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Descriptors:
Psychological Patterns; Public Service; Altruism; Government (Administrative Body); Presidents; Citizenship Responsibility; Leadership Responsibility; Social Responsibility; Philosophy; Individual Characteristics

Abstract:
Plato noticed a sizeable problem apropos of establishing his republic--that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato's solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the "natural aristoi", are the intelligent and virtuous and that government is best which allows for a "pure selection" of the natural aristoi into the governing offices. Nonetheless, as Jefferson's own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one's personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. 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:
Organizational Development; Educational Administration; Leadership; Individualism; Leadership Responsibility; Leadership Effectiveness; Leadership Role; Transformational Leadership; Industrial Psychology; Social Psychology; Problem Solving; Foreign Countries

Abstract:
There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals. 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:
Teacher Effectiveness; Educational Change; Teacher Leadership; Leadership Role; Teacher Role; Leadership Responsibility; Teacher Responsibility; Change Strategies; Organizational Objectives; Ability Identification; Sustainability; Improvement Programs; Foreign Countries

Abstract:
Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same. Instead, school systems should provide their highest-performing teachers with leadership roles that both elevate the profession and enable them to have the greatest impact on colleagues and students. It is not easy to implement new forms of teacher leadership meaningfully and effectively; doing so involves some profound changes to the status quo. This paper addresses what is necessary for change and how school systems might be able to achieve it. Broadly speaking, teacher leadership is defined as specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school and system improvement. This paper explains why systems pursue teacher leadership strategies and why it is important to embed that work in a specific vision of what the system seeks to achieve more broadly. The vision for teacher leadership and what it can facilitate can be quite varied across school systems and may include any of the following: (1) A culture of collaboration, shared accountability, and continuous improvement among adults; (2) Greater capacity and commitment to differentiate instruction to meet students' needs; (3) Recognition, through status and compensation, that excellent teachers can be on par with school leaders; and (4) New ways of organizing and delivering instruction that increase the number of students highly effective teachers reach. (Contains 16 endnotes.) [For "Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands. Executive Summary," see ED541443.] 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:
School Personnel; Strategic Planning; Public Education; School Districts; Change Strategies; Principals; Administrator Role; Competence; Teacher Effectiveness; Educational Quality; Leadership Responsibility; Teamwork; Educational Improvement; Salaries

Abstract:
Business and industry leaders do not flinch at the idea of placing top talent in struggling departments and divisions. This is not always the case in public education. The Charlotte-Mecklenburg Schools made a bold statement to its community in its strategic plan by identifying two key reform levers--(1) an effective principal leading each school; and (2) an effective teacher in every classroom. This statement was followed with a commitment to place a top principal and the most talented teachers in the district's struggling schools. In 2008, the district developed and launched a strategic staffing initiative. The author discusses five tenets of Charlotte-Mecklenburg's initiative that places the most skilled educators in the district's bottom-performing schools. 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:
Organizational Change; Administrator Education; Leadership Qualities; Educational Change; Skill Development; Barriers; Resistance to Change; Leadership Responsibility; Management Development; Cooperation; Educational Games; Simulation; Role Playing

Abstract:
Leading change is an essential skill for managers. Instructors in management education must not only teach theories on effectively leading change but also convince students of the necessity of developing their change leadership skills. Students may underestimate the difficulty of convincing others to work toward change; the authors developed the Change Game as a tool to help students experience the difficulties of leading change and identify opportunities for skill development in the area of change leadership. This 45-minute exercise can be used with a range of courses in management curricula, and it scales well for small to large seated classes. Students are divided into two groups (managers and workers) that must cooperate to complete a task and earn a reward. The exercise simulates resistance to change by giving the workers an incentive to stay with the status quo. Classes typically fail to complete the task, which allows for a lively follow-up discussion on successfully leading change, as well as on topics such as communication, intergroup dynamics, trust, power, and motivation. (Contains 2 tables and 1 note.) 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:
Structural Equation Models; Academic Achievement; School Effectiveness; School Organization; Foreign Countries; Instructional Leadership; Influences; Principals; Secondary Schools; Student Promotion; Classroom Techniques; Teaching Methods; Administrator Role; Leadership Responsibility; Leadership Styles; Secondary School Students; Secondary School Teachers; School Culture; Learner Engagement

Abstract:
Purpose: The aim of this study was to examine the means by which principals achieve an impact on student achievement. Research Design: Through the application of structural equation modeling, a mediated-effects model for school leadership was tested, using data from 97 secondary schools in the Netherlands. Findings: The results showed a small positive effect of school leadership on the mean promotion rate in schools, mediated by a development-oriented school organization and favorable classroom practices. The promotion rate may be considered as a measure of efficiency. No indications of direct positive effects of school leader activities on student achievement were found. This might be the result of the relatively small differences in overall student achievement and school leader behavior between the schools studied. Conclusions: The results underline the important role school leaders play in school effectiveness and offer valuable insight in how school leaders actually can make a difference. School leaders were found to have a strong influence on development orientation in schools, which shows similarities with the idea of the "learning organization." This study points to the importance of school context. The results show that contextual variables have considerable effects on several variables in the model. (Contains 3 notes, 3 figures, and 3 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:
International Schools; Articulation (Education); Leadership Responsibility; Instructional Leadership; Advanced Placement Programs; Power Structure; Participative Decision Making; Curriculum Implementation; Case Studies; Foreign Countries; Qualitative Research; Learning Activities; School Personnel; Teacher Selection; Interprofessional Relationship; Principals; Students; Teachers

Abstract:
Purpose: The purpose of this study is to provide a better understanding of how instructional leadership responsibilities are distributed in International Baccalaureate (IB) schools in East Asia. Research Design: Case studies were conducted in five international schools located in Thailand, Vietnam, Hong Kong, and China. These schools were selected on the basis of location in East Asia, the offering of the full continuum of the IB's three programs, and evidence of prior academic success. In total, 68 teachers and administrators and 25 students were interviewed. Qualitative analysis of the interview data was conducted using pattern coding. Findings: Three broad instructional leadership practices were identified: curriculum articulation, cross-program activities, and strategic staffing. These appeared to enhance curriculum consistency and coherence across the three IB programs, a problem that had been identified in full-continuum IB schools. The qualitative data suggested that distributed instructional leadership forged and sustained professional interactions among staff across programs and organizational units. Conclusions: IB schools globally are often structurally separated into two or three organizational units (e.g., primary, middle, high school). These units operate IB programs that, despite their common origin and international philosophy, employ distinct pedagogical and curricular approaches. The findings reinforce the importance of acting intentionally to distribute responsibilities for instructional leadership widely throughout the school. They also support the assertion that international schools offer a unique and fruitful context for studying distributed instructional leadership. (Contains 12 notes and 1 table.) 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:
Social Justice; Church Role; Disabilities; Educational Resources; Inclusion; Churches; Surveys; Accessibility (for Disabled); Leadership Responsibility; Social Attitudes; Religious Education

Abstract:
Background: Although participation in faith communities is important to many individuals with disabilities, few studies have examined differences between communities that are more (versus less) inclusive. This study investigated characteristics of faith communities in the United States related to greater inclusion. Methods: Participants were 160 respondents to an anonymous survey about inclusion. Survey items grouped together to form three inclusion-related outcomes: the degree to which faith communities welcome and include individuals with disabilities; the roles and contributions of congregants with disabilities; and physical accessibility. Results: Across these outcomes, more inclusive communities (i) featured faith leaders who were more committed to inclusion; (ii) used educational resources to address disability-related issues; (iii) portrayed people with disabilities positively in their religious teachings; (iv) had stronger ties to disability organizations; and (v) had a stronger orientation towards promoting social justice. Conclusions: These five characteristics have important implications for promoting inclusion in faith communities. 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:
Reading Achievement; Scoring; Student Behavior; Curriculum Based Assessment; Fidelity; State Departments of Education; School Districts; Behavior Problems; Behavior Modification; Special Education; Special Needs Students; Academic Achievement; Models; Program Implementation; Scores; Reading Programs; Leadership Responsibility; Student Needs

Abstract:
This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi), a project designed to help schools develop schoolwide support systems in reading and behavior. The MiBLSi is helping districts and schools improve both student behavior and academic performance. Additionally, participating schools are showing, on average, 21% reductions in special education referrals and 26% reductions in identification rates, particularly between the first and second years of implementation. Data has confirmed that, when schools implement the model with fidelity, they are more likely to experience improvements in academic and behavioral outcomes. As disruptive behavior decreases, schools are free to address instructional needs, resulting in increased reading achievement. Additional data from participating Michigan schools, indicates that: (1) 10% average reduction in the rate of major discipline referrals per year; (2) 3% average reduction each year of students requiring intensive reading supports; (3) 7% more students meeting or exceeding standards on Michigan Education Assessment Program reading component based on a sampling of schools that implement positive behavior support with fidelity; and (4) 5% increase (average) each year in students scoring at grade level based on Curriculum-Based Measurement reading assessments. (Contains 4 resources.) [This Spotlight Brief is developed by the Student Performance and Achievement Priority Team and the Systems and Improvement Planning Priority Team. For "Spotlight on: GraduateFIRST. Spotlight Briefs. Volume I," see ED539851.] 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:
Leadership Responsibility; Leadership; Educational Change; School Restructuring; School Culture; Management Information Systems; Educational Improvement; Improvement Programs; Evaluation Utilization; Information Utilization; Research Utilization; Professional Development; Educational Responsibility; Participative Decision Making; Administrative Principles; Information Sources; Access to Information; Data; Change Strategies; Performance Factors; Organizational Effectiveness

Abstract:
Although data driven-decision making has been the mantra of school reform for the last 10 years, school leaders benefit from frequent discussions in how to engage teachers in the process. As a result, the purpose of this paper is to apply Reeves' (2004) framework concerning Antecedents of Excellence in creating a school culture that routinely uses data to inform instruction. The authors argue principals must focus on three antecedents as precursors to effective data use: leadership responsibilities, professional development responsibilities, and school culture responsibilities. Additionally, the authors highlight shared leadership as being instrumental when creating a data-driven culture. Applications for practice are included. (Contains 1 figure and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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