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ERIC Number: ED332340
Record Type: RIE
Publication Date: 1990-Apr
Pages: 52
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Preparing School Administrators for the Twenty-First Century: The Reform Agenda. NCEL Occasional Paper No. 2.
Murphy, Joseph
Focusing on the call for changes in school administration, this document reviews the nature of the educational reform movement in the 1980s before describing four trends that have fueled reform proposals. Trends described include general conditions such as the larger reform debate and the new conceptions of the appropriate organizational structure for schools as well as conditions specific to school administrators such as lessons learned from successful schools and dissatisfaction with the status quo. With reference to existing reform reports, this document explores the need for reform in the leadership, professionalism, and standards of educational administration by discussing the following areas of concern: (1) the direction of reform efforts; (2) the need for instructional focus; (3) the establishment of a professional knowledge base; (4) the need for a professional model of delivery; (5) administrator recruitment; (6) preparation program content; (7) preparation program structure; (8) monitoring progress; (9) certification standards; (10) employment standards; and (11) standards of professional development for practicing school administrators. Last, the necessity of bringing administrative programs and educational leaders' views in line with a child-centered educational agenda is discussed. Appended is a list of the 32 reform reports and studies analyzed. (108 references) (CLA)
Publication Sales, National Center for Educational Leadership, Harvard Graduate School of Education, 443 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4.00).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Cambridge, MA.; Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers: N/A