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ERIC Number: EJ1172692
Record Type: Journal
Publication Date: 2018
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0164-775X
Securing a (New) Seat at the Table: Distributed Leadership and School Psychologists
Enz, Ashley; McCullum, Charcelor
Communique, v46 n6 p12, 14 Mar-Apr 2018
In a time of greater demands on school systems and increased strain on human and material resources, the need for expanded leadership models is becoming increasingly apparent. As a result, educational stakeholders are investing in leadership roles beyond the traditional school administrators, engaging various educators' leadership capacities at all levels as an important piece of school organizational improvement efforts. While school psychologists may make a valuable contribution to these expanded philosophies of leadership, it may be necessary to clarify where we may fit into such a model. This begins with recognizing school psychologists own leadership skills in the context of their daily duties, and understanding how those skills may be applicable to other areas. School psychologists, by title or personal inclination, demonstrate leadership skills that are evident in a wide variety of ways. Embedded in one's daily duties, though, the connection to key, general leadership capacities can be lost. By recognizing their own contribution to the leadership of a school or district, they can further emphasize the importance of the field of school psychology through their efforts, while also examining opportunities to broaden the scope of their impact beyond the school or district level. This article discusses what school psychologists can bring to education.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Support Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A