History of the School Superintendent WSU Superintendent Program 2011-13 Cohort
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The document provides a history of the role of the school superintendent in the United States from the 1830s to present day. It describes how the role has evolved from primarily managing school operations to becoming an educational leader focused on improving teaching and learning. It outlines the typical career path, responsibilities, and challenges facing modern school superintendents.
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Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Principals Matter
Statistics and quotes that illustrate why school principals matter and ideas for improving the principal experience and school leadership.
McGuinn CV Sept 2016
Patrick McGuinn is a Professor of Political Science and Education at Drew University. He has held numerous academic appointments over his career, including serving as Chair of the Department of Political Science and International Relations at Drew University from 2012 to 2016. He has authored and co-authored several books on education policy and governance. His current book project examines how the No Child Left Behind Act transformed American education policy and politics. McGuinn has also authored numerous policy reports for think tanks on topics including the implementation of new teacher evaluation systems, state education agency capacity, and the politics of the Common Core standards.
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Craver’s Historical Overview of the Changing Instructional Role of the High School SLMS, 1950–1986
Craver’s (1986) overview of the evolving instructional SLMS roledemonstrates the gradual change in attitudes and practices taking place between the socially complacent 1950s and the disillusioned 1980s when societal problems affecting students seemed overwhelming and unsolvable. With the launching of Sputnik in the early 1950s, anti-intellectualism in America quickly gave way to concentrated efforts directed toward high educational achievement. During this decade, as educators noticed that children appeared to have individual learning styles, they came to realize that multiple information sources could nourish each of their unique intellects. This made the library a natural focal point in the school and contributed to two gradually evolving librarian roles: assistance with curriculum development (albeit limited) and initiation of course-integrated library instruction. With increasing use of course-integrated audiovisual materials during this decade and the decline of the library as study hall, the more passive librarian role of housing and providing materials slowly transformed into an active instructional role. This gradual transformation was recognized by the American Association of School Librarians (AASL) in their 1956 official statement acknowledging that librarians were becoming “coordinators, consultants and supervisors of instructional materials on each level of school administration” (Gates 1968, 235, as cited in Craver 1986).
In the turbulent 1960s, as school curriculum expanded to include such diverse new subject areas as communication, fine arts, and the humanities, students spent more time in school than previous generations had, and instructional methods became increasingly varied and creative. At the same time, federal funding became available for the development of schools, libraries, and the purchase of diverse library materials. As these education reform initiatives evolved, so did the instructional role of the school librarian, who was described as a “team teacher, learning expediter and media programming educator” (Davies 1963, 158, as cited in Craver 1986). In the latter part of the decade, research into the role of the school librarian was carried out through the School Library Manpower Project. Its publication, Occupational Definitions for School Library Media Personnel showed that overall the scope and nature of the job was evolving into “an active teaching role in the instructional program of the school through instruction in the effective use of media and equipment” (School Library Manpower Project 1971, 10, as cited in Craver 1986).
The early seventies saw further educational change as the system moved from students passively receiving teacher-delivered material toward projects and activities that engaged students in their own learning more than did lectures and tests. But by the latter part of the decade, as national .
Ej1080685
This study investigated how two rural school districts on Long Island engaged students and teachers in 21st century skills. The researchers conducted case studies at four schools in each district, examining instructional practices, organization, governance, and accountability. They found that while participants recognized the importance of 21st century skills like collaboration and problem-solving, most instruction and school structures remained traditional, with a focus on textbooks, worksheets, and standardized testing. Technology was used as a supplemental tool rather than for creative or innovative purposes. Organization, governance, and accountability also followed top-down, traditional models rather than incorporating collaboration or 21st century approaches. The researchers concluded there was a discrepancy between understanding of 21st century skills and their actual implementation in these school
Mediating systemic change in educational systems
This document summarizes a study on mediating systemic change in educational systems through socio-cultural methods. Key points:
- The authors used ethnographic research methods like interviews, focus groups, and observations to understand challenges to equity in 3 state educational systems and help facilitate change.
- They worked with school districts to broaden participation in examining equity issues, disrupting typical hierarchies and involving more student/family voices.
- The goal was to build organizational capacity for ongoing reflection and improvement through tools that helped reframe understanding of problems and disrupt traditional views, while focusing on equity.
Educadm 1 (presentation)
The document discusses the evolution of educational administration from a practical discipline focused on operating schools to an academic field. It explores paradigms in educational administration and compares concepts from manufacturing and education. Key individuals in the development of educational administration are referenced such as Frederick Taylor and his scientific management principles. The interactive and contextual nature of leadership is examined along with different perspectives on the concept of truth over time.
Group 11 thesis
A STUDY ON THE SOCIO-ECONOMIC STATUS OF THE TULONG DUNONG STUDENTS OF SSAM AND ITS IMPACT ON THEIR ACADEMIC PERFORMANCE
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Culturally_Responsive_School_Leadership (1).pdf
This document summarizes a research article that reviews the literature on culturally responsive school leadership (CRSL). The review finds that CRSL focuses on making the entire school environment, not just teaching, responsive to the needs of minoritized students. The review develops a framework around four strands of CRSL: critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. It identifies specific CRSL behaviors centered around inclusion, equity, advocacy, and social justice. Finally, it reflects on the promise and implications of further research on CRSL.
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This document provides information for superintendents on influencing the political process and their role and duties regarding legislation. It discusses engaging with state representatives and legislators, providing input on budget cuts and policy, and joining professional organizations. It also provides updates on legislative actions, education funding, and assessments in Washington state. The overall message is that superintendents must be informed and engaged in the political process to effectively advocate for public education.
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Grading Schools
A majority of parents surveyed gave their child's K-12 school a grade of A or B for overall performance, with 35% giving an A and 44% giving a B. Only small percentages gave lower grades, with 15% giving a C, 5% giving a D, and 1% giving an F. The survey was conducted by Harris Interactive for GlobalScholar and included responses from 963 adults in May 2022.
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WSU Superintendent Certification Program Overview
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Reframing Organizations
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Mental Models & Leadership
This document discusses mental models of leadership and examines how leaders develop beliefs and make assumptions. It introduces the concept of the "ladder of inference" where experiences shape mental models which then guide how data is interpreted. Leaders are placed on a continuum from authoritarian to those who focus on learning organizations, values, and vision. The seminar intends to help participants identify and apply an instructional leadership theory by making them aware of their own mental models and slowing down their thinking process.
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