Educational Administration and Leadership

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LEADERSHIP AND EDUCATIONAL ADMINISTRATION

LEADERSHIP AND EDUCATIONAL ADMINISTRATION

TRADITIONAL VS INTERNSHIP DELIVERY OPTIONS The Leadership and Educational Administration Department (LEAD) offers three hybrid internship options: Leadership in Higher Education (LHE), Leadership in P-12 Systems (LPS), and the P-12 Administration Preparation Internship Program (PAPIP). Participants in the internship programs are mentored by experts in the field while engaging in internship rotations. These rotations are tied to courses offered through LEAD online. (See the respec- tive manuals for details of implementation).

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Investigation of transformational and transactional leadership styles of school principals, and evaluation of them in terms of educational administration

Investigation of transformational and transactional leadership styles of school principals, and evaluation of them in terms of educational administration

The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal information form" developed by the researcher and from the "leadership styles scale". Data entry that was obtained from the respondents was made by statistical package for the social sciences (SPSS) version 17.0, and research data was resolved with "average", "standard deviation", “t-test” and “one-way analysis of variance”. According to research result; teachers had a high level of positive opinions with regard to transformational and transactional leadership characteristics of school principals. Teachers' perceptions about transformational and transactional leadership characteristics of school principals did not vary significantly according to gender, state of education and professional seniority.
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He mata ngaro : Maori leadership in educational administration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

He mata ngaro : Maori leadership in educational administration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

In this context, a historical re view of Maori Leadership is described as a f undamental activity to this study because it provides the literature for beginning an analysis of the implic[r]

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He mata ngaro : Maori leadership in educational administration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

He mata ngaro : Maori leadership in educational administration : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

In fact, the significant contribution that a Maori body of knowledge has to offer has yet to be clarified from a philosophical platform which can be practically utilised to advance theor[r]

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Educational Administration & Leadership

Educational Administration & Leadership

Mary was named the 2013 New Special Education Leader by the Minnesota Administrators for Special Education (MASE). Cherie Peterson, Assistant Director of Special Education for the Anoka-Hennepin School District, writes, “Mary is a visionary leader who understands the complexity of meeting the needs of special education students.” She demonstrates her leadership abilities daily while serving the largest district in the state. Dr. Janine Dahms-Walker, writes, “Mary’s leadership skills have enabled her to work through significant conflicts within the district [...] and build new programs with scarce resources.” Mary is an active MASE member, currently serving on the Board of Directors. She is also an adjunct professor at SCSU. She successfully defended her dissertation on Minnesota Directors of Special Education on March 11, 2013 at SCSU. Congratulations for your success, Mary!
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COURSE DESCRIPTIONS EDUCATIONAL ADMINISTRATION

COURSE DESCRIPTIONS EDUCATIONAL ADMINISTRATION

This course is taken upon employment as an administrator. The candidate will learn approaches to professional self-assessment and develop a plan for meeting the Professional Clear Administrative Services Credential requirements. The plan will be based upon multiple assessments of the candidate’s competence, interests and career goals and will be developed in consultation with the employing school district and the candidate’s university faculty advisor. The plan will include individualized induction components, identification of a local mentor and a description of district support services available to the candidate (new administrator). Also included will be a plan for completing academic course work and other professional growth activities which address the following themes: organizational and cultural environment, dynamics of strategic issues management, ethical and reflective leadership, analysis and development of public policy, management of information systems and human and fiscal resources.
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EDUCATIONAL ADMINISTRATION

EDUCATIONAL ADMINISTRATION

470-3 College Student Sexuality. (Same as WGSS 470)Seminar designed to provide students with a strong grounding in the field of college student sexuality and sex- ual identity, covering the lived experiences of U.S. college students, the construction of sexualized collegiate identities through U.S. history, and how institutions of higher educa- tion have attempted to regulate, control, and (intentionally as well as inadvertently) effect college student sexuality.. 500-3 Educational Research Methods. Introduction to educational research and the variant methodologies used in conducting studies within institutional settings. Both quantitative and qualitative approaches will be examined. 501-3 Educational Administration: Tasks and Process- es. An examination of the administrative tasks and pro- cesses dealing with interaction within the school organiza- tion and between the organization and its environment. Components will be viewed for their essential Inter related- ness as well as their unique aspects. Emphasis will be placed upon the processes by which change is brought about in dealing with decision making, programming, com- munication, motivating, controlling and evaluating. 503-3 Educational Administration: Introduction to The- ory. Examination of the various administrative tasks in light of established organizational models and leadership theo- ries. The student will be introduced to a variety of theories,
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A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research

A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research

positioning – white western second wave feminist – and my researcher actions, are written all through this paper, from its inception to its current textual form. Additionally, the project is conceived from a particular position within the ELMA field – that concerned with two of the journals under investigation. Not only do I publish in the International Journal of Leadership in Education and the Journal of Educational Administration and History but I am also on their editorial boards. I gain status in the field through my association with these journals, and through the publication of papers in them. My own possible blind spots and taken-for-granted truths and values undoubtedly shape my discussion of ELMA journals, and their relationship with others in the field. In Bourdieusian fashion I have attempted to exercise considerable critical reflexivity in relation to the data and this analysis, but nevertheless, I do stand in a particular place and for particular kinds of scholarship that are already evident.
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INTERNATIONAL SURVEY ON EDUCATIONAL LEADERSHIP

INTERNATIONAL SURVEY ON EDUCATIONAL LEADERSHIP

In Finland, principals at comprehensive schools and general upper secondary schools have teaching responsibilities determined at the public sector collective agreement level, which are tied to the school size (for instance, the minimum at general upper secondary school is 4 weekly lessons per year). In some cases, teaching responsibilities may be nullified for reasons such as working in several units or in a unit covering different school levels. However, school maintaining organisations may define teaching responsibilities and these may also include other duties besides teaching, which means that discharging them is not tied to school timetables. Vocational institutions have defined maximum amounts of teaching hours, which are linked to school size. Assistant principals are mostly teachers, who are relieved of 10–40% of their teaching responsibilities due to administrative duties. Specific posts for assistant principals with fairly limited teaching responsibilities are becoming increasingly common at large schools. Based on the comparison, it is fair to say that the resources allocated to Finnish school leadership are, on average, scarce. This observation is highlighted by the fact that Finnish principals have extensive responsibilities when compared with most of their colleagues in other countries. They are also independent forces, because there are no inspectorates and schools have wide latitude. School sizes are growing along with the development towards integrated primary and lower secondary schools, mergers of general upper secondary schools and centralisation of vocational education and training to large units. Regulations and recommendations do not correspond to the change in circumstances in terms of large schools. The problem also affects small primary schools, where principals are usually also full-time teachers and can only stretch their time resources to deal with the necessary administration. Another scenario involves the shortcomings in financial, administrative and pedagogical support services, which are often non-existent in small municipalities in particular. Due to the declining municipal economies, duties of municipal educational administration have been included in principals’ job descriptions. The municipal restructuring to be implemented during this decade will probably create a model of school maintaining organisations that enables ensuring adequate resources for school leadership and sufficient administrative support services.
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Educational Policy and Leadership Studies

Educational Policy and Leadership Studies

Nationally, educational administration graduate programs at research universities have experienced major transitions in the past 8-9 years. Similarly, the program at the University of Iowa has faced challenges to maintain state accredited licensure programs while simultaneously maintaining strong research degrees. The program has responded affirmatively to requirements for reform of licensure programs. In 1999-2000 AY, the Iowa Department of Education required revision of all university programs seeking to maintain accreditation for licensing principals. Revision included creating new curriculum, increasing required clinical work in schools, and hiring faculty with recent experience as school administrators. In 2008-2009 AY, the program completed similar revision of the
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Educational Administration web.coehs.siu.edu/units/eahe

Educational Administration web.coehs.siu.edu/units/eahe

501-3 Vision and Planning for School Improvement. In this graduate level course, school professionals will learn the role and functions of the school principal in today’s schools and the various nuances of that role based on school level (Pre-K, el- ementary, middle, and high school). Professionals will be able to define and conceptualize what it means to be an instructional leader and the notion of distributed leadership. Professionals will gain an understanding of the needs of all students (ELL/ bilingual; special needs; other). Professionals will understand how literacy and numeracy instruction impacts student learn- ing and how student performance data informs the school vi- sion and plans for school improvement. Restrictions: Admitted to a PK-12 graduate program in COEHS.
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Factors Affecting Educational Administration at the University

Factors Affecting Educational Administration at the University

The education system, encompassing right questions about the right and wrong no information and have not blindly accept everything. Theologian, teacher, and there is no dialogue. In this way, a person's sense of being and concludes that the environment is not a passive. According to Freire, only through "model solution" that would improve the educational system and society. The power of problem-solving model to one that is productive. It is obvious that teaching had a profound impact on the quality of the educational enterprise individuals (Honey, & Mumford, 2006).
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Leadership Styles and Technology: Leadership Competency Level of Educational Leaders

Leadership Styles and Technology: Leadership Competency Level of Educational Leaders

Leadership as a topic of research goes back to 1950’s when trait theorists studied to find out characteristics of a successful leader. Behavioral and style theorists focused on behavior and style rather than characteristics of a person to define successful leader. Various leadership theories have been developed and leadership styles have been defined by scientists. For instance, Burns’ (1978) study on Transformational Leadership Theory defines transformational leadership as reaching higher levels of motivation and morality when one or more people engage with each other, whereas transactional leaders have formal power and control and focus on short term goals. In addition, Burns introduced constructs of transforming and transactional leadership as a single continuum. On the other hand, Bass’s (1985) Transformational Leadership Theory suggest Transformational and Transactional Leadership styles as two separate dimensions of leadership style even though Bass developed Multi-factor Leadership Questionnaire to measure leadership styles, takes Burns’ description of transforming leadership as a conceptual basis. Bass’s (1985) early study proposed seven leadership factors to conceptualize transformational and transactional leadership however after several comprehensive analysis, reviews and critiques and recommendations from researchers, Bass have reduced the amount of factors to six namely; charisma, intellectual stimulation, individualized consideration, contingent reward, management by exception and laissez-faire leadership. Another essential study investigating the relationship between cultures and leadership styles is the GLOBE study (House, Hanges, Javidan, Dorfman, & Gupta, 2004) which used 21 leadership scales initially and afterwards considering cultural clusters, reduced leadership scales to six scales and resulting six leadership styles as performance-oriented, team-oriented, participative style, humane style, autonomous style and self-protective style. Similarly Demir and Okan (2008) modified Multi-factor Leadership Questionnaire according to Turkish culture and included Charisma & Intellectual Stimulation and Individualized Consideration factors to measure transformational leadership style and Contingent Reward and Management by Exception factors to measure transactional leadership styles.
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Theories of educational management and leadership: A review

Theories of educational management and leadership: A review

5 Transactional leadership is deemed as the most relevant leadership style to political model of educational management (Bush, 2011, p.119). According to Miller and Miller (2001), transactional leadership is a process of exchange and Judge and Piccolo (2004, p.755) suggested that transactional leaders concentrate on appropriate exchange process of resources. They identified three dimensions of transactional leadership as contingent reward, which is a degree to which constructive exchange process is built between the leader and the followers; active mode of management by exception, which implies monitoring members by the leader, problems prediction and taking corrective actions; and finally passive mode of management by exception which implies the behavior of passive leaders in facing problems. These passive leaders wait until some problems caused by the behavior of members happen and then take any required actions.
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THE SCHOOL OF EDUCATIONAL ADMINISTRATION. Courses in School Efficiency and School Administration

THE SCHOOL OF EDUCATIONAL ADMINISTRATION. Courses in School Efficiency and School Administration

The central task set by the S.E.A. at its foundation was the development of the first ever national qualification for educational administrators. Supported by donations both from business and government (via the Department of Trade and Industry), the S.E.A. worked closely with the University of Northampton to develop the Certificate in Educational Administration course, which received its first students in 2005.

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Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248

Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248

There is an important role for trusted and experienced colleagues to play in supporting this learning. Through discussion and their questioning skills, these colleagues encourage practising leaders to reflect on their learning and what it means for their approach to leadership. They also help practising leaders to demonstrate, through examples and accounts of practice, that they are:

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Educational Administration Tier I Handbook

Educational Administration Tier I Handbook

Course requirements for the Masters Degree in Educational Administration include the completion of a minimum of 45 quarter units of acceptable work. Thirty-three units must be completed at California State University, San Bernardino and a minimum of 24 quarter units should be taken after a student has been advanced to candidacy (Step 5). NOTE: All students must satisfy the upper division writing requirement and be admitted to the program by the end of their second quarter.

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EDUCATIONAL LEADERSHIP FOR SCHOOL BASED MANAGEMENT

EDUCATIONAL LEADERSHIP FOR SCHOOL BASED MANAGEMENT

The research literature in SBM highlights that most successful principals were effective in mov- ing four resources - Delegation of power, Pro- fessional development through training, Informa- tion Management and Motivational devises.-- to teachers and community members. Therefore, specialized leadership training for school leaders focusing on the above dimensions is the essential requirement prior to the implementation of the SBM model in schools.

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eeducation - Educational Leadership and Policy Studies

eeducation - Educational Leadership and Policy Studies

EDLP 228. Innovative Leadership for Troubled Times: Bud- get/Finance and Human Resources. California community college leaders are presented with increased legislative and public pressure for accountability while in an era of chronic and dispa- rate under-funding of the system. Understand the relationship be- tween higher education finance and the overall fiscal operations of California’s community college system. Gain a broad knowledge of human resource laws and regulations and explore issues of fac- ulty and staff diversity, part-time and full-time faculty, collective bargaining, affirmative action, staff development and recruitment, and selection and retention of staff. Units: 3.0.
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education educational leadership and policy studies

education educational leadership and policy studies

EDLP 291. Advanced Seminar: Reflective Leadership. Engages the participants in a process of inquiry into, reflection on, and assessment of their practice as school administrators through the building of a personal portfolio. Intended to assist students develop an authentic assessment process that draws on prior knowledge, reflects on current practice, identifies areas for further develop- ment, and documents the process of growth and development. Prerequisite: Admission to the Professional Administrative Services Credential or MA degree. Graded Credit/No Credit. 3 units. EDLP 292. Advanced Seminar: Current Topics in Educational Leadership and Policy Studies. Selected current topics of concern to those involved with the administration of schools and other educational systems. Graded Credit/No Credit. 3 units. EDLP 293. Induction Seminar. Induction Seminar leads to the training experience of the Professional Administrative Services Credential candidate. Facilitates the interaction among candidate, district mentor, and university advisor, per standards of the Commission on Teaching Credentialing. Through guided practice, candidates are prompted and supported in developing an individu- alized induction plan. This induction plan includes mentoring, academic program at the university and non-campus components. Graded Credit/No Credit. 2 units.
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