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Descriptors:
Leadership; Community Colleges; Higher Education; Rural Schools; Rural Areas; Leaders; College Presidents

Abstract:
Pending retirements underscore the need to develop community college campus leaders. Rural community colleges will be particularly hard-hit by changes in leadership as they represent the majority of 2-year colleges and face unique challenges given their location. To help address the anticipated leadership transition, the American Association of Community Colleges developed a set of competencies to frame critical skill areas and guide leadership development efforts. The research reported here showed both resource development and organizational strategy as areas of weakness for rural leaders and, paradoxically, the areas of most need. Leaders acquired competencies predominantly on the job, which has implications in planning development of future leaders. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Engineering Education; Technology Education; Leaders; Industrial Arts; Educational History; Higher Education; Elementary Secondary Education; Community Colleges; Teacher Education Programs; Public Schools; Experimental Programs

Abstract:
Many vocational education, technology education, and now technology and engineering education leaders have made their mark on their profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the third in a series of articles entitled The Legacy Project, which focuses on the lives and actions of leaders who have forged the profession into what it is today. Members of the profession owe a debt of gratitude to these leaders. One simple way to demonstrate that gratitude is to recognize these leaders and some of their accomplishments. The focus in this issue will be on Dr. Ralph Bohn, who graciously responded to a series of questions about himself and the influence that he and others had on the vocation/technology engineering education profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Standards; Educational Change; Workbooks; Professional Development; Accountability; Academic Achievement; School Districts; Educational Improvement; Program Implementation; Focus Groups; Feedback (Response); Teachers; College Preparation; Career Readiness; College Bound Students; Leaders; Leadership; Evidence; Stakeholders

Abstract:
Educators face significant changes today that affect their daily work lives. Chief among those changes is the national expectation that every student will graduate from high school, college and career ready. Common core state standards adopted in 46 states, as well as college- and career-ready standards established in other states, define what students are expected to know and be able to do to enter and to succeed in 21st century postsecondary education or in careers. Changes such as new educator effectiveness systems, student assessments, and accountability for student success are also underway in education systems. Such changes affect what educators do daily. Now, with the demand for more effective professional learning to prepare and support educators to meet new expectations, state and school systems leaders can seize ideal opportunities for reevaluating their current policies and practices related to professional learning. By strengthening policies and practices, education leaders increase the leverage effective professional learning exerts on the achievement of higher standards for student and educator performance. This workbook provides states and local school districts with guidance to conduct a review of existing policies related to professional learning. The review process includes discovery, analysis, recommendations for possible policy revision, and follow-up. Appendices include: (1) Initiation Phase Tools; (2) Discovery Phase Tools; (3) Analysis Phase Tools; (4) Recommendations Phase Tools; (5) Reporting Phase Tools; and (6) Follow-Up Phase Tools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)

Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advocacy; Career Education; Vocational Education; Professional Development; Professional Associations; Leaders; Partnerships in Education

Abstract:
This November, CTE professionals from all over the country will assemble in the beautiful state of Georgia for CareerTech VISION 2012. With the total redesign of this event, this opportunity will no doubt prove to be one of the greatest professional development opportunities ever offered by the Association for Career and Technical Education (ACTE). In this article, the authors present a snapshot of some of the advocacy strategies they use in Georgia to promote CTE to elected officials, business and industry, and the media. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Quality; Leadership Effectiveness; Values; Instructional Leadership; Vocational Education; Leaders; Beliefs; Attitudes; Employees

Abstract:
Effective leaders in career and technical education (CTE) are not just visionaries. They are educational leaders who understand the mission clearly, can articulate the vision of the school, and will also do whatever it takes to accomplish and carry out that mission. They know their purpose and the reason for their assignment. These leaders are not just on the administration team, but many are also found inside the four walls of a classroom doing what they do best, instructional leadership. Many are also found being good stewards of the facility and doing whatever is necessary to maintain a clean, safe and sound facility that is conducive to learning, while promoting an environment that supports a first-class quality education. Effective leaders know their purpose for they are future-focused and destiny-minded. They lead with high expectations and set the tone for others to follow. They are purposeful, determined, persistent, persuasive, and intentional to their assignment. They will let nothing stand in the way of achieving the mission they set out to accomplish. They are the backbone and bloodline of CTE. The keys to being successful in any organization all stem from the core values, key principles, and belief system that is embedded in its mission and carried out by everyone associated with the organization. Everyone has some form of ownership in the organization, and everyone is responsible for its success or demise. These values and beliefs also hold true for those employed in CTE. It is the responsibility of those in leadership to instill these values and beliefs into everyone under their leadership, whether in a classroom, a school, or an entire school district. In this article, the author discusses the four keys to effective leadership in CTE: (1) attitude; (2) beliefs; (3) commitment; and (4) servant leadership. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Development; Focus Groups; Leadership; Leaders; Team Sports; Athletics; College Students; Higher Education; Comparative Analysis; Athletes; Gender Differences

Abstract:
As the popularity of sport continues to grow, more community developers, planners, and leaders are recognizing the ability for sport to foster community. Similar to other community contexts, understanding the structure and management of sport remains central to community building. Therefore, the aim of this study is to explain how sport system structural variations affect the sense of community experienced by those in and around sport. Eight focus groups were conducted with 39 sport participants from both formal and informal sport settings across 19 different sports. The results highlight the seven factors (administrative consideration, common interest, competition, equity in administrative decisions, leadership, social spaces, and voluntary action) that were particularly important in building a sense of community within two sport settings and how the factors are manifest within each of the structures. This research demonstrates the opportunities that sport holds for fostering community when designed and implemented appropriately. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Unions; Court Litigation; Federal Legislation; Accountability; Leaders; Educational Legislation; Educational Change; Educational Improvement; Academic Achievement; Diversity (Faculty); Minority Group Teachers; Tenure; Collective Bargaining; School Districts; Educational Indicators; Federal Programs; Administrators

Abstract:
This article examines the intersection of teacher unions, school reform and the No Child Left Behind Act. Specifically, this article highlights the legal challenges that school leaders are likely to experience as they attempt to implement No Child Left Behind Act's reconstitution mandates in failing schools, while not infringing on teachers' legal rights. There is also a discussion of the discriminatory impact of NCLB reconstitution mandates on teachers of color and the legal and policy implications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Supplementary Education; College Programs; Mentors; Undergraduate Students; Professional Development; Undergraduate Study; Higher Education; Leaders; College Faculty; Science Curriculum; Teacher Collaboration; Partnerships in Education; Cooperation; Academic Achievement; Mathematics Curriculum; College Science; Science Education; Science Instruction

Abstract:
This study examines the mentoring relationships of student instructors who provide supplemental instruction for undergraduate science courses. Specifically, we examined the relationships negotiated between mentor and protege student instructors during the first year of the mentoring program. The undergraduate student instructors in this study are part of a Supplemental Instruction (SI) program that focuses on helping undergraduate students who are enrolled in science courses that are often labeled as traditionally hard courses. To support the new undergraduate student instructors in the SI program, a mentoring model was implemented to encourage collaborations with other undergraduate student instructors in the SI program. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Civil Rights; College Presidents; Higher Education; Leaders; Leadership; Child Abuse; Hazing; Fraternities; Sororities; Violence; Antisocial Behavior; Crime; School Security; Zero Tolerance Policy

Abstract:
The hazing death of Florida A&M (FAMU) drum major Robert Champion and the long-concealed child sexual abuse by Jerry Sandusky at Penn State University have prompted an intense focus within higher education on how campus leaders should respond in times of crisis, particularly one involving suspected criminal activity. Experts say college leaders should obey laws on reporting possible crimes, assemble a management plan and a predetermined team for crises, conduct an internal investigation without compromising any criminal probes and privacy laws, "take ownership" of the issue and release as much information as legally allowed. Because of due process protections, those experts advise against automatically firing suspected campus employees or expelling students believed to be at fault. The test for removing a college president or other administrators is whether he or she gathers the relevant information, shares it with the board of trustees and takes decisive action to address the crisis. At Penn State, the cover-up of Sandusky's crimes failed those tests. The author discusses the institutional responses to crisis at Penn State and FAMU which are under intense scrutiny. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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