Relevant bibliographies by topics / Professional Standards of Educational Leaders

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

Academic literature on the topic 'Professional Standards of Educational Leaders'

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

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Journal articles on the topic "Professional Standards of Educational Leaders"

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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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Taysum, Alison. "Strengths of postgraduate research in continuing professional development for professional educationalists." Management in Education 25, no. 4 (October 2011): 138–41. http://dx.doi.org/10.1177/0892020611420364.

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The foundation upon which knowledge was provided in universities was a search for truth with four core beliefs. The first was to be critical of the self, the second to be respectful of others, the third to be tolerant of opposing views and the fourth to be committed to the generation of new knowledge. These principles may be found in curriculums of postgraduate research where leaders gain access to the thinking tools required for democratically engaging in civic work, working for social justice and raising standards in their educational communities. This may be achieved by critiquing different conceptualisations of truth while maintaining respect, tolerance and a commitment to the generation of new knowledge. Therefore leaders doing postgraduate research at a university engage with many conceptualisations of truth or discourses that are brought together in their postgraduate research curriculum. This positions the university as a connector of discourses and as such it is a site of public and moral debate that stands against the erosion of the public space where no political, cultural, cognitive or hegemonic discourse is protagonistic. This study examines these claims and reveals how postgraduate research has equipped two leaders to improve practice within their educational communities.
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Supriatna, Ucup. "Teacher Performance and Principal Leadership Patterns." International Journal of English and Applied Linguistics (IJEAL) 1, no. 1 (August 9, 2021): 38–44. http://dx.doi.org/10.47709/ijeal.v1i1.1050.

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The value of effective management in educational organizations is increasingly recognized by various stakeholders. The purpose of this study is to find out if the Head of Islamic Religious Education in Ketapang City uses an effective leadership pattern in managing his leadership. The findings of this study show that madrasah Aliyah level principals are effective leaders who understand how to be professional leaders. Professionally, this means that the head of Aliyah madrasa has established himself as an education leader and is committed to maintaining high standards at all times. In some cases, the head of Madrasah Aliyah falls into the category of master school leaders who are able to show quality in areas where others can place the principal. as a school leadership authority. The principal is not only good-looking, but also able to show an understanding of the concept of quality. However, no correlation was observed between the principal's leadership and student achievement levels. This indicates that the principal is an education leader with a professional or even a master's degree, but there is no relationship between leadership level and student learning achievement.
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Abu-Tineh, Abdullah, Hissa Sadiq, Fatma Al-Mutawah, and Youmen Chaaban. "An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools." Journal of Education and Training Studies 5, no. 12 (November 29, 2017): 225. http://dx.doi.org/10.11114/jets.v5i12.2823.

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The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.
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Swiggett, Wanda D. "Alignment of the Performance Assessment for School Leaders to the Professional Standards for Educational Leaders: A Distance‐Based Approach." ETS Research Report Series 2019, no. 1 (May 14, 2019): 1–18. http://dx.doi.org/10.1002/ets2.12259.

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Farley, Amy N., Joshua Childs, and Olivia Johnson. "Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice." education policy analysis archives 27 (September 23, 2019): 115. http://dx.doi.org/10.14507/epaa.27.4229.

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The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.
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Liou, Yi-Hwa. "Tied to the Common Core." Educational Administration Quarterly 52, no. 5 (August 20, 2016): 793–840. http://dx.doi.org/10.1177/0013161x16664116.

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Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.
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Iskak, Halima M., and Mark Anthony C. Pa-alisbo. "The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand." Journal of Education and Learning 8, no. 5 (September 20, 2019): 175. http://dx.doi.org/10.5539/jel.v8n5p175.

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The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as well as their level of practice of the 21st-Century professional leadership standards. A questionnaire checklist adapted from the frameworks of Kelly Lambert (2001) and The Wallace Foundation (2013) was used to gather data. Data analysis showed that the school administrators are females, with master’s degrees, 55 years and older, and have few years of administrative experience. Further, they highly practiced the different 21st-century professional leadership standards; however, these were not influenced by their profile. Lastly, it was found out that there were no significant differences in the level of practice of the different 21st-century professional leadership standards as indicated by the profile indicators of the school administrators.
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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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Pak, Katie, Laura M. Desimone, and Arianna Parsons. "An integrative approach to professional development to support college- and career- readiness standards." education policy analysis archives 28 (August 3, 2020): 111. http://dx.doi.org/10.14507/epaa.28.4970.

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Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.
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Dissertations / Theses on the topic "Professional Standards of Educational Leaders"

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Klomp, Jonathan. "Professional Standards for Educational Leaders and a First-Year Principal's Experiences| Understanding of Role and Responsibilities." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839149.

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Enacting a vision and surviving as a first-year high school principal in a new suburban school district can be a complex and difficult journey. Secondary-level principals have varied roles, including the improvement of teachers’ practice and student achievement, branding (or rebranding) the school, and acting as community leaders. This retrospective autobiographical research study of an experienced school administrator during the first year of a high school principalship will examine how a principal enacts his vision and educational philosophy while managing the daily operations and expectations associated with a comprehensive suburban high school against the Professional Standards for Educational Leaders (2015). Current educational research does not describe the experiences of high school principals’ comprehensively. Similarly, the Professional Standards for Educational Leaders (PSEL) (2015) are relatively new and unexplored concerning their alignment to the role and responsibilities of first year principals. The literature review reveals the role’s complexity, its changing nature, and how principals lead change and deal with conflict while also defining and exploring the notion of a principal’s style. The literature review examines the known aspects about the first year of the principalship. Lastly, the literature review examines the evolution of the Professional Standards for Educational Leaders (2015) and how these standards relate to professional practice. As the participant-researcher, the high school principal, engages in his first year in a new building and district, the question “How do a first-year principal’s experiences and understanding of their role and responsibilities align with the Professional Standards for Educational Leaders?” will be explored.

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Billheimer, Dixie M. "A study of West Virginia principals technology standards, professional development, and effective instructional technology leaders /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=799.

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Hairston, Sonji Chavez. "Perceptions of School Leaders regarding the effectiveness of their Principal Preparation Program." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97908.

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The George W. Bush Institute (2016) stated the following: "Across the United States, as many as 700 principal preparation programs are preparing and certifying principals to lead our nation's schools. The methods that preparation programs use to train principals vary nationally and are a source of concern among policymakers, university faculty, and educators (p. 2)." The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. A non-experimental quantitative Likert-style scale survey was used to collect data from a snowball sampling of 46 school leaders pursuing or having completed their doctoral degrees. Doctoral students have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their initial administrative experiences may provide insight into Principal Preparation Programs (PPP). The research findings indicated that school leaders perceived that their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Implications for practice for improving their PPP are included in this study, as well as, suggestions for future studies.
Doctor of Education
The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. This non-experimental quantitative study used a Likert-style scale to collect data from current and past doctoral students who were administrators. Doctoral students were selected as survey participants because they have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their administrative experiences may provide insight into Principal Preparation Programs (PPP). The sampling technique of snowballing was used and resulted in 46 survey participants. The research findings indicated that school leaders perceived their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Suggested changes to PPPs included curriculum/coursework, practicum/internship, faculty, and method of instructional delivery. Implications for practice for improving PPPs include such considerations as a process to systematically assess graduates to determine what changes should occur to their principal preparation program. Suggestions for future research were also addressed in this study.
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Iarussi, Ronald J. "The Effectiveness of the Teacher-Leader Professional Development Model for Common Core State Standards Implementation." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1401788812.

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Rutgers, Linda. "Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71912.

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Thesis (PhD)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou. Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil van tradisionele “enkele geleenthede” van professionele ontwikkeling soos werkswinkels en opleidingsessies. Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers. Die spesifieke konteks vir afrigting in hierdie studie was die professionele ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as afrigtingsmetodes in die model geïnkorporeer. Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is betekenisvol, want die uitkoms van die studie sal die bestaande kennis en bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die implementering van hierdie bevindinge kan lei tot die verbetering van die aard en kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker. Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te ondersoek.
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Hallissey, Megan. "An Examination of Principals' Leadership and Its Impact on Early Elementary Grades." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1359.

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This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals’ understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources – school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. Results indicate principals have minimal training in early childhood pedagogy which may impact teacher evaluations and hiring practices. Results also suggest principals’ explicit leadership decisions conflict with DAP (utilization of external rewards, elimination of art, elimination of play, insufficient reporting measures, etc.). These leadership decisions may inhibit student growth, learning, and development including opportunities for self-regulation. Principals’ implicit leadership decisions may also be promoting inappropriate instructional practices (i.e., prescribed curriculum, teacher-directed whole group instruction, lengthy computerized testing, etc.), but data suggests external influences could be a factor as well. Policy implications and practice recommendations are included.
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Hinkley, Susan E. "Implementing the Common Core State Standards for Mathematics." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2658.

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Current research and declining test scores indicate that changes in educational practice are required for successful implementation of the Common Core State Standards for Mathematics (CCSSM). Using a constructivist change theory framework, this grounded theory study explored the experiences 6 purposefully selected, experienced teachers at an Upstate New York school district had related to the implementation of the CCSSM. The research question investigated the experiences that educators had related to implementing the CCSSM and the accompanying New York State mathematics modules. Observation notes, interview transcripts, and teachers' journals were collected and analysed simultaneously through coding, constant comparison, theoretical sampling, and memoing. The core concern that emerged was the lack of alignment between the standards and the curriculum being used to teach them. This lack of alignment was related to oversized and repetitive lessons, as well as the de-emphasis on teaching the mathematical practice standards that are a large part of CCSSM. These factors caused teachers to invest large amounts of time re-writing curriculum. Findings suggest that administrator-supported adaptive professional development is required to strategically address experienced educator needs while allowing for educator autonomy in curriculum design. The project, an adaptive professional development plan, will support experienced educators as they enact modifications to curriculum in order to address the changes in teacher practice and student learning that are needed to align instruction with CCSSM . This project can be used on a wider scale and can contribute to the knowledge base of implementation models for educators to enact the changes in instruction necessary to improve student mastery of the CCSSM.
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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.

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Doraiswamy, Nithya. "A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221.

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Shayshon, Bruria. "The professional development of teacher-leaders." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.

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Books on the topic "Professional Standards of Educational Leaders"

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R, Larson Matthew, ed. Common core mathematics in a PLC at work: Leader's guide. Bloomington, IN: Solution Tree Press, 2012.

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National Staff Development Council (U.S.), ed. Professional learning for school leaders. Oxford, Ohio: National Staff Development Council, 2008.

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Teachers as servant leaders. Lanham: Rowman & Littlefield Publishers, 2010.

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American Association of School Administrators., ed. Ethics: A course of study for educational leaders. Arlington, Va. (1801 N. Moore St., Arlington 22209-9988): American Association of School Administrators, 1985.

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Kimbrough, Ralph B. Ethics: A course of study for educational leaders. Arlington, Va. (1801 N. Moore St., Arlington 22209-9988): American Association of School Administrators, 1985.

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E, Harris Douglas, ed. Improving standards-based learning: A process guide for educational leaders. Thousand Oaks, Calif: Corwin, 2009.

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Fiore, Douglas J. Introduction to educational administration: Standards, theories, and practice. 2nd ed. Larchmont, NY: Eye on Education, 2009.

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Panel, United States National Education Goals. Talking about tests: An idea book for state leaders. Washington, DC (1255 22nd St., NW, Ste. 502, Washington 20037): The Panel, 1998.

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L, Sharp William. Case studies for school leaders: Implementing the ISLLC standards. Lancaster, Pa: Technomic Pub. Co., 1998.

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K, Walter James, and Sharp Helen M, eds. Case studies for school leaders: Implementing the ISLLC standards. Lanham, MD: Scarecrow Press, Inc., 2001.

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Book chapters on the topic "Professional Standards of Educational Leaders"

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Shapiro, Joan Poliner, and Steven Jay Gross. "Ethics and Professional Norms." In Professional Standards for Educational Leaders: The Empirical, Moral, and Experiential Foundations, 21–36. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2017. http://dx.doi.org/10.4135/9781506387079.n3.

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Rodríguez, Mariela A. "Developing a Leadership Platform: Using and Understanding the Professional Standards for Educational Leaders." In Quandaries of School Leadership, 37–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_3.

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Stufflebeam, Daniel L. "Professional Standards and Principles for Evaluations." In International Handbook of Educational Evaluation, 279–302. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_18.

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Mainzer, Edward A., and EdD, LMHC EdD, LMHC. "Educational Initiatives and Professional Organization Standards." In Working with Students with Disabilities: Preparing School Counselors, 23–50. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n4.

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Hairon, Salleh, and Jonathan W. P. Goh. "Teacher leaders in professional learning communities in Singapore." In Teachers Leading Educational Reform, 86–100. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Teacher quality and school development series: Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-7.

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Ingvarson, Lawrence. "Teaching Standards: Foundations for Professional Development Reform." In International Handbook of Educational Change, 1006–31. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_48.

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Pollitt, Alastair. "Using Professional Judgement To Equate Exam Standards." In Methodology of Educational Measurement and Assessment, 279–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50856-6_16.

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Cook, Constance Ewing. "Professional Development for Chinese University Leaders: Collaboration, Not Competition." In New Frontiers of Educational Research, 121–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39813-1_9.

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Neuman, Delia. "Revised Library Media Standards Adopted by the National Board for Professional Teaching Standards." In Educational Media and Technology Yearbook, 219–25. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_19.

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McCulla, Norman. "Investigating the Use of Capability and Standards – Referenced Frameworks to Support the Professional Learning of Aspiring, New and Experienced School Leaders in the Public Education System in New South Wales, Australia1." In School Leadership - International Perspectives, 267–79. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_14.

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Conference papers on the topic "Professional Standards of Educational Leaders"

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Begun, Vasilij V., Sergij V. Begun, and Olena O. Kilina. "Teaching of Nuclear Power Plant Safety at the National Technical University of Ukraine Within the New Course in Safety Culture." In 2012 20th International Conference on Nuclear Engineering and the ASME 2012 Power Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/icone20-power2012-54814.

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The necessity of safety analysis methods and probable scenarios of accidents teaching in the education of experts for nuclear industry in Ukraine has been realised only after the Chernobyl accident. We developed the content of the first educational course in probabilistic safety analysis in 1995 based on the experience of the countries having developed nuclear power, the USA first of all, and on the training course of the Idaho National Laboratory. After this in 1996 the new course in probabilistic safety analysis of nuclear power plant (NPP) was adopted at our university. The new educational course in safety for students was developed and adopted in 2009 educational year - “Safety culture at nuclear installations of Ukraine”. Education and training in safety culture in higher educational institutions and in the nuclear power plants is a part of the general modern process of maintenance of safety, it is recommended by IAEA standards. The principles of safety culture are taken as a basis of the modern concept of safety of nuclear power plants. This work has received a positive appreciation from the management of departments of safety and training of the personnel of operating organization National Nuclear Energy Generating Company Energoatom (NNEGC Energoatom) and from other leaders of nuclear industry. The content of this educational course was discussed at the international scientific conferences on safety culture in 2008 and 2010, and was preliminary printed in the professional journal «Nuclear and radiation safety». The purposes of education have been defined as a survey, generalizing course on safety of the NPP with an allocation of safety issues on the foreground. Practical questions of the equipment and NPP systems work, their interaction in emergencies and the role of the human-operator are studied. The procedure of failure analysis at NPP is studied. Students analyze equipment work, root and direct causes of incidents. Methods of estimation of safety conditions based on observable operational indicators are studied. Parameters, variables and indicators of safety culture are studied. As a result of gained experience we have come to the conclusion about high advisability of educational courses in safety for students. Specially formed knowledge and education in the field of safety from a student’s bench are the basis of safety culture of the future nuclear industry expert.
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Ashby, Jeff, and Neill Hepburn. "67 Medical professional standards at united lincolnshire hospitals." In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.67.

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Tikhonov-Bugrov, Dmitry Evgenievich, Sergei Nikolaevich Abrosimov, and Viktor Alekseevich Semenov. "Bachelor of engineering and technology: professional standards, educational competences." In II International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463278.

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Wood, Denise May, Greg Auhl, and Sally McCarthy. "Accreditation and quality in higher education curriculum design: does the tail wag the dog?" In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9365.

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Increasingly, the higher education sector is driven by sets of standards that describe quality – internal institutional standards that consider curriculum, teaching and delivery to students and external standards from both the sector and the professions that describe expectations, content, skills and attitudes that curricula must address to support graduate outcomes. Quality is the focus of these requirements, and yet quality in higher education remains a messy problem, with no clear framework (Kundu, 2016) and numerous variables that confound the problem. We ask what comes first: the external standards that accredit a university to provide education for a profession, or internal standards that focus on quality teaching and learning opportunities. The paper presents a short case study that highlights the challenge for course leaders pressured to meet industry requirements, and the impact this has on their awareness and capacity to design a transformational curriculum for students. We conclude that it is the difference between an aspirational courses, whereby quality is focussed on the learning design for student experience, and a compliant course, where quality is focussed on meeting static requirements.
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Апухтина, Елена Владимировна. "EDUCATIONAL STANDARDS AND PROFESSIONAL ACTIVITIES OF A TEACHER OF INFORMATICS." In Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/seh294.2020.71.62.015.

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В статье изложены основные теоретические аспекты понятия профессиональной деятельности учителя информатики. Выявлены особенности исследовательского потенциала педагогических технологий. Учитывая принцип самостоятельности, раскрыта особенность стандартов третьего поколения. The article presents the main theoretical aspects of the concept of the professional activity of a computer science teacher. The features of the research potential of pedagogical technologies are revealed. Taking into account the principle of independence, the peculiarity of the third generation standards is revealed.
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Timokhina, Tatyana V. "Continuous Professional Teachers’ Training In Conditions Of Federal State Educational Standards Integration." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.88.

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Kiseleva, T. G. "Formation Of Sociologists According To The Requirements Of Educational And Professional Standards." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.24.

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Sopin, Victor. "Training of Educators Without Pedagogical Education Under the Requirements of Professional and Educational Standards." In Proceedings of the International Conference on the Development of Education in Russia and the CIS Member States (ICEDER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceder-18.2018.10.

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Kornilova, V. V., A. A. Karnauhova, and N. V. Chinnova. "The Impact of New Educational Standards on Improving the Quality of Professional Student Training." In International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/iceder-19.2020.6.

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Золотухина, А. И. "Expertise of Adapted Educational Programs of Higher Education Within the Framework of Professional Public Accreditation." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.89.52.036.

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непрерывное и качественное образование лиц с ограниченными возможностями здоровья (ОВЗ) и инвалидов становится все более востребованным, увеличивается количество таких обучающихся в вузах страны с каждым годом. Для лиц с ОВЗ должны применяться адаптированные образовательные программы высшего образования, что подразумевает использование эффективных инструментов их оценки. Сегодня эффективным инструментом контроля качества образовательных услуг является профессионально-общественная аккредитация как механизм подтверждения качества подготовки выпускников, отвечающих запросам профессиональных стандартов и рынка труда в стране. В статье систематизированы особенности адаптированных образовательных программ высшего образования, на основании которых выделены показатели критериев их оценки в рамках профессионально-общественной аккредитации. continuing education of people with disabilities is becoming more and more popular, the number of such students in the country's universities is increasing every year. For people with disabilities adapted higher education programs should be applied. At the same time, it becomes necessary to use effective tools for their assessment. Today, professional public accreditation is an effective mechanism for monitoring the quality of educational services as a tool for recognizing the quality and level of training of graduates who meet the requirements of professional standards and the labor market. This study systematizes the features of adapted educational programs of higher education, on the basis of which indicators of the criteria for their assessment in the framework of professional and public accreditation are highlighted.
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Reports on the topic "Professional Standards of Educational Leaders"

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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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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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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