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Da'as, Rima'a; Schechter, Chen; Qadach, Mowafaq – NASSP Bulletin, 2018
The role of school leaders is particularly complex in today's "era of accountability," which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader's cognitive complexity to be a predictor of leader and organizational effectiveness whereas the…
Descriptors: Leadership Responsibility, Cognitive Processes, Administrator Role, Perspective Taking
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Counts, Jennifer; Katsiyannis, Antonis; Whitford, Denise K. – NASSP Bulletin, 2018
The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the…
Descriptors: Student Diversity, Special Education, Disproportionate Representation, English Language Learners
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Kaplan, Leslie S.; Owings, William A. – NASSP Bulletin, 2018
Betsy DeVos, the new U.S. Secretary of Education, has a reform agenda to advance school choice. Her track record includes enabling charter school growth in Michigan at taxpayers' expense with little oversight or accountability. Although an effective advocate, DeVos represents a broader policy movement to privatize American education, much of it…
Descriptors: School Choice, Educational Policy, Advocacy, Privatization
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Geier, Brett A. – NASSP Bulletin, 2017
In the world of public school finance, fewer resources are being allocated to curricular activities, let alone cocurricular activities. To help ameliorate budgets for clubs, athletic teams, and other groups, students with the guidance of school officials conduct fundraisers. Many of these fundraisers were once perceived as innocuous with…
Descriptors: Public Schools, Educational Finance, Barriers, Fund Raising
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Black, William R.; Burrello, Leonard C.; Mann, John L. – NASSP Bulletin, 2017
The authors describe how teams of faculty and district leadership development directors used an appreciative organizing in education (AOE) framework using appreciative inquiry (AI) scholarship to promote a more sustainable architecture for the preparation and development of leaders. The AOE framework is introduced and a description is provided of…
Descriptors: Leadership Training, Inquiry, Higher Education, Assistant Principals
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Test, David W.; Bartholomew, Audrey; Bethune, Lauren – NASSP Bulletin, 2015
In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…
Descriptors: Best Practices, Disabilities, Teaching Methods, High School Students
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DeCapua, Andrea; Marshall, Helaine W. – NASSP Bulletin, 2015
U.S. schools face increasing pressure to ensure that all students succeed, yet the dropout rate for English learners is alarmingly high, especially for those with limited or interrupted formal schooling (SLIFE). Serving SLIFE can be challenging because they not only need to master language and content but also need to develop literacy skills and…
Descriptors: English Language Learners, Culturally Relevant Education, Teaching Models, Immigrants
O'Reilly, Frances L.; Matt, John; McCaw, William P. – NASSP Bulletin, 2014
The Supervisor's Interactive Model of Organizational Relationships (SIMOR) integrates two models addressed in the leadership literature and then highlights the importance of relationships. The Supervisor's Interactive Model of Organizational Relationships combines the modified Hersey and Blanchard model of situational leadership, the…
Descriptors: Supervisory Methods, Models, Organizational Culture, Leadership Styles
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Young, Anita Antoinette; Millard, Tanganyika; Kneale, Marcy Miller – NASSP Bulletin, 2013
Many educational models emphasize that best instructional practices are effective when working collaboratively with stakeholders. Professional learning communities focus on learning, collaborative endeavors, and shared accountability. The purpose of this article is to introduce an effectual framework for developing school counselor instructional…
Descriptors: Instructional Leadership, School Counselors, Program Implementation, School Counseling
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Evans, Lisa; Thornton, Bill; Usinger, Janet – NASSP Bulletin, 2012
A firm grounding in change theory can provide educational leaders with an opportunity to orchestrate meaningful organizational improvements. This article provides an opportunity for practicing leaders to review four major theories of organizational change--continuous improvement, two approaches to organizational learning, and appreciative inquiry.…
Descriptors: Organizational Change, Educational Change, Instructional Leadership, Principals
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King, Seth A.; Lemons, Christopher J.; Hill, David R. – NASSP Bulletin, 2012
Secondary school administrators are increasingly finding themselves in the position of implementing Response to Intervention (RTI). This system of providing progressively intensive levels of intervention for the purposes of preventing academic failure and identifying children with learning disability may be useful at the secondary level. However,…
Descriptors: Intervention, Learning Disabilities, Academic Failure, Response to Intervention
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Strom, Paris; Strom, Robert; Walker, Jenny; Sindel-Arrington, Tricia; Beckert, Troy – NASSP Bulletin, 2011
Decisions regarding school improvement are based on observations of adults. A more accurate picture of institutional assets and limitations emerges when observations of students are also considered. This presentation shows how student polling can help principals enhance conditions of learning and safety. Implications of Cyberbully Poll results at…
Descriptors: Leadership Responsibility, Principals, Peer Relationship, Parent Participation
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Flores, Sergio; Gomez, Martin O. – NASSP Bulletin, 2011
Some school leaders have viewed programs such as Advanced Placement (AP) as an attractive option to resolve the ongoing achievement gap problem. However, the ongoing debate in the field about maintaining the ostensible purity of the AP program versus diluting it with program expansion has hindered the full utilization of AP classes to close the…
Descriptors: Achievement Gap, Advanced Placement, Educational Opportunities, Change Strategies
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Scherrer, Jimmy – NASSP Bulletin, 2011
The use of value-added modeling (VAM) in school accountability is expanding. However, trying to decide how to embrace VAM can be rather nettlesome. Some experts claim it is "too unreliable," causes "more harm than good," and has "a big margin for error," while other experts assert VAM is "imperfect, but…
Descriptors: Teacher Effectiveness, Accountability, Inferences, Validity
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Matula, Joseph J. – NASSP Bulletin, 2011
Over the past 10 years, since No Child Left Behind started pressuring school districts to focus on student test scores, many states have begun to consider student performance when evaluating teachers. This article will provide preventive measures of fairness and substantive due process to avoid potential teacher objections and gain teacher…
Descriptors: Civil Rights, Teacher Evaluation, Federal Legislation, Legal Responsibility
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