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ERIC Number: ED519130
Record Type: Non-Journal
Publication Date: 2010
Pages: 104
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0697-4
ISSN: N/A
Examining the Profession: Policy Standards and Practice
Donovan, Beverly M.
ProQuest LLC, Ph.D. Dissertation, Capella University
No longer is there a small red schoolhouse that serves as the learning institution for a small number of children and a few teachers. Schools of today have blossomed into high-stakes testing, inequitably funded, poverty-challenged, microcosms of students many with language and ability barriers (Bellamy, Fulmer and Muth, 2003). Today's principals have to rise to these and other challenges while ensuring that student achievement remains the focus, hence the role of the school administrator has changed. The Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) standards promote a shared vision as a critical component in effective leadership. This vision will provide an opportunity for every child to achieve at high levels of academic and social development and foster school improvement. On December 12, 2007, The National Association of Elementary School Principals (NAESP) specifically as well as the National Policy Board for Educational Administration (NPBEA), a collective body of leading policy boards on leadership, clearly defined and adopted new national leadership standards that were revised from the ISLLC standards for the education leader of the 21 st century. These change and learning-focused standards support the need for action by principals to identify and perform the functions of the school administrator to the benefit of all they are chosen to serve. This study sought to have practicing public school principals and teachers of urban schools to rate the principal's level of implementation of the functions associated with the ISLLC 2008 standards. The principals and teachers responded to a survey that identified the functions in correlate to the ISLLC 2008 standards recently adopted by the National Policy Board for Professional Teaching Standards under the direction of the Council of Chief State School Officers. Principals and teachers assigned varying levels of implementation to the functions in guiding the school administrator's professional practice. Comparisons between the principals' and teachers' reported levels of implementation were made on each function associated with the ISLLC standards as well as by standard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A