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Type 1 - Parenting | NNPS - 0 views
www.csos.jhu.edu/...type1.htm
parenting leadership education administration community type 1 management jhuiste leader school
shared by Brendan Murphy on 30 Aug 10
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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Discipline is the overwhelming obstacle to school success.
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According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
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Minorities don't care about education. (p. 39)
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Welch (1989) reports that teachers assess advantages and disadvantages of collaborative consultation primarily in terms of how implementation will impact them personally, rather than how it might impact student growth
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For [many students] the main benefit of the school is the opportunity it provides to interact with close friends on a daily basis" (p. 181
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Students will participate, according to Fullan, if they understand, have the necessary skills, and are motivated to try what is expected.
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With teachers unable to explain why they were adopting this innovation, concern increased and parents put an end to the innovation.
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in situations where the school board and the district are actively working together, substantial improvements can be achieved,
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Cynicism and apathy may reflect negative experiences and produce teachers who are unwilling to proceed regardless of the content or quality of the program (Corbett, Dawson, & Firestone, 1984; Fullan, 1991).
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Lasting fundamental change (e.g. changes in teaching practices or the decision making structure) requires understanding and, often, altering the school's culture; cultural change is a slow process.
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Those new to the organization must learn the culture or suffer consequences, such as the feeling of alienation.
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a school can make significant gains, in spite of faculty weaknesses, through sound staff development. Schools, however, commonly fail to have a norm regarding the need for in-service work during implementation (Fullan, 1991)
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sharing a common vision increases the likelihood that school improvement efforts will succeed (Beer, Eisenstat, & Spector, 1990; Deal, 1985; Carlson, 1987; Miles & Louis, 1990; Norris & Reigeluth, 1991; Schlechty & Cole, 1991).
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A cultural norm supporting the involvement of teachers in decisions or plans that will affect them heightens the possibility that changes will be appropriate in a particular setting.
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Not only teachers, but students as well need to internalize the norms of the school improvement culture.
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Students are rarely informed regarding plans in spite of the fact that the plans cannot be carried out successfully when students are not committed to cooperate with the plan, and do not know what to do or how to do it. (Fullan, 1991)
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Negative side effects that may occur from accommodation are students' expectations that accommodations will always be made, a lack of active student engagement with the content of instruction and increased student boredom and apathy (Miller, Leinhardt, & Zigmond, 1988).
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Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views
www.sedl.org/...character.html
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shared by Brendan Murphy on 03 Aug 10
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While administrators' visions tend to focus on district- or school- wide instructional issues, teachers' visions tend to address teacher roles and student outcomes
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Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
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"leadership requires a vision. Without a vision to challenge followers with, there's no possibility of a principal being a leader"
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Administrators' vision tends to encompass the whole system or as described by Manasse (1986) their vision is an organizational vision. Teachers' vision appear to focus primarily on the individual or personal actions for school change
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The first value Aplin identified was that the instructional programs were "the highest priority of the system and decisions were assessed as to whether they enhanced or threatened it"
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The second value this superintendent had was "equity in person relationships and instructional decisions
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"Practices of delegation, teaming, flexibility of process and incremental planning with extensive communication" (p. 11) was the third valu
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.The fifth value disclosed was his belief that the quality of decision is improved if there has been free and honest disclosure among interested parties"
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"the specific value that each superintendent seemed to exemplify was simply 'the children come first'"
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This loyalty includes a keen understanding of the community's values as well as consistent participation in community activities.
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while there was little difference between the activities of effective and ineffective principals, the meanings they attributed to their activities were significantly different.
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They found that personal background factors, such as type of education, and organizational factors, such as school size, were more important than values.
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"Principals in the high-SES effective schools expected an academic emphasis and task orientations in classrooms but encouraged teachers to implement a broad curriculum. Their counterparts in the low-SES effective schools implemented a more narrowly defined curriculum and allocated more time for basic skill instruction"
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"The primary rewards for most teachers come from students' academic accomplishments -- from feeling certain about their own capacity to affect student development"
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Hallinger and Murphy (1986) reported that even when the low wealth schools were achieving, teachers' expectations were lower than those for students at wealthier schools; they believed they had minimal parental support and therefore assigned less homework and stressed the basic curriculum.
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Differences in curricular and instructional practices suggest that the manner in which staff implement curriculum and instruction is filtered through their perceptions, beliefs and expectations concerning student ability and community background
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Effective superintendents believe that students come first; effective principals believe in meeting the instructional needs of the students. Teachers value working with students and believe that they have an impact on their achievement. They have the shared belief that students' learning is of primary importance. The literature revealed that these individuals' also shared a common value. They valued the human resources -- the contributions, talents, and efforts -- of others in their organization.