To see the other types of publications on this topic, follow the link: Professional Standards of Educational Leaders.
Journal articles on the topic 'Professional Standards of Educational Leaders'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Professional Standards of Educational Leaders.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full text
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Humera Naz and Shelina Bhamani. "Early Childhood Teacher Competencies: Perspectives of Educational Leaders of Public and Private Sector in Karachi." sjesr 4, no. 2 (August 1, 2021): 466–76. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(466-476).
Full textAbstract:
In Pakistan, various teacher development and professional competency model exist and have been presented. However, there is a lack of a competency model for teachers of early childhood care and education (ECCE). This research study was an attempt in initiating a formal discourse regarding how school leaders perceive ECCE teacher competency (TC). The study approached an exploratory qualitative study with the intent to understand the perspective of educational leaders from the public and private sector pertinent to ECCE-TC. Four school leaders, two from each sector respectively were approached to share their perceptions regarding the same. The researchers used an in-depth qualitative interview with a help semi-structured interview topic guide. The findings reveal that ECCE is a specialized field and that there is a need for ample work to be done to recognize this field. The data also revealed that there are discrepancies concerning recruitment criteria, teacher appraisal and credits for continuous professional development. More so, there is a need for national level agenda to address the gaps of competency and licensing framework. We present a policy recommendation as closure of this paper for Pakistan to have a task force on ECCE with the relevant field experts who could contribute with their pragmatic experience and align Pakistan ECCE landscape with global standards
12
Melloy, Kristine J. "Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs." Journal of Transformative Leadership & Policy Studies 7, no. 2 (April 10, 2019): 13–24. http://dx.doi.org/10.36851/jtlps.v7i2.504.
Full textAbstract:
University educational leadership preparation programs whose mission is to prepare Transitional Kindergarten through 12th grade (TK-12) school administrators need to transform their curriculum so that all leaders (not just special education leaders) have the knowledge and skills to create inclusive school communities that truly include all students. Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity, achievement and opportunity gaps remain in our nation’s public schools. The purpose of this conceptual study is to provide a look at redesigned preparation programs built on professional standards changes, evidencebased practices, and practice-based evidence correlated with inclusive school communities. Transformed preparation programs prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities, considering that 100% of the students spend 80% or more of their day in general education classrooms. The impact for students with disabilities is that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit.
13
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.
Full textAbstract:
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.
14
Pierucci, Laura. "Challenges for Teaching Wireless Communications Standards at the Graduate Level." Education Sciences 9, no. 4 (December 15, 2019): 298. http://dx.doi.org/10.3390/educsci9040298.
Full textAbstract:
Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master’s degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students’ skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively.
15
Romanowski, Michael H. "Neoliberalism and Western accreditation in the Middle East." Journal of Educational Administration 55, no. 1 (February 6, 2017): 70–84. http://dx.doi.org/10.1108/jea-03-2016-0031.
Full textAbstract:
Purpose The purpose of this paper is to examine the role of neoliberalism and the accreditation of educational leadership programs in one Gulf Cooperation Council (GCC) country by contextualizing the accreditation process and closely examining the Educational Leadership Constituent Council (ELCC) standards used by NCATE, now CAEP, to accredit educational leadership programs in the GCC. By using Habermas’ knowledge constitutive interests (KCIs) and evoking notions of floating signifiers, the paper develops an understanding of the use of Western-developed standards in a country that is different than the one in which these standards were conceived and how the discourse of accreditation standards shapes understandings and meanings of educational leadership. Design/methodology/approach A critical discourse analysis of the ELCC standards is conducted using a two-prong strategy that applies Habermas’ KCIs and evoking the notions of floating signifiers as a theoretical framework. Findings Understanding that knowledge is bounded by cultural circumstances, findings indicate that the ELCC standards contain all three KCIs, and various floating signifiers are embedded within the ELCC discourse that are problematic in a culture that is vastly different than the one in which these standards were conceived. Originality/value There are a few, if any, studies that have examined neoliberalism and accreditation in a GCC country. In particular, there are no studies that have examined the ELCC standards being used outside the USA. The research provides educators with an insight into the different forms of knowledge and understanding of the surplus of meaning of various concepts that are used within the ELCC professional standards outside the country where the standards were conceived without due regard for contextualization. The study provides discussion on how the discourse of the ELCC standards shapes understandings and meanings of educational leadership and educational leaders.
16
Adams, Donnie, Ashley Ng Yoon Mooi, and Vasu Muniandy. "Principal leadership preparation towards high-performing school leadership in Malaysia." Asian Education and Development Studies 9, no. 4 (February 20, 2020): 425–39. http://dx.doi.org/10.1108/aeds-02-2018-0046.
Full textAbstract:
PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.
17
Levy, Rachel A., Stefanie Salamon Hudson, Carolyn Null Waters, and Katherine Cumings Mansfield. "What’s in a Name? The Confluence of Confederate Symbolism and the Disparate Experiences of African American Students in a Central Virginia High School." Journal of Cases in Educational Leadership 20, no. 2 (May 11, 2017): 105–30. http://dx.doi.org/10.1177/1555458917692832.
Full textAbstract:
In 2015-2016, news stories from Charleston, South Carolina, and the University of Missouri, among others, motivated and inspired many people to organize against assaults on the Black community generally and Black students in particular. Similarly, Black students at Robert E. Lee High School in Virginia have come together around what they perceive as racist symbolism and inequitable educational policies and practices. The Black student leaders at Robert E. Lee High School have presented their school principal with a list of demands. Meanwhile, the school’s football and basketball teams, The Rebels, are threatening to go on strike until students’ demands are addressed. This case study could be used in educational leadership graduate programs as well as curriculum and instruction coursework, especially in courses that emphasize social justice and ethical decision making. Particularly relevant courses might include School-Community Relations, Organizational Culture, Politics of Education, Contemporary Issues in Education, Visionary Planning and Strategies, and Schools as Learning Communities. In addition, this case study aligns with Standards 1, 2, 4, 5, and 6 of the Interstate School Leaders Licensure Consortium (ISLLC) Standards and can be integrated in leadership preparation programs accordingly. This case might also be used in school district–sponsored professional development workshops for current and/or aspiring administrators.
18
Oyekan, Sam Oluseyi. "Improvement of Quality Standards in Examination Process in Colleges of Education." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 297. http://dx.doi.org/10.26417/ejser.v5i1.p297-310.
Full textAbstract:
Education is the universal catalyst for qualitative development of effective citizenship and competent workforce required in building a modern dynamic society. Purposeful instructional leadership, prudent management of resources and vibrant evaluation of students’ learning outcomes as a means of quality control could raise appreciable standards toward an improvement of examination process in Colleges of Education. Being a major task in the school curriculum implementation, examination process is a basic mechanism for academic quality assurance in higher education. A comprehensive examination process largely comprises admission of qualified candidates into teacher education programme, effective teaching and learning of the subject curriculum contents, continuous assessment of learning outcomes, moderation and conduct of examinations, marking and grading of examination scripts, external moderation of examination results, computation and consideration of moderated examination results, notification and release of examination results, certification and production of transcripts, career induction and convocation of certified competent and responsible graduates for employment in the labour market. Hence, it is suggested that prompt identification of challenges and strategies for improvement of quality standards in examination process would enhance a comprehensive professional development of competent and personable teachers. Such well-informed educational experts shall use their professional expertise, ethical orientation and instructional best practices to discover and nurture a crop of gifted, talented and skilled individuals as credible future leaders in all aspects of our national life and global economy.
19
Soltyk, Oleksandr. "The Peculiarities of Physical Education Teachers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 39–44. http://dx.doi.org/10.1515/rpp-2017-0048.
Full textAbstract:
AbstractThe article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of health-improving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.
20
SAM, Mu'arif. "EVALUATION OF THE INTEGRATED TEACHING PROFESSIONAL PRACTICE (PPKT) PROGRAM FOR STUDENTS OF EDUCATIONAL MANAGEMENT, FITK UIN SYARIF HIDAYATULLAH JAKARTA." Islamic Management: Jurnal Manajemen Pendidikan Islam 2, no. 02 (July 31, 2019): 165. http://dx.doi.org/10.30868/im.v2i02.512.
Full textAbstract:
This study aims to describe the suitability and benefits of the Integrated Teaching Professional Practice (PPKT) Program for Educational Management (EM) students in developing their competencies. The approach used is program evaluation using the Context-Input-Process-Product (CIPP) model which aims to collect accurate and comprehensive information so that it can be used to assist leaders to make further decisions to redesign, improve, or possibly stop the implementation of the program. The results showed that the PPKT program for EM students was not on target and needed to be stopped immediately or replaced with another program whose value was equivalent because: (1) Theoretically contextual, the PPKT was intended for students from study-based study programs so that it was not suitable for EM students; (2) From the Input aspect, students face the constraints of planning, implementing and evaluating learning, the weak competency of supervisors because their educational background is not from an education degree, teaching staff lack competency; (3) Based on the Process aspect, the PPKT implementation is not appropriate expected especially in teaching and research activities because the supervisor and tutor are not able to carry out their duties and functions properly; and (4) From the Product aspect, PPKT has not been able to improve teaching competence, educational research, educational creation and innovation. The acquisition of a high final score does not reflect their competence because more assessment is based on the subjectivity of tutors and tutors. Based on the results of the study, it was suggested that the Head of the EM Department need to reformulate the vision, mission and competency standards of graduates who are more referring to the competence of education staff, encouraging faculty leaders to immediately issue a decision to terminate the PPKT program for EM students and replace it with other programs with the same weight as PPKT.Keywords: context, input, process, product, PPKT.
21
Rayner, Stephen M. "Admissions policies and risks to equity and educational inclusion in the context of school reform in England." Management in Education 31, no. 1 (January 2017): 27–32. http://dx.doi.org/10.1177/0892020616687699.
Full textAbstract:
Policy discourses in support of school reform in England have linked the objective of raising standards with that of tackling inequality. The assumption that a single policy strategy can tackle both objectives simultaneously is problematic. In this article, I examine issues of equity by studying admissions policy and practice. Drawing on a programme of interviews with the staff of a secondary school in England, I provide evidence of the interplay between policy discourses, the values and ethos of the school, and the professional practice of those who work there. Discussions and debates about the school’s admissions policy reveal cognitive and ethical dilemmas relating to equity and educational inclusion, particularly in the case of children with special educational needs and disabilities. In a policy context that requires schools to operate in a regulated, competitive market, school leaders may reluctantly restrict opportunities for children who already face physical, educational and social challenges.
22
Terentyeva, Irina Vasilyevna, Olga Kirillova, Tatyana Kirillova, Natalya Pugacheva, Aleksandr Lunev, Irina Chemerilova, and Anastasia Luchinina. "Arrangement of cooperation between labour market and regional vocational education system." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1041–55. http://dx.doi.org/10.1108/ijem-10-2017-0296.
Full textAbstract:
Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.
23
O., Omoruyi, and Chinomona E. "Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals." Journal of Economics and Behavioral Studies 8, no. 5(J) (October 30, 2016): 146–58. http://dx.doi.org/10.22610/jebs.v8i5(j).1439.
Full textAbstract:
Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to students’ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.
24
Hiatt, Janet E., and Shelley B. Fairbairn. "Improving the Focus of English Learner Professional Development for In-Service Teachers." NASSP Bulletin 102, no. 3 (July 19, 2018): 228–63. http://dx.doi.org/10.1177/0192636518789261.
Full textAbstract:
To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages ( TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.
25
Wisdom, James. "International trends and strategies in educational development at universities." Dansk Universitetspædagogisk Tidsskrift 7, no. 12 (March 1, 2012): 12–22. http://dx.doi.org/10.7146/dut.v7i12.6141.
Full textAbstract:
This article considers four areas of educational development work which may become more significant in the future. The range and quality of professional development for teaching in higher education has expanded in many countries, the investment in academic frameworks of outcomes, credits and standards has yet to be exploited, the research into student learning is both productive and challenging to existing structures, and the practice of educational development is becoming more extensive – for example, practitioners are now expected to contribute to institutional strategy as much as to provide support for individual lecturers. The article notes significant changes in assumptions about the relations between students, their teachers and their courses, the need for revised approaches to assessment, and the importance of the professional development of the program leader and team to support the modernization of higher education.
26
Nisar, Neelam, Uzma Quraishi, and Afifa Khanam. "The Impact of New-Genre Leadership Style Training on Leadership Skills of School Leaders." Global Regional Review IV, no. II (June 30, 2019): 134–44. http://dx.doi.org/10.31703/grr.2019(iv-ii).15.
Full textAbstract:
This research determined the impact of New-Genre leadership style training on leadership skills of school leaders working in public and private schools. The rational of this training was developed on the basis of related literature and training need analysis. A short-course was developed focusing the deficient areas and offered to 120 participants, randomly sampled to participate in this training. With addition of sub-grouping and a follow-up study, one-group pre-test post-test design was adapted in this quasi-experimental research using quantitative methods. For statistical analysis, mean, standard deviation, percentages and paired sample t-test were applied. According to findings, the New-Genre Leadership Style Training has enhanced the leadership skills of school leaders. The five representative styles: Transformational, Transactional, Authentic, Leader-member Exchange and Global were found highly applicable and effective in educational leadership development. Such professional development courses have been endorsed by the participants for promoting quality education through quality leadership in Pakistan.
27
Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.
Full textAbstract:
This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.
28
Barron, Anne-Marie, Jenna Moran, Shabnam Sultana Nina, Jason Harlow, Meena Gyawali, Farhad Hossain, Mark Brezina, et al. "Building Specialized Nursing Practice Capacity in Bangladesh: An Educational Program to Prepare Nurses to Care for Oncology and Bone Marrow Transplant Patients in Dhaka, Bangladesh." Journal of Global Oncology, no. 4 (December 2018): 1–6. http://dx.doi.org/10.1200/jgo.2016.006486.
Full textAbstract:
In 2012, the Minister of Health and other leaders in the Bangladesh government approached Massachusetts General Hospital to establish the country’s first bone marrow transplant program at Dhaka Medical College Hospital to serve the needs of the people of Bangladesh. Stated goals of this collaboration included a broad focus on the care of oncology patients with a specific emphasis on care of patients with hematologic malignancies and of women with gynecologic cancers. The purpose of this article is to describe the international nursing collaboration between Massachusetts General Hospital, Simmons College, the AK Khan Healthcare Trust in Dhaka, and Dhaka Medical College Hospital that was established to share nursing knowledge and to build specialized professional nursing capacities to deliver high-quality cancer care in the public sector. Over the past 3 years, through the educational programs that have been developed within this collaboration—the Enhanced Specialized Nurse Training Program—the Bangladeshi nurses have received continuing professional development based on Western standards of nursing and have been offering nursing care to patients who have undergone chemotherapy and bone marrow transplantation. The challenges, opportunities, and outcomes of this international collaboration have been highly rewarding and mutually beneficial.
29
Wieczorek, Douglas. "Principals’ perceptions of public schools’ professional development changes during NCLB." education policy analysis archives 25 (February 6, 2017): 8. http://dx.doi.org/10.14507/epaa.25.2339.
Full textAbstract:
This study investigated public school principals’ reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals’ reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000, 2004, 2007), I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers’ planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers’ participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers’ participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a school community’s location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers’ professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures.
30
Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
Full textAbstract:
This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
31
Штремберг, Пер, Per Shtremberg, Сергей Илькевич, Sergey Ilkevich, Татьяна Харитонова, Tatyana Kharitonova, Елена Сахарчук, and Elena Sakharchuk. "Contemporary approaches to curriculum optimization for the educational programs of the academic bachelor in tourism." Universities for Tourism and Service Association Bulletin 8, no. 4 (December 3, 2014): 75–84. http://dx.doi.org/10.12737/6478.
Full textAbstract:
In connection with the entry into force of the new law «On education» the reforms of the national higher education received an additional boost. Improved standards of the third generation «FGOS 3+» has opened up great opportunities for the development of professional education in various areas of training that allows to fully take into account industry-specific features and requirements of business communities. Therefore, the most important task of the present stage of the reform of higher education is the adaptation of modern educational trends in the development of main educational programs of undergraduate and graduate levels. The article is based on a study conducted with direct participation of the authors, the main result of which is the development of an academic main educational program for the undergraduate level in the field of study «Tourism». Directly this article deals with the optimization of curricula that are «core» of any educational program. The results obtained directly by the authors are based on a fairly extensive empirical basis, which consists of curricula and basic educational undergraduate programs developed by higher education institutions — the recognized leaders in the field of tourism education. For the undergraduate level in the field of study «Tourism» the authors formed a competence model for academic Bachelor in tourism, taking into account the possibility of academic mobility, and consisting of a modular curriculum that includes 27 academic disciplines (modules). It should be noted that both the curriculum and the exemplary educational program as a whole meet the requirements of the federal state educational standard of higher education and take into account the demands of the modern business community regarding the training of future bachelors in tourism.
32
Romanowski, Michael H. "The Qatar National Professional Standards for School Leaders: a critical discourse analysis using Habermas’ theory of knowledge constitutive interests." International Journal of Leadership in Education 17, no. 2 (July 16, 2013): 174–99. http://dx.doi.org/10.1080/13603124.2013.814808.
Full text
33
Lambert, Monique, and Yamina Bouchamma. "The development of competencies required for school principals in Quebec: Adequacy between competency standard and practice." education policy analysis archives 27 (September 23, 2019): 116. http://dx.doi.org/10.14507/epaa.27.4211.
Full textAbstract:
School principals deal with a variety of increasingly complex responsibilities (Trudeau, 2013). They must therefore develop and hone professional competencies that will enable them to effectively perform their pedagogical, organizational, relational, or administrative duties (Barber, Whelan Clark., 2010; Bisaillon et al., 2009; Darling-Hammond, Meyerson, LaPointe, Orr, 2010; Pont, Nusche, Moorman, 2008). In light of the many societal changes and resulting pressure on schools, many countries have developed competency standards for school principals to redefine the competencies required to successfully fulfill this role (UNESCO, 2006). Quebec has followed suit in this movement with the publication of its first competency standard for school principals in 2008. This document is used during the initial training for future school principals to develop competencies useful for this function. What competencies are needed by school leaders in relation to the challenges they face in their work? What are these challenges? Interviews with school principals (N = 13) allowed us to highlight challenges that arise in their day-to-day activities which allowed us to identify the professional and cross-curricular (behavioural) competencies that they implement to do their job.
34
Farah, Yara N., and Kimberley L. Chandler. "Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature." Gifted Child Quarterly 62, no. 3 (March 9, 2018): 276–88. http://dx.doi.org/10.1177/0016986218758439.
Full textAbstract:
Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.
35
Mahfouz, Julia, Nikolaus J. Barkauskas, Erica B. Sausner, and Mindy L. Kornhaber. "Leadership Roles of Administration Under the Common Core Reform." Education and Urban Society 50, no. 9 (June 19, 2017): 793–817. http://dx.doi.org/10.1177/0013124517714309.
Full textAbstract:
This qualitative study focuses on school administrators’ understandings and actions as leaders of the Common Core reform. In interviews with eight school and district leaders from five diverse districts in Pennsylvania, several aspects of Common Core, or PA Core, implementation were consistent across regardless of student population demographics and urbanicity. The findings show that (a) administrators view themselves as leaders of buildings or districts but not of reform implementations; (b) while it may not require them to make drastic changes, the PA Core is considered an opportunity to address aspects of the district or school that are in need of improvement; and (c) administrators are aware of their school context and their diverse students’ needs, but the PA Core is not yet adapted to address these diversity issues. These findings suggest that the Common Core pushes administrators to focus on certain areas of school improvement, such as curricula, assessments, and professional development that attends to the Common Core requirements; yet, the Common Core is similar to previous practice, even if its standards are deemed more rigorous.
36
DePree, Jr, Chauncey M., and Rebecca K. Jude. "Daily Practice1: Ethics In Leadership." Contemporary Issues in Education Research (CIER) 3, no. 7 (November 9, 2010): 19. http://dx.doi.org/10.19030/cier.v3i7.217.
Full textAbstract:
The classic question, “Should business schools teach ethics?” is not often asked anymore given the drip, drip, drip of business corruption reported in the news. Even skeptics allow that business ethics education could not hurt and might improve the ethics of business leaders. Furthermore, universities, colleges, and business accrediting agencies prominently represent their ethics for all to see in standards, codes, handbooks, and advertisements. They seem to promote ethical conduct at their institutions. But how do faculty and administrators actually behave? And if not ethically, what are the educational lessons new professionals take to the workplace?
37
Lyons, James E., and Bob Algozzine. "Perceptions of the impact of accountability on the role of principals." education policy analysis archives 14 (June 16, 2006): 16. http://dx.doi.org/10.14507/epaa.v14n16.2006.
Full textAbstract:
Calls for accountability in America's schools have created increased responsibilities for educational leaders. In this article, we describe and discuss a study of elementary, middle, and high school principals' perceptions of the state-wide educational accountability program in North Carolina. The respondents indicated that the state's accountability program has had its greatest impact on how they monitored student achievement, aligned the curriculum to the testing program, provided student remedial or tutorial opportunities, assigned teachers to grades levels or subjects, and protected instructional time. Views of some components, such as measures of school effectiveness, school safety standards, expectations and promotion standards for students, and financial bonuses received by staff members in schools that meet expected achievement standards, were viewed favorably. In contrast, the No Child Left Behind Adequate Yearly Progress (AYP) requirement (incorporated into the state's accountability program), testing requirements for Limited English Proficiency students and special education students, the sanctions applied to schools that do not meet expected growth, and the school status designation labels that are applied to schools based upon student achievement were perceived more negatively. The predictable and unpredictable outcomes of a mandated accountability program on the perceptions (and behavior) of school principals create important considerations which are discussed for policy-makers and other professionals dealing with standards-based reform.
38
Archer, Frank, and Geert Seynaeve. "International Guidelines and Standards for Education and Training to Reduce the Consequences of Events that May Threaten the Health Status of a Community – A Report of an Open International WADEM Meeting, Brussels, Belgium, 29-31 October 2004." Prehospital and Disaster Medicine 22, no. 2 (April 2007): 120–30. http://dx.doi.org/10.1017/s1049023x00004490.
Full textAbstract:
AbstractThe continued professionalization of the humanitarian workforce requires sound underpinning by appropriate educational programs.The international disaster medicine and emergency health community requested the World Association for Disaster and Emergency Medicine (WADEM) develop international standards and guidelines for the education and training for disaster medicine. The Working Group of the WADEM Education Committee prepared and circulated an Issues Paper to structure input on this significant international task. Subsequently, the Working Group facilitated an Open International Meeting convened in Brussels, Belgium, 2004. The “Issues Paper” also was used as a framework to structure this International Meeting, which utilized case studies selected to represent the scope of disaster medicine, and prepared a meeting consensus on a framework for disaster health and for related educational programs.The two-day Brussels meeting attracted 51 participants from 19 countries, representing 21 disciplines.Participants reinforced the need to address the development of international standards and guidelines on education and training in this emerging discipline.Participants supported the view that the term “Disaster Health” suggested a multidisciplinary approach that is a more inclusive contemporary and appropriate term to describe this field, although there were dissenting views.The meeting formulated a consensus view in support of a framework for “Disaster Health”, which included: (1) primary disciplines; (2) support disciplines; (3) community response, resilience, and communication; and (4) socio-political context. The participants considered that this model lends itself to facilitating the development of educational programs in this field and believed that standards and guidelines initially should be developed in the “Core of Disaster Health” for undergraduates in relevant professions, for practicing professionals wishing to expand their practice in this field, and in the “Breadth of Disaster Health” for those wishing to be recognized as “Disaster Health Specialists” as academics, professionals, or policy leaders in this field at a University multidisciplinary Masters Degree level. A community-level and higher-specialist doctoral level would follow.Although the view of the participants was that the establishment of international approval/endorsement processes for education programs may have some benefits, there was less comfort in identifying which body/agency should be charged with this responsibility. The WADEM, the United Nations Office for the Coordination of Humanitarian Affairs, and the World Health Organization were identified as potential lead agents.The outcome of this international meeting is an important step toward meeting the challenge given the WADEM and will be developed further in consultation with the international disaster and emergency health community in order to improve education and training standards and professional practice.
39
Alias, Noryati, Zainudin Awang, and Habsah Muda. "Policy Implementation Performance of Primary School Leaders in Malaysia: An Exploratory Factor Analysis." IIUM Journal of Educational Studies 7, no. 2 (July 8, 2020): 22–39. http://dx.doi.org/10.31436/ijes.v7i2.222.
Full textAbstract:
The aim of this study is to develop a scale for assessing the policy implementation performance of public primary school leaders in Malaysia. The “Implementation Leadership Scale (ILS)” by Aarons, Ehrhart and Farahnak (2014) and part of the “Teacher’s Competency Scale” by Ghafar (2015) were adapted and customised to suit the context of the study in measuring school leaders' policy implementation performance. The respondents were 228 senior primary school leaders who included headmasters and senior teacher assistants in three categories: academic, student affairs, and co-curriculum. Clustered random sampling was used to select the respondents. Results of the exploratory factor analysis (EFA) revealed six underlying components of policy implementation performance with 38 indicators, the first four of which are proactive, knowledgeable, supportive, and perseverance implementation leadership. The last two components are ability to perform and standard of performance. Evidently, the six components explained 65.1% of the total variance. The reliability of the policy implementation performance construct was 0.95, while that of other constructs ranges from 0.79 to 0.89. In addition to contributing further insight to the current literature on policy implementation performance, the results also provide a reliable source of information to researchers and professional practitioners of educational policies for future research in policy implementation performance. Keywords: Educational policy, policy implementation, policy implementation performance, implementation leadership, scale development
40
Poshka, Agim. "COMMON CORE STANDARDS IN U.S AND THE NEEDS OF PUBLIC EDUCATION IN MACEDONIA." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 293–96. http://dx.doi.org/10.35120/kij3002293p.
Full textAbstract:
This study identifies the challenges that the K-12 system of public education faces in Macedonia and explore several successful models that are active in US. These challenges are of different natures starting from the infrastructural issues, curriculum development and standards and unfortunately the strong political involvement of un-professional political elites in all stages of education. The study aims to focus on curriculum development by providing to Macedonia successful models that will create clear standards in teaching and assessment in the K-12 system in Macedonia. It is also expected that this set of criteria will indirectly minimize the political influence in the decision making since the standards are purely academic and performance-based. Common Core State Standards are a model that is considered successful in the US. It aims to unify the learning outcome in the whole country by setting clear educational objectives and mainly focuses in language arts and math. According to CCSS official website, this is a state-led effort launched in 2009 by state leaders, including governors and state commissioners of education from 48 states, two territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). On the other hand the K-12 curriculum in Macedonia is organized in yearly programs. Each of these programs seems quite impressive on paper since three levels of plans are included: the yearly/global plan, the thematic plan and thematic-procedural plan. For each academic year the program states the specific skills and vocabulary/mathematical element that should be conveyed in a particular year. However there are issues such: the Majority of the academic standards in Macedonia have not been revised nor updated in the last 12 years. Also, the content is often not relevant and it does not serve its educational purpose. Unfortunately the English language classes have no cohesion between the curriculum and the teaching materials. In regards to organization the curriculum/program does not have a consistent assessment plan and there is a lack of mentorship support. It is clear that Common Core State Standards are more complex to be fully replicated locally particularly when we consider the cultural context and the legal and infrastructural challenges but the aim for a progressive objectives. This paper aims to compare and contrast these US standards with the current K-12 educational system in Macedonia with the goal of recommending new norms and principles.
41
Kulophas, Dhirapat, and Philip Hallinger. "Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand." Journal of Educational Administration 58, no. 6 (July 31, 2020): 605–27. http://dx.doi.org/10.1108/jea-12-2019-0222.
Full textAbstract:
PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 principals from 159 randomly selected, medium size secondary schools located in Thailand. The research employed multi-level structural equation modeling and bootstrapping analyses in order to test and explore these relationships in a mediation model of school leadership effects on teacher professional learning through academic optimism.FindingsResults of this study reinforce prior research which has found that principal leadership can have significant direct and indirect effects on the professional learning of teachers. This finding is important because, as elaborated earlier, scholars believe that teacher professional learning is a key to sustainable improvement in schools. More specifically, our results extend prior research in two ways. First, as the first study to link Learning-Centered Leadership with Academic Optimism, this study extends findings that point to the role of school leadership in sustaining a culture of academic optimism in schools. Second, this study also established Academic Optimism as a mediator through which school leadership supports Teacher Professional Learning.Research limitations/implicationsAlthough our results support a positive conclusion concerning the effects of school leadership and academic optimism on teacher learning, this was a cross-sectional study. Therefore, caution must be exercised before drawing causal attributions. For example, research has also found that teachers who work in schools that evidence features of a professional learning community are more likely to have a greater sense of collective teacher efficacy, a variable that is also associated with Academic Optimism. Therefore, although our study proposed Academic Optimism as the mediator and teacher professional learning as the dependent variable, it is also possible that this relationship could be reversed or reciprocal (i.e. mutually reinforcing). Future research should continue to examine these possibilities using longitudinal and/or experimental research designs that enable clearer delineation of causal relationships. We also suggest the utility of qualitative and mixed methods studies capable of exploring in greater depth the mechanisms through which school leadership contributes to productive teacher learning.Practical implicationsThere is a need in Thailand, and elsewhere, to redefine the formal roles and professional standards of school leaders to include learning-centered practices. These standards should be embedded into the redesign of pre-service and in-service education programs for teachers and principals. We believe that, at present, relatively few school leaders in Thailand genuinely understand the meaningful impact they can have on teacher learning, and by extension, on student learning. Thus, there is a need for systemic change that recasts the nature of leadership expected from principals as well as the level of lifelong learning expected of teachers.Originality/valueThe findings from this research contribute to an evolving knowledge base on how school leaders influence teacher learning in different national contexts. The research also extends prior research by exploring the role of academic optimism as a mediator of school leadership effects on teacher learning.
42
Borisenko, T. S. "Compositional and production competence of the head of the choreographic team." Vestnik of Saint Petersburg State University of Culture, no. 3 (44) (September 2020): 117–24. http://dx.doi.org/10.30725/2619-0303-2020-3-117-117-124.
Full textAbstract:
The professional competence of the head of the choreographic collective is a single complex of interdependent and inextricably linked individual types of competencies, each of which requires a meaningful approach to the process of their formation, formation and development. The presented results of the analysis of modern research in the fi eld of improving the professional training of future leaders of the choreographic collective for professional pedagogical activity prove that the implementation of the ideas of a competencybased approach in modern choreographic education is the standard of high-quality training of a specialist whose main goal is the formation of professional competent leader of the choreographic team. The artistic and creative competence of the leader of the choreographic collective is an important component of his holistic professional competence, which is characterized by the totality of the former special competencies and the qualities of his personality necessary for solving professional and creative tasks. The study of the specifics of artistic and creative activity, the stages of the work of the baletmeister on the creation and formulation of the dance composition is among the objectives of the study. According to the results of the study, revealing the multifacetedness of the creative processes of creating a choreographic work «from concept to implementation» and characterized by insuffi cient development of the artistic and creative competence of the head of the choreographic collective, the main compositional and production competencies were identified: actual signifi cant structural components and essential characteristics are disclosed. It is concluded that the field of learning to create a dance composition and its staging has been studied a little, and the formation of compositional and production competencies is one of the main tasks facing teachers of special disciplines of universities of culture and art. The presented research results within the framework of this article are intended to use the relevant data as for the professional pedagogical work of the teaching staff : determining the principles for the formation of structural components; identifi cation and implementation of the necessary pedagogical conditions; development of criteria and indicators for diagnosing the formation of compositional and stagesetting competencies, as well as for educational activities of students – future specialists in the process of creating compositions and staging the dance.
43
Jamil, Muhammad Yousaf. "Day Dreaming of Highly Effective Dean: An Important Role towards the Success of Higher Educational Institutes (HEI)." Journal of Management and Research 3, no. 2 (November 29, 2019): 1–26. http://dx.doi.org/10.29145/jmr/32/0302005.
Full textAbstract:
A highly effective Dean plays a marvelous role in the success of creating Quality oriented culture as a Professional Leader, Strategic Thinker, Effective Manager of the Faculty, staff and Students and raises the standards of academic quality. After a detailed review of the prevailing literature about an Effective Dean, this article proposes a conceptual framework that will help out in promoting a healthy culture of effectiveness in the community of Deans. Issues like strategic planning, curriculum, facilities and research are also part of the responsibilities of Effective Deans. Daydreaming 'offers a positive,simultaneous effect on task performance. Through a wide-ranging attributes of Effective Dean, the probable model as mentioned in Figure No. 6.1, uncovers the Planning, Professional, Leadership, and Managerial,scholarly and effective teaching capabilities of Deans. Adopting continuous Improvement strategy, getting accreditation of the relevant Programs at national as well as international level are also the key attributes. The model, if implemented successfully can develop Effective Deans who can run their Schools effectively and the culture of Effective Schooling will ultimately lead towards the creation of a successful Higher Education Institute (HEI).
44
David, Solomon Arulraj, and Abdulai Abukari. "Perspectives of teachers’ on the selection and the development of the school leaders in the United Arab Emirates." International Journal of Educational Management 34, no. 1 (January 6, 2020): 56–69. http://dx.doi.org/10.1108/ijem-02-2019-0057.
Full textAbstract:
Purpose The purpose of this paper is to examine teachers’ perspectives on school leaders’ selection and development strategies in order to propose/recommend strategies that are relevant to the context of the United Arab Emirates. Design/methodology/approach The study gathered data through group discussion of school teachers who attended the module “leadership for school improvement” taught by the researchers. The teachers who participated in this study include local and expat teachers who are currently working in both public and private schools in the UAE. The reports of the group discussion were used as transcripts and thematic analysis was used to analyse the results. Findings The results indicate that there is a strong aspiration for setting better standards for the selection of the school leaders. There is great interest in engaging experts and instrumenting accredited continued professional development training on developing school leaders. The respondents emphasised on the required qualifications, experiences and knowledge, and the need for mentorship approach. Research limitations/implications The key limitation of the study is the smaller sample size. Practical implications The outcome of the study offers necessary insight to the decision makers on the selection and development of school leaders in the UAE. Social implications The study insists that the social and cultural values of the UAE to be considered in the selection and development of school leaders in the UAE. Originality/value The study offers potential gap and scope for further research on school leadership in the UAE that could be further explored with many samples and cases for broader understanding.
45
WATSON, ALEXANDER. "Managing an ‘Army of Peoples’: Identity, Command and Performance in the Habsburg Officer Corps, 1914–1918." Contemporary European History 25, no. 2 (April 12, 2016): 233–51. http://dx.doi.org/10.1017/s0960777316000059.
Full textAbstract:
AbstractThis article examines the officers who led the Habsburg Army during the First World War. It highlights the complexity of their identities, demonstrating that this went well beyond the a-national – nationalist dichotomy in much historiography. It also argues that these officers' identities had a profound impact on how their army functioned in the field. The article first studies the senior command in 1914–16, showing how its wartime learning processes were shaped by transnational attitudes. These officers had belonged in peace to an international military professional network. When disaster befell their army at the outset of the First World War, it was natural for them to seek lessons from foreign armies, at first from their major enemies, the Russians, and later their German allies. The second half of the article explores the changing loyalties of the reserve officers tasked with frontline command in the later war years. It contends that the officer corps' focus on maintaining social and educational standards resulted in an influx of middle-class junior leaders whose conditional commitment to the Empire and limited language skills greatly influenced the Habsburg Army's record of longevity but mediocre combat performance.
46
Martin, Jennifer, and Jane A. Beese. "Pink Is for Girls." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 86–101. http://dx.doi.org/10.1177/1555458916664762.
Full textAbstract:
Leaders must know how to use evidence to inform district decisions, particularly as decisions related to learning become standard practice, and provide professional development that builds the organizational capacity needed to support continuous and sustainable district improvement. Collaboration and implementation of a shared vision and mission facilitates the change process. In this case, the curriculum director, Mr. Cooper has developed a plan for curriculum changes in which boys and girls would be separated by classroom, and participate in distinct curriculums based on the premise that innate differences between boys and girls should drive educational models and instructional strategies designed to address the needs and strengths of each sex. This case examines the importance of fostering collaboration, passion for achievement, commitment, and trust.
47
Kombo, D. K., J. M. Kalai, and A. K. Sang. "Secondary School Principals’ Perceptions of the Influence of KEMI Programmes on Leadership Competence Levels in Two Counties in Kenya." Msingi Journal 1, no. 1 (August 2, 2018): 40–71. http://dx.doi.org/10.33886/mj.v1i1.58.
Full textAbstract:
Adequate preparation and professional development is imperative for institutional leaders and managers particularly those in the education sector with a view to equipping professionals with requisite knowledge, skills and attitudes to function to the required competency levels. The Ministry of Education (Kenya) has been spending large amounts of money on development of educational managers,through its management training agency Kenya Education Management Institute (KEMI). For instance, in 2006 the annual management training budget was KShs. 250million (Kenya Education Staff Institute, 2006). The budget is likely to have gone up owing to inflation rates and escalating living standards. This study sought to analyse the influence of KEMI management training on secondary school principals‟ management practices in their administrative task areas in Kenya. The study also sought to determine whether significant differences existed in principals‘ management practices scores between principals exposed to management training and those who had not been exposed to KEMI management training. The study also sought to determine whether principals‘ management practices scores differed significantly based on school categories (provincial and district schools). The findings indicated significant differences in principals‘ management practices based on exposure to management training by KEMI, and those not exposed to such training programmes. In particular, principals exposed to KEMI management training exhibited higher scores in all administrative tasks while all principals cited challenges in financial management, legal aspects in education and resource management. Principals in provincial schools indicated having more of the best practices in management than their counterparts in district and private schools.
48
Weinhandl, Robert, Zsolt Lavicza, and Tony Houghton. "Designing Online Learning Environments for Flipped Approaches in Professional Mathematics Teacher Development." Journal of Information Technology Education: Research 19 (2020): 315–37. http://dx.doi.org/10.28945/4573.
Full textAbstract:
Aim/Purpose: Our research aims to explore which design elements and aspects of online learning environments are relevant for teachers when introduced to educational innovations such as flipped learning and, thereby, to enable facilitating the dissemination of these innovations. Background: Integrating educational innovations from academic discourses or professional teacher development into teachers’ classroom practices is challenging. Sustaining and reinforcing their effects on professional development is also difficult especially because of the lack of continuous support and inspiration for long term pedagogical changes. Online learning environments could facilitate such assistance, inspiration, and assist in developing supportive teacher communities. The current coronavirus pandemic and the associated homeschooling illustrate that supportive off- and online teacher communities and mutual support and inspiration of teachers will become increasingly significant, especially in virtual learning environments. Methodology: To discover key elements and aspects of such learning environments, an online learning environment for flipped mathematics education was developed, and its application was investigated following design-based research principles. Contribution: In this paper, specifications of design elements and aspects of our online learning environments for teachers embedded into flipped education and other educational innovations will be introduced. Findings: The evaluation of the research data using grounded theory principles indicated that if online learning environments was to promote flipped approaches in mathematics education for teachers in our study the following categories were essential: (a) teachers want to be able to make decisions concerning online learning, (b) online learning environments should illustrate advantages of approaches/technologies as well as their practical relevance, (c) online learning environments should not lead to additional work for teachers, and (d) privacy and security of online learning environments. Recommendations for Practitioners: Following results of our study, teachers should be provided with a variety of high-quality learning materials and opportunities for teachers to share their own learning materials through online learning environments in professional teacher development. However, when providing a variety of learning materials, course leaders should ensure not to overburden participants of professional teacher development. Recommendation for Researchers: For researchers, it is necessary to verify results of our qualitative study quantitatively and to apply our results in other fields of online learning as well. Focusing on the contradictions between the visibility and dissemination of innovation through OLE and teachers’ request for closed OLE could be fruitful. Impact on Society: Results of our study could also have an impact on working lives as a whole, and not just schools or professional teacher development. The corona pandemic has increased the relevance of online working and related online learning for a growing part of our society. High-quality online learning environments could play important roles in this professional transformation. Future Research: Our consecutive research step will be, on the one hand, to explore how online learning environments and their elements could support teachers in their everyday professional lives and thus shifting our research focus from professional teacher development to teaching and learning mathematics in schools. On the other hand, our future research will focus on developing quality standards for learning materials for online learning environments. Furthermore, research should also be continued in regions and subjects with less favorable conditions. This enhancement of research setting should improve the generalizability of our results.
49
Zhilenko, Mykola. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MANAGERIAL COMPETENCIES OF APPLICANTS FOR HIGHER EDUCATION IN THE EDUCATIONAL PROCESS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 12–15. http://dx.doi.org/10.17721/2415-3699.2021.13.03.
Full textAbstract:
Management in the higher education system is usually carried out by managers from representatives of scientific and pedagogical personnel who do not have special professional training to realize the rights and fulfill obligations determined by legislative and regulatory documents. The management effectiveness of a manager in a higher education institution depends largely on the personal characteristics of a leader, but competencies that cannot be formed without special knowledge are a mandatory component of his productivity. The article examined the extent to which the requirements for creating standards and already existing standards provide the basis for the formation of readiness of graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions. Based on the analysis of the legislative and regulatory framework, it has been found to what extent the State standards of higher education of the new generation, the requirements for their creation, the description of general and subject competencies, the program results of training determined by their content, the National Framework of Qualifications of Ukraine, the description of the framework levels of higher education provide the foundations for preparing for managerial activities graduates of educational programs of the second (master's) level. It was established that at the seventh level of the NQF, the formation of specialized conceptual knowledge is provided, including modern scientific achievements in the field of professional activity or the field of knowledge and is the basis for original thinking, critical understanding of problems in the industry and on the verge of knowledge industries; Problem solving skills/skills required for... innovation to develop new knowledge and procedures, the ability to integrate knowledge and address complex challenges in broad or multidisciplinary contexts, problems in new or unfamiliar environments with incomplete or limited information, taking into account aspects of social and ethical responsibility; communication (interaction of persons for the purpose of transmitting information, coordination of actions, joint activities), as an understandable and unambiguous communication of their own knowledge, conclusions and arguments to specialists and non-specialists; responsibility and autonomy, such as the management of work or training processes, which are complex, unpredictable and require new strategic approaches, assessing the results of teams and teams. On the basis of the analysis of internal relations, which are mandatory in the process of creating standards and educational programs, it is necessary that the existing system, combined with the requirements for the quality of higher education, fully provide the basis for the formation of general competencies among graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions.
50
Ignatieva, G. A., O. V. Tulupova, and S. V. Matchinа. "TECHNOLOGY OF SELF-DETERMINED LEARNING AS A NEW FORMAT OF CONTINUING PROFESSIONAL EDUCATION OF TEACHERS." Education and science journal 21, no. 4 (May 7, 2019): 162–82. http://dx.doi.org/10.17853/1994-5639-2019-4-162-182.
Full textAbstract:
Introduction. Continuing professional education (CPE) is a strategic resource of cardinal transformations, which are currently taking place in education. The essence of such transformations generally consists in necessary rejection of a subject-information learning model and transition to designing the model of vocational self-development and self-determination.The aim of this research was to reveal the essence of teachers’ professional development as the process of positional self-determination and formation of managerial position. The hypothesis of the study consists in the assumption that the technology of self-determined learning is the institutional form of mastering and implementing the practice of CPE for teachers as a practice of human potential development in the professional and anthropological self-determination of an adult learner.Methodology and research methods. The methodological basis of the study was the comparative educational strategy of CPE, which is embodied in the model of self-determined adult education, focused on the formation of the human ability to manage their own development in an unstable world through the development of new types of cultural thinking and behaviour. The methods of research of teachers’ management position included the system of the following initiatives: interviews, results of group reflections, content-analysis, methods of included observation using video recording of training sessions and educational products.Results and scientific novelty. The complex of diagnostic technologies allowed the authors to establish management positions of teachers (implementer, leader or strategist) and their ability to design the paths of own development and to organise the system of managerial challenges. As the most adequate technological scheme of self-determined learning, the authors tested the mechanism of projectresource management, which regulates the learner’s movement in the educational space from actions carried out in a particular situation in accordance with the circumstances to an activity determined by a local goal, then to the reflection of own activity elevating to the status of a new norm, and, finally, to the reflection of changes in their own position. It was established that the developmental trajectory of human potential in professiogenesis starts from mastering the subject and means of activity (implementer) and passes through building up funds in transforming a special subject of activity (leader) towards designing new standards of means and subject of activity (strategist).The authors introduce the concept of “anthropological self-determination of an adult in the educational process” as the process and the result of formation of own managerial position and development of a new identity in changing life circumstances.Practical significance of the present research is determined by the possibility of designing educational programmes, which ensure co-organisation of adult students in a single event-activity space based on the mechanisms of project-resource management through the system of managerial challenges.