ERIC Number: EJ843074
Record Type: Journal
Publication Date: 2006
Reference Count: N/A
School Administration--A Complex Profession Requiring Rigorous Standards
Reynolds, Bronte H.
AASA Journal of Scholarship & Practice, v3 n1 p51-53 Spr 2006
Over the decades, those in education have waged a noble struggle in an attempt to achieve the respect and dignity worthy of their profession. Their social value, their worthiness, and the critical nature of their success, it can be argued, are every bit as significant as that of practicing medicine. Research consistently demonstrates the positive impact of a well-educated, well-trained principal on his or her school. The circle of influence of an educational leader is profound when considering the lives of those touched by a school principal or a district superintendent throughout a career. And, while death may not be a fateful outcome for the students they serve, thoughtful and rigorous preparation of an educational leader is, in fact, a matter of life. Those in the field of educational administration continue with this struggle for recognition, not for self-serving reasons but for a greater social good. Just when the heroes and heroines in positions of administrative leadership have made painfully slow progress toward professional recognition, they find that in one fleeting moment, their status has been compromised. Any progress toward public trust has received a major set-back by de-professionalizing educational administration with the new law and California Commission on Teaching Credentialing regulations that provide for administrative credential achievement by testing out. Motivation to pursue administrative credential alternatives arises from the dearth of qualified applicants for administrative positions generated statewide over the past decade. There are other ways to attract candidates to the field other than by de-professionalizing the profession with tests in lieu of coursework, especially when considering the growing complexity of the profession. The author recommends that the American Association of School Administrators (AASA) and its state affiliates must eschew the quick fix afforded by testing in lieu of quality administrative preparation programs. Actions must be taken in order to secure an administrative credential and avoid being swept up in the wake of a trend that compromises the status of its members.
Descriptors: School Administration, Principals, Instructional Leadership, Credentials, Standards, Professional Recognition, Academic Achievement, Educational Assessment, Testing
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: email@example.com; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California