ERIC Number: EJ942990
Record Type: Journal
Publication Date: 2010
Reference Count: 2
Responsibility and Accountability in Educational Leadership: Keeping Democracy and Social Justice Central to Reform
Larson, Colleen L.
Scholar-Practitioner Quarterly, v4 n4 p323-327 Win 2010
There has been, without question, a persistent demand for holding both leaders and teachers accountable for increasing test scores in schools, particularly in schools serving impoverished children and youth. This concern for increasing test scores and holding educational leaders and teachers accountable for student achievement is central to government education policy and it is dramatically reshaping policies and practices in schools across the country, particularly, in schools serving impoverished children and youth. This concern for increasing educational achievement and demanding greater accountability is, also, forcing change in many educational leadership preparation programs. Professors all over the country are redesigning their curriculum to address the new instructional demands being placed on school leaders. The author believes that a good society is a quest that must actively involve all its members; this is a quest for a society that is both democratic and socially just and it must be pursued by the men and women who lead the government as well as by those who head public institutions, especially schools. In schools, this quest can only be achieved if leaders understand the critical role they play in enhancing democracy in their school communities and the enormous power they have to work toward greater social justice through education. The author believes that the women and men who lead schools bear a greater responsibility for the moral state of schools and classrooms. She also believes that they have a moral obligation to use their position of leadership to increase educational equity and advance educational opportunity for all children in a democratic society. These beliefs have strong ramifications for designing leadership preparation programs that prepare leaders who understand their democratic responsibilities, appreciate the limitations of their expertise in a racially, ethnically, and economically diverse and divided nation, and value inclusive processes for effective decision making.
Descriptors: Social Justice, Democracy, Academic Achievement, Leadership Training, Educational Change, Accountability, Educational Opportunities, Scores, Educational Policy, Disadvantaged Youth, Administrator Role, Leadership Responsibility
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education; Postsecondary Education
Authoring Institution: N/A