scholarly journals Principals Preparation Program: Managing The Learning Environment Using ELCC Standards

2011 ◽  
Vol 4 (4) ◽  
pp. 17
Author(s):  
J. Eric Tubbs ◽  
Michael S. Heard ◽  
Adrian Epps
Keyword(s):  
Educational Leadership ◽  
School Principals ◽  
School Facilities ◽  
Facility Management ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Educational Leadership Constituent Council ◽  
School Facility ◽  
Elcc Standards ◽  
Management Issues

School principals need to be well prepared to manage school facilities assigned to their care. Educational leadership programs can make best use of the Educational Leadership Constituent Council (ELCC) Standards to develop a course of study to address school facility management issues. Every standard has its facility implications that lead to designing course activities to prepare school principals to be facility managers. A school facility management course can be effectively delivered by meeting all ELCC Standards.

Neoliberalism and Western accreditation in the Middle East

2017 ◽  
Vol 55 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Michael H. Romanowski
Keyword(s):  
Educational Leadership ◽  
Critical Discourse Analysis ◽  
Leadership Programs ◽  
Content Type ◽  
Educational Leadership Programs ◽  
Educational Leadership Constituent Council ◽  
The Usa ◽  
Elcc Standards ◽  
The One ◽  
Floating Signifiers

Purpose The purpose of this paper is to examine the role of neoliberalism and the accreditation of educational leadership programs in one Gulf Cooperation Council (GCC) country by contextualizing the accreditation process and closely examining the Educational Leadership Constituent Council (ELCC) standards used by NCATE, now CAEP, to accredit educational leadership programs in the GCC. By using Habermas’ knowledge constitutive interests (KCIs) and evoking notions of floating signifiers, the paper develops an understanding of the use of Western-developed standards in a country that is different than the one in which these standards were conceived and how the discourse of accreditation standards shapes understandings and meanings of educational leadership. Design/methodology/approach A critical discourse analysis of the ELCC standards is conducted using a two-prong strategy that applies Habermas’ KCIs and evoking the notions of floating signifiers as a theoretical framework. Findings Understanding that knowledge is bounded by cultural circumstances, findings indicate that the ELCC standards contain all three KCIs, and various floating signifiers are embedded within the ELCC discourse that are problematic in a culture that is vastly different than the one in which these standards were conceived. Originality/value There are a few, if any, studies that have examined neoliberalism and accreditation in a GCC country. In particular, there are no studies that have examined the ELCC standards being used outside the USA. The research provides educators with an insight into the different forms of knowledge and understanding of the surplus of meaning of various concepts that are used within the ELCC professional standards outside the country where the standards were conceived without due regard for contextualization. The study provides discussion on how the discourse of the ELCC standards shapes understandings and meanings of educational leadership and educational leaders.

scholarly journals Vision as an Impetus for Success: Perspectives of Site Principals

2009 ◽  
Author(s):  
Franca Dell'Olio ◽  
Kristen Anguiano
Keyword(s):  
English Language Learners ◽  
Educational Leadership ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
School Principals ◽  
Success For All ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Recruitment And Selection

Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

Using Cohorts as a Means for Developing Transformational Leaders

1996 ◽  
Vol 6 (1) ◽  
pp. 99-112 ◽  
Author(s):  
Margaret Basom ◽  
Diane Yerkes ◽  
Cynthia Norris ◽  
Bruce Barnett
Keyword(s):  
Educational Leadership ◽  
Educational Programs ◽  
Transformational Leaders ◽  
Leadership Programs ◽  
Educational Leadership Programs

The practice of using cohorts in educational leadership programs is examined from conceptual and practical viewpoints. Suggestions for developing cohorts are followed by discussion of the effects of cohorts on students, faculty, educational programs, and systems. Lastly, this paper takes a look at the potential of using the cohort concept as a vehicle for the development of transformational leaders.

Quality and Impact of Educational Leadership Programs: A National Study

1999 ◽  
Vol 6 (1-2) ◽  
pp. 3-16
Author(s):  
Jianping Shen ◽  
Van E. Cooley ◽  
Connie D. Ruhl-Smith ◽  
Nanette M. Keiser
Keyword(s):  
Educational Leadership ◽  
National Study ◽  
Leadership Programs ◽  
Educational Leadership Programs

Education Abroad Co-Curricular Experiences that Result in Intercultural Responsive Leadership Growth

2017 ◽  
pp. 238-257 ◽  
Author(s):  
Teresa E. Simpson ◽  
Lee H. Grimes
Keyword(s):  
Educational Leadership ◽  
Study Abroad ◽  
Situational Leadership ◽  
Leadership Programs ◽  
Education Abroad ◽  
Self Reflection ◽  
Global Perspectives ◽  
Educational Leadership Programs ◽  
Global Workforce ◽  
Study Abroad Program

To better prepare the educators who will guide students into their global future, educational leadership programs have become more focused on developing globally competent students who are not only more marketable, but who are also better prepared to make positive contributions to a global society. This chapter portrays that cross institutions in America there is a need to prepare students more adequately for the challenges of an increased global workforce. In the chapters, we follow the experiences of two scholars as they progressed through their development of becoming intercultural responsive educators by means of a study abroad program. From this experience, reflection questions encompass self-reflection about global perspectives. Also, interactions of others who hold various interests, values, and perspectives as they related to their growth in leadership. Situational leadership as a part of a critical skill set will also be examined.

Sign in / Sign up

Export Citation Format

Share Document