers at the offices of Ingalls, Quinn and Johnson.
In this monograph the author offers the reader a new perspective on an important, dynamic, and sometimes daunting issue: managing successful school-based leadership. Organized around the seven elements of art criticism, the author uses an arts-based approach to weave together notions of research-based leadership skills for successful school-based management with standards of professional competence as represented by the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders.
Ever so eloquently, Phillip Schlechty (1997) discusses five types of actors participating in any change process. It is important for school leaders to understand these different actors and their needs, desires, and roles in the process of any implementation of program development. Every school has trailblazers: teachers and staff who willingly venture into the unknown, such as the implementation of technology. Education leaders are remiss if they do not provide opportunities for trailblazers to be out in front of innovation efforts. Pioneers, though as adventurous as trailblazers, need assurance that the implementation of technology is worth the effort. Settlers, the third type of actors, need more detail and more specific direction than do either trailblazers or pioneers. Resisters (called stay-at-homes by Schlechty), are simply satisfied with the status quo and see no reason to change their thinking or strategies for doing things. Though the principal must provide opportunities for resisters to see the advantages of technology implementation, resisters are generally not a threat to innovation. The danger of course, is to neglect resisters for fear they join the forces of the fifth group of actors, the saboteurs.
Most texts and courses focused on the administration of school personnel do a pretty good job of defining the subject but few effectively and thoroughly explain the WHO are the personnel? In addition, much of the instructional material (i.e., texts, manuscripts, etc.) assumes that leading and managing personnel is "cut and dried." Assuming that personnel issues are similar across the wide range of school districts and divisions is problematic to say the least. For example, leading and managing personnel issues in a small rural district in Southwest Virginia is much different than the administration of human resources in Fairfax County, Virginia. The purposes of this course in personnel administration are: (1) to discuss and reflect on the many situational variables that exist in schools, (2) to think about and understand the amiguity of leadership, and (3) to ready students for the myriad of situations and problems encountered in the administration of personnel.
Staff development practices have undergone considerable change over the last two decades. Three trends contributing to the change are: (1) results-driven education, (2) the systems approach to school organization, and (3) the emphasis on constructivism on teaching and learning (Rebore, 1998). All three have powerful implications to how we design and implement professional development programs for technology.
This study asks, what knowledge matters most to on-the job school administrators? This article is a report of an investigation into what practicing leaders in Florida believe they must know and be capable of in order to effectively perform their role. The focus is relevant to the preparation of principals and to best practices that can advance the profession of educational administration. Reflecting an unusual approach to empirical study, this study initiates conversation about establishing a knowledge base for principals and professors by exploring leadership as actually practiced in schools and by turning to novice administrators for feedback. For the purposes of this research, new administrator/leader was defined as assistant principals and principals who have been working in their school-based positions for up to 2 years.
Victoria in Australia is one of the schools systems which encouraged schools to develop more open school cultures supported by school committees, clubs and councils with community representatives since 1958. In the early 1970s, school administration was decentralized into several regions by posting bureaucrats with delegated authority to the newly created regions. In 1976, mandatory, corporate governing body-type school councils were established based on the Education (School Councils) Act of 1975. In 1980, resulting from a prolonged industrial dispute; an employee of a school was debarred from being elected as the council president of the same school, vesting the day-to-day administration in the hands of the school principal in the capacity of CEO of the school. In 1984, the authority and responsibility of councils were further strengthened based on the Education (School Councils) Amendment Act of 1983. In 1993, the Schools of the Future (SOF) reforms with negotiated charters between schools and communities were introduced. In 1999, a UNESCO, publication claimed that the Victorian SBM enhanced by SOF represented one of the most comprehensive strategies at school decentralization for higher student performance attempted anywhere in the world. In 2003, Victorian Government Blue-Print further strengthened school based governance (SBG). In 2004, Victorian schools system claimed that it is a world leader in SBG and in 2006, with the enactment of the Education and Training Reforms Act, SBG was further consolidated. In 2007, on a fact finding visit by a team of OECD experts confirmed the claims made in 1999 and 2004. (250 words) This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 3: "An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment."
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