Ch 8 Artful Performance and National Standards by Fenwick W. English, PhD

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The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.

The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.

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  • 1. Chapter 8 (Dr. Fenwick W. English) Artful Performance and National Standards Alex Torrez William Allan Kritsonis, PhD
  • 2. The Art of Educational Leadership
    • The main focus of this book is attempting to balance artful performance with accountability within educational leadership.
  • 3.  
  • 4. Artful Leadership
    • Pg. 5 Leadership is an art because it involves a purposive construction of self
    • Pg. 11 Leadership is an acquired set of habits and skills
    • Pg. 33 Campbell’s Universal Leadership Journey
    • Pg. 40 Leadership is about culture and is stirred along the lines of cultural traditions
    • Pg. 53 The core values of a leader help him or her know how to respond, which challenges to accept or to ignore, and how to shape the practice of leadership in schools
  • 5. Artful Leadership
    • Pg. 65 Humans cannot perceive outside of their own humanity and its linguistic/cultural and contextual frame.
    • Pg. 89 The inescapable dilemma of every leader is the gap between deeply held personal beliefs concerning right and wrong, good and evil, and the requirements of working in environments in which these principals become muddled in a messy world.
    • Pg. 121 Leaders are constructed by engaging in “dramaturgical performance emphasizing the traits popularly associated with leadership: forcefulness, responsibility, courage, decency and so on.
    • Pg 187 Servant Leadership: The Mind and the Heart as one
  • 6.
    • Currently the national standards for evaluating preparation programs for educational leaders focus on accountability and assessment strategies that are not reflective of the actual practice of educational leadership.
  • 7. National Standards
    • The ISLIC (Interstate School Leaders Licensure Consortium) has been adopted by nearly 30 states and has become the basis for a national exam known as the School Leaders Licensure Assessment
  • 8. Standards Area 1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implantation, and stewardship of a vision of learning that is shared and supported by the school community. 2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. 3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. 5 A school administrator is an educational leader who promotes the success of all 6 A school administrator is an educational leader who promotes the success of all
  • 9. Producing an Unequivocal Platform for the Normalizing Gaze and the Policing Function
    • For sanctions to work, those who can be disciplined must consent to the process. For such possibilities to be accepted, the actions have to be perceived as unambiguous, nonpolitical, and fairly applied.
    • Additional standards page 195
  • 10. Retracing the Steps in the Development Process
    • Step 1: Reductionism, Rationality, and Core Technologies
    • Job Standardization eliminates or severely erodes the primacy of professional preparation in university settings. It also eliminates any unique university approach to professional preparation.
  • 11. Retracing the Steps in the Development Process
    • Step 2: The Erasure of Context So One Size Fits All
    • When the administrator’s job can be simplified and narrowed, a generic test can be employed to assess a candidate’s competence. When a common set of standards applies to not only all principalships, but all formal leadership positions as averred, then all administrators become interchangeable parts, and jobs that have been de-skilled can be filled cheaply.
  • 12. Retracing the Steps in the Development Process
    • Step 3: Stifling Research Dissent by the Vicious Circle Principle (V.C.P.)
    • The national accreditation process headed by NCATE welds the enforcement of the ISLLC/ELCC standards into a confluence of agencies, each of which erodes the autonomy of every preparation program in the nation by insisting on an approach of uniformity.
  • 13. The Other View
    • Efficiency in operating schools requires tight connectivity between means and ends, inputs and outputs. School management and the preparation of school administrators needs to be vigorously redirected toward the enhancement of the outcomes of schooling for children.
  • 14. The National Debate on Educational Leadership Preparation
    • Cell A – The “Pipeline” Scenario: Not “Enough” Quality Leaders for the Schools
    • Increase candidates by lifting the need for licensure or previous kinds of experiences school leaders are believed to need.
    • Erasing the requirement of leaders to have had prior classroom teaching experience, and the recruitment of leaders from business and the military to run schools.
  • 15. The National Debate on Educational Leadership Preparation
    • Cell B – The “Real World” Scenario: Universities Are Too Removed From Reality to Prepare Educational Leaders Well
    • University programs must retool to become more “relevant,” partner with school districts, use “research-based practices…that will have the greatest impact on student achievement.
  • 16. The National Debate on Educational Leadership Preparation
    • Cell C – Some Schools Are “ Broken” Scenario: Leaders Need Incentives/Competition to “Fix” Them
    • The way ‘broken schools” are “fixed” is by providing them with leaders who are sufficiently motivated to “take charge” and holding them accountable for “results.”
    • School inadequacy is entirely a human problem with the lack of insufficient focus and unmotivated faculty.
  • 17. The National Debate on Educational Leadership Preparation
    • Cell D – The Social Justice Scenario: Leadership Is a Distributed Function
    • The “achievement gap” is “built in” to existing schooling operations. It will not be removed by making schools more efficient and no amount of accountability for results will change that. Schools have to be remade and reworked to fundamentally alter what they do.
  • 18.  
  • 19. Writing in Your Personal Reflective Journal
    • How do you reflect on your leadership?
    • … what works…what’s meaningful…what’s right…why lead