Relevant bibliographies by topics / Florida principals leadership standards

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Florida principals leadership standards'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Florida principals leadership standards"

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Luo, Mingchu, Paul Bland, Edwin Church, and Caitlin Burk. "Chinese Principal Perceptions on the American School Leadership Standards." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.

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The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.
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Stiggins, Richard J. "The Principal's Leadership Role in Assessment." NASSP Bulletin 85, no. 621 (January 2001): 13–26. http://dx.doi.org/10.1177/019263650108562103.

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Many principals and teachers have not been given the opportunity to develop the assessment literacy needed to fulfill their assessment responsibilities in standards-driven schools. The principal's role in dealing with this critical gap in professional capabilities is described. Discusses five standards of sound assessment practice for principals to share with teachers to the benefit of their students.
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Owings, William A., Leslie S. Kaplan, and John Nunnery. "Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study." Journal of School Leadership 15, no. 1 (January 2005): 99–119. http://dx.doi.org/10.1177/105268460501500105.

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A significant relationship exists between principals’ quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher student achievement than comparable schools headed by lower rated principals controlling for socioeconomic status. Implications for increasing student achievement, developing and keeping a school achievement culture, and improving principal leadership are discussed.
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Riveros, Augusto, Carolyne Verret, and Wei Wei. "The translation of leadership standards into leadership practices." Journal of Educational Administration 54, no. 5 (August 1, 2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.

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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.
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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. "Positive school leadership." Phi Delta Kappan 99, no. 1 (August 29, 2017): 21–24. http://dx.doi.org/10.1177/0031721717728273.

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In November 2015, the National Policy Board for Educational Administration — a coalition of nine professional associations — adopted the Professional Standards for Educational Leaders (PSEL), a set of guidelines for the training, certification, hiring, evaluation, and supervision of school principals and superintendents. While it draws heavily from the earlier standards published by the Interstate School Leaders Licensure Consortium in 2008, PSEL is distinguished by a positive, asset-based approach to school management and leadership.
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Liu, Shujie, Xianxuan Xu, Leslie Grant, James Strong, and Zheng Fang. "Professional standards and performance evaluation for principals in China." Educational Management Administration & Leadership 45, no. 2 (July 8, 2016): 238–59. http://dx.doi.org/10.1177/1741143215587304.

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This article presents the results of an interpretive policy analysis of China’s Ministry of Education Standards (2013) for the professional practice of principals. In addition to revealing the evolution of the evaluation of principals in China and the processes by which this policy is formulated, a comparative analysis was conducted to compare it with the Interstate School Leaders Licensure Standards 2008 (ISLLC 2008). The analysis was conducted on the specific standards and indicators across the two documents. The results indicate the presence of both significant similarities and differences in performance expectations for principals: differences are explained by the cultural and national contexts within which school leaders work in both countries. In February 2013 the Ministry of Education in China issued for the first time the national Professional Standards for Compulsory Education School Principals, which provide the specific expectations of quality school leadership. The unprecedented interest in international benchmarking of student academic performance has led to the belief that there are common elements in education policy and school leadership practices. It is hoped that this research sheds new light onto the current thinking on the expectations and evaluation of principal leadership.
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Tubbs, J. Eric, Michael S. Heard, and Adrian Epps. "Principals Preparation Program: Managing The Learning Environment Using ELCC Standards." Contemporary Issues in Education Research (CIER) 4, no. 4 (March 22, 2011): 17. http://dx.doi.org/10.19030/cier.v4i4.4164.

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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.
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Harris *, Sandra, Julia Ballenger, and John Leonard. "Aspiring principal perceptions: are mentor principals modeling standards‐based leadership?" Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 155–72. http://dx.doi.org/10.1080/1361126042000239910.

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Teodorovic, Jelena, Slavica Sevkusic, Vladimir Dzinovic, and Dusica Malinic. "Needs, problems and competencies of school principals in Serbia." Zbornik Instituta za pedagoska istrazivanja 52, no. 2 (2020): 275–330. http://dx.doi.org/10.2298/zipi2002275t.

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Educational leadership has an impact on school climate, teachers? practices and student outcomes. Having in mind its importance, in this paper we wanted to examine the barriers that school principals in Serbia face in their everyday work, solutions that they propose, leadership tasks that they deem important, as well as those competencies which they feel they need to improve. To those ends we conducted a mixed-method study in which 107 principals, teachers, school counsellors, and representatives of school authorities participated in focus groups and interviews, and 200 elementary and high school principals responded to a questionnaire about leadership. Our findings indicate a myriad of barriers, predominantly related to ineffective education policies, imprecise legislation, unprofessional behaviour of teachers and principals and problematic relationship with parents. We also found that the principals felt that they needed to greatly improve their competencies from all six areas of the Standards of the competencies of principals of educational institutions. The paper offers recommendations to policy makers about the needed improvements.
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Rivero Castro, Maria del Rosario, Teresa Yañez Cifuentes, and Constanza Hurtado. "Preparación para ejercer un liderazgo efectivo en Chile: Estudio de opinión a directores a partir del Marco para la Buena Dirección." education policy analysis archives 27 (September 23, 2019): 117. http://dx.doi.org/10.14507/epaa.27.4391.

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International evidence has placed school leadership as the second most important factor for student learning. Educational national policies have given increasing attention to school principals, advancing in the creation of a Leadership Framework called Marco para la Buena Dirección (MDBLE). This frame traces the practices, knowledge and principles and skills that characterize an effective school leader. This article evaluates the degree of preparation to exercise an effective leadership derived from the MDBLE, based on a survey of 575 principals. Results conclude that the framework is well-known and defines clear and valid "standards" in relation of an effective school leadership definition. Nevertheless, the principals perceive moderate and highly heterogeneity in their preparation to exercise the framework, being highly prepared for some components and thematic dimensions, only 8% of principals perceived highly prepared for all components and dimensions of the framework. This evidence points out challenges for the improved school leadership through an improvement of principal competences and better articulation between educational policies and the framework.
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Dissertations / Theses on the topic "Florida principals leadership standards"

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Trimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.

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This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Pelletier, Kelly. "An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5847.

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The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Bernier, Christopher S. "Florida superintendents' views related to the involuntary removal of school principals." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4846.

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This study sought to determine how external influences designed to improve student achievement and school performance such as No Child Left Behind Act of 2001, The Florida A+ Program, and the Differentiated Accountability model impacted Florida school superintendents' prioritization of the Florida Principal Leadership Standards. In the study, major questions addressed concerned (a) the demographic characteristics of the school principals and superintendents involved in the removal of a school principal within the state of Florida; (b) the relationship between the problems a principal encountered and the Florida Principal Leadership Standards; (c) the Florida Principal Leadership Standards that were most often cited and rated most important by school superintendents when determining reasons to remove a school principal within Florida; (d) principal's years of experience as a predictor of principal competence; (e) sources of information that were most important in providing awareness of principal problems; (f) interventions, if any, that were provided to principals to assist them in improving prior to the decision to remove them; and (g) principal career outcomes that were most to likely occur following a superintendent's decision to remove a school principal. Utilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c) instructional leadership, (d) managing the learning environment, and (e) community and stakeholder partnerships.
ID: 029810457; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 210-217).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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Ruiz, Eddie. "Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5853.

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The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Rateno, Christopher J. "Ohio Principals’ Perceptions on Their Technology Literacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1558104758968746.

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Muse, Marcia. "Principals Give Voice to the ISLLC Standards--An Investigation of Leadership Job Priorities." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/2020.

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Due to the increasing demands on educational administrators it has become essential that leadership priorities be established. This study investigated elementary school principals' job responsibilities and how the school administrator prioritized the many facets of the job. The literature supported the continued escalation of job demands on the school principal. Thus with growing accountability, it is essential that school leaders learn to balance the responsibilities of being the instructional leader and the school manager. A purposeful sample of 25 elementary school principals in central Virginia was used in a qualitative study. Principals from small (0-350), medium (351-750), and large (751-1200) sized schools participated in the research. The data did not support any trends or patterns related to school size and the work of the elementary principal. In addition, the research regarding the fulfillment of the ISLLC Standards (Interstate School Leaders Licensure Consortium) suggested that localities should correlate their local professional responsibilities and qualities with the national standards in order to help with the use of a common language when discussing principal job qualities and responsibilities. The study also suggested that although instructional leadership was a principalship priority, it was often overshadowed by the school managerial demands. Each participant maintained one-day logs of activities and the results supported the interview responses in the area of instructional leadership. The principals' day included a variety of situations that interrupted the scheduling of classroom observations. Principals shared that they wanted to be more of an instructional leader yet management demands often prevented them from being actively involved in the classroom. Elementary leaders described the frustrations of time management and the desire to have more "human resources" available to assist them with the very demanding job. In addition, school administrators explained various methods used to prioritize the job responsibilities in order to "run the school". This research study explored how principals described their jobs and their leadership with hopes of discovering what might be done to encourage more qualified applicants.
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Lucas, Brian. "Principals as Partners in Change: Insights on Common Core State Standards Implementation." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/467.

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Since the introduction of the Common Core State Standards (CCSS) in 2010, the education world has experienced a paradigm shift in the pedagogical expectations of educators, and there have been a decidedly mixed results on the implementation of the new standards. This qualitative study explored the experiences of several school administrators across urban and suburban school settings in their implementation of the CCSS. Set within a practitioner-based framework of Dr. Michael Fullan’s drivers of change, this study examined the common large-scale change implementation strategies that were successful and those that provided the most obstacles to administrators, and identifies specific actions on the part of administrators that led to a successful change. This study used semistructured interviews to gather the experiences of five school administrators, and the data were analyzed using a general inductive analysis to determine common themes that emerged from the interview data. The findings revealed that administrators worked through the resistance of staff, the bureaucratic difficulties, and their own steep learning curves to lead the charge. They reported success in leading the work through taking on ownership of the change, diving into the learning right alongside their teachers, chunking the roll-out into more manageable parts, and admitting their own status as learners. Administrators took risks in plain view of their teachers, encouraged teacher leadership, and appreciated incremental progress in their adult learners. This study found specific actions that school leaders can employ to aid their endeavors to lead as inevitable change comes their way.
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Taylor, John R. "Job satisfaction among high school assistant principals in seven Florida counties." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001932.

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Ritchie, Andrew L. "Media literacy standard implementation in Florida perceptions of high school principals and language arts curriculum leaders." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4828.

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The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported "strongly agree" or "agree" with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.
ID: 030646254; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-141).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Mitchell, Keva Latrice. "Perceptions from the Principals’ Desks: African American Elementary Principals and Reading Curriculum and Instruction in a Central Florida County." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000398.

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Books on the topic "Florida principals leadership standards"

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Leadership standards for action: The school principal as servant-leader. Lanham: R&L Education, 2011.

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1946-, Harris Sandra, ed. Standards-based leadership: A case study book for the superintendency. Lanham, Md: Scarecrow Press, 2003.

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Lowery, Sandra Lynn Tillman, 1944-, ed. Standards-based leadership: A case study book for the principalship. Lanham, Md: Scarecrow Press, 2003.

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1942-, Holloway John, Shipman Neil J, Educational Testing Service, and National Association of Secondary School Principals (U.S.), eds. Case studies in school leadership: Keys to a successful principalship. Upper Saddle River, N.J: Pearson Education, 2006.

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Wilmore, Elaine L. Superintendent leadership: Applying the educational leadership constituent council (ELCC) standards for improved district performance. Thousand Oaks, CA: Corwin Press, 2008.

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Wilmore, Elaine L. Superintendent leadership: Applying the educational leadership constituent council (ELCC) standards for improved district performance. Thousand Oaks, CA: Corwin Press, 2008.

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Lowery, Sandra Lynn Tillman, 1944-, ed. Standards-based leadership: A case study book for the assistant principalship. Lanham, Md: Scarecrow Press, 2004.

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Blatchford, Roy. National standards of excellence for headteachers: A practical guide. Melton, Woodbridge: John Catt Educational Ltd, 2015.

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Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) Standards. Corwin Press, 2002.

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Standards-Based Leadership: A Case Study Book for New Principals. Rowman & Littlefield Publishers, Incorporated, 2015.

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Book chapters on the topic "Florida principals leadership standards"

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"Standards and Rubrics." In Reframing the Path to School Leadership: A Guide for Teachers and Principals, 95–107. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2019. http://dx.doi.org/10.4135/9781071800898.n9.

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Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 854–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch039.

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Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Marishane, Ramodikoe Nylon, and Sharon Thabo Mampane. "Contextually Intelligent Leadership for Improving Schools Across Different Contexts and Regions." In Advances in Educational Marketing, Administration, and Leadership, 43–58. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch003.

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One of the main challenges facing school principals in many parts of the world today is how to create a meaningful balance between accountability and innovation. This challenge is rooted in the existing tension between managerialism and leadership theory prevailing across contexts and regions. It is manifested by two competing contextual demands put on school principals, namely, the demand for accountability for outcomes (expressed, among others, through standards-based accountability policies) on the one hand, and the demand for innovation and creativity current leadership theories postulate in view of the context of change schools are operating in. Based on the review of the literature, this chapter presents the tension between school leadership and management and how this manifests itself in both theory and practice. The chapter examines the potential for reducing the tension through contextual intelligence and concludes by outlining possible strategies to narrow the gap between the two and resolve the challenge.
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Crain-Dorough, Mindy, and Adam C. Elder. "Making Research Methods Instruction Relevant for Prospective Principals." In Advances in Early Childhood and K-12 Education, 260–83. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch013.

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In this chapter, the authors describe the specific research skills to be developed for prospective principals in preparation for effective data use for school improvement. Relevant background information is provided regarding effective data use leadership, definition of data literacy, standards for principal preparation in data use, research on teaching research methods, and a comparison of the research process and the data-informed decision-making (DIDM) process. These skills are organized and reported in the chapter by steps in the DIDM research process. These steps include goal setting/problem formation, using previous research, planning for data collection, obtaining or collecting data, analyzing data (transforming data into information), and interpreting/taking action/making decisions.
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Brown, Sidney L. "A Case Study of Strategic Leadership and Research in Practice." In Encyclopedia of Strategic Leadership and Management, 1226–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch086.

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This chapter was developed to review the strategies of leadership preparation programs from two different institutions, one a Historically Black College/University (HBCU), and the other a Predominately White University (PWI) to explore the experiences of relationship building among the State Department of Education, the state legislature, local education agencies, school principals, graduate candidates, university faculty, two schools of education, and the Southern Regional Education Board (SREB) for the purpose of drawing implications for strengthening the training of school leaders. The focus is on a State Department of Education requirement that all seventeen Principal Preparation Programs re-designed their policies and procedures to meet new state standards of best practices adopted from consultation with the SREB. The final project was a designated SREB award (commendation) winning re-designed principal preparation internship program at the HBCU. The four key themes as descriptors of relationships between the two participating institutions: collaboration (subthemes include role definitions and interdependence), communication (subthemes include mentors' dispositions and power imbalance), creativity (subthemes include systems barriers and candidate placement), and critical thinking (subthemes include faculty qualifications and financial burdens). One critical factor that prevails throughout the literature and practical application is that designing and implementing excellent principal preparation/educational administrator programs is an international priority.
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Reports on the topic "Florida principals leadership standards"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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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.
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