This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
Mosley, kennya g the percieved influence of mentoring nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal as told through interviews and compares it to Laub's six characteristics of servant leadership: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative is analyzed and categories that emerged are presented within Laub's framework. The principal viewed his leadership as a calling to make a difference in people's lives. Throughout his career, he remained focused on others' welfare and was an inviting, hands-on leader. The study shows how the principal's narrative exemplifies servant leadership and the complex relationship between leadership practice and school context
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal through interviews and analyzes how his leadership aligns with the six characteristics of Laub's servant leadership model: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative was coded and categorized according to these characteristics. The findings suggest the principal viewed his role as a calling to make a difference in others' lives. His leadership style focused on the welfare of others and remained consistent over his career. The narrative provides insights into how the principal's practice exemplified servant leadership in valuing people, developing them, and building
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This document outlines a framework for comparative leadership studies across cultures. It defines leadership as a process that gives purpose to collective efforts through mutual respect and trust. The framework examines theories of leadership traits, organizational dimensions, and contingency/situational theories. It also discusses Hofstede's four cultural dimensions of power distance, individualism/collectivism, masculinity/femininity, and uncertainty avoidance. Key leadership processes like decision making and communication are analyzed through the lens of different cultural contexts.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
Mosley, kennya g the percieved influence of mentoring nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal as told through interviews and compares it to Laub's six characteristics of servant leadership: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative is analyzed and categories that emerged are presented within Laub's framework. The principal viewed his leadership as a calling to make a difference in people's lives. Throughout his career, he remained focused on others' welfare and was an inviting, hands-on leader. The study shows how the principal's narrative exemplifies servant leadership and the complex relationship between leadership practice and school context
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal through interviews and analyzes how his leadership aligns with the six characteristics of Laub's servant leadership model: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative was coded and categorized according to these characteristics. The findings suggest the principal viewed his role as a calling to make a difference in others' lives. His leadership style focused on the welfare of others and remained consistent over his career. The narrative provides insights into how the principal's practice exemplified servant leadership in valuing people, developing them, and building
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This document outlines a framework for comparative leadership studies across cultures. It defines leadership as a process that gives purpose to collective efforts through mutual respect and trust. The framework examines theories of leadership traits, organizational dimensions, and contingency/situational theories. It also discusses Hofstede's four cultural dimensions of power distance, individualism/collectivism, masculinity/femininity, and uncertainty avoidance. Key leadership processes like decision making and communication are analyzed through the lens of different cultural contexts.
Change for Motivation_Support for New Pedagogies of Teaching and Learning in ...Andrea Lagalisse
This document summarizes a research paper about supporting motivation for educational change in Ontario public schools. It explores how motivation relates to education and why systemic or "whole-system" change is needed. It discusses theories of social constructivism and sociocultural learning, and examines examples of educational reforms in Finland and Alberta. The document argues that a slow, whole-system approach is needed to change educational philosophy, policy, and practice towards more participatory, relevant, and learner-centered models of teaching and learning.
This document discusses the challenges facing school principals in their leadership role. It notes that principals face increasing pressure due to changes in education and standardized testing requirements. Additionally, solely relying on the principal for leadership is misguided; leadership should be distributed among administrators, teachers, and staff. Effective principal leadership requires cultivating trust and support within the school community to balance external policy demands while focusing on student needs. Overall, the principal role requires nuanced leadership that navigates federal standards while prioritizing educational experiences.
Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Fred C. Lunenburg - developing a culture schooling v1 n1, 2010William Kritsonis
Dr. Fred C. Lunenburg, Author, National FORUM Journals, Houston, Texas
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
NATIONAL FORUM JOURNALS
The document discusses the role of institutional context in teacher education. It states that institutions provide educational facilities for learners and teachers, shaping how teacher-learners view teaching based on their experiences as students. For in-service teacher education, the institution plays a more central role by influencing new teaching practices. However, little attention has been paid to how institutional environments and sociocultural forces can encourage or discourage new teachers. The institution is important for developing students' skills and capacities through various learning activities.
This document summarizes a presentation about developing a campus-wide welcome week program through collaboration across university units. It discusses building the case for collaboration by involving all aspects of the community. Key stakeholders for welcome week are identified. Strategies for the welcome week committee structure and process are outlined, including developing intentional programming content linked to student learning outcomes. Benefits of the collaborative process include building trust and a sense of community across campus.
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
The document summarizes the components of sustainable change leadership based on readings and findings from a sustainable whole school renewal and innovation pilot project. It identifies six key components of sustainable change leadership: shared vision, understanding of change, building relationships, fostering continuous learning, promoting coherence, and being responsive to external demands. It provides examples from participant quotes in the pilot project that illustrate how these components were demonstrated in practice to bring about sustainable change.
Gendered Roles, Principal-Teacher Relationships, School Climate and Instructi...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W., & Jackson, K. (2011, May). Gendered Roles, Principal-Training Relationships, School Climate and Leadership Activity: A Cross-national Analysis using TALIS 2008. Paper presented at the annual meeting of the Comparative and International Education Society, Montreal, Canada.
Perceived Benefits of Servant LeadershipJames LaRowe
This document summarizes a study that explored the perceived benefits of servant leadership among 22 first-year occupational therapy students who volunteered as caregivers at a weekend retreat for individuals with intellectual disabilities. The students participated in journaling and focus groups about their experiences. The results suggest that participating in this service learning opportunity encouraged qualities of servant leadership and had long-term impacts on the students' personal and professional development. Integrating concepts like servant leadership, service learning, and consideration of different learning styles within occupational therapy education can help students gain insights and skills relevant to their careers.
The principal asked teachers to volunteer on a selection committee and mentor an incoming teacher, but all declined due to time commitments. The principal then decided the teachers would participate without their consent. This caused conflict within the teaching team due to their isolationist culture and lack of input. To resolve the issue, the principal needs to communicate openly with teachers, understand their perspectives, and involve them in decision making to improve participation and trust.
This document summarizes three phases of educational change from the 1940s to the present:
1) 1940s-1970s was a phase of innovation and inconsistency with experimentation in teaching approaches but limited funding and support.
2) 1980s-1990s brought standardization, national curricula, and increased testing which decreased teacher autonomy and student learning.
3) Since the late 1990s, partnerships and performance measures have aimed to balance government goals and professional support, but standardization remains the "ultimate enemy" of sustainable reform.
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
This document summarizes two experimental studies that examined the effectiveness of using handheld computers to help 4th and 5th grade students learn mathematics. The first study found that 5th grade students who used handheld computers to learn fraction multiplication performed better than those who did not. The second study found that 4th grade students who used handheld computers to learn least common multiple also performed better. The document reviews other relevant literature on using handheld computers in education and concludes that while results are mixed, handheld computers show potential to increase student engagement and support learning, especially for weaker students. More research is still needed to fully understand how handheld technology can best be utilized across different subject areas.
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Factors Impacting Teacher Retention Mary Ann SpringsWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
Lunenburg, fred c measurement and assessment in schools schooling v1 n1 2010William Kritsonis
This article discusses the purposes of assessment in schools, including helping students understand themselves, providing information for counseling, evaluating academic and personal progress, and facilitating curriculum revision. It also covers establishing appropriate information criteria based on the assessment purpose, creating effective tests, and the major components of a comprehensive K-12 school testing program, which typically includes emerging reading, intelligence, achievement, and interest/aptitude tests administered at various grade levels.
Calais, Gerald j[1]. the multidimensional measure of conceptual complexity nf...William Kritsonis
The document describes a new instrument called the Multidimensional Measure of Conceptual Complexity (MMCC) that aims to assess students' conceptual understanding of chemical equilibrium. [1] The MMCC measures conceptual understanding across two dimensions - conceptual depth and conceptual breadth. [2] Conceptual depth reflects hierarchical levels of understanding from acausal to emergent, while conceptual breadth reflects the range of phenomena a causal explanation can be applied to. [3] The MMCC aims to locate students within this two-dimensional space of conceptual complexity to provide meaningful measures of their understanding.
Change for Motivation_Support for New Pedagogies of Teaching and Learning in ...Andrea Lagalisse
This document summarizes a research paper about supporting motivation for educational change in Ontario public schools. It explores how motivation relates to education and why systemic or "whole-system" change is needed. It discusses theories of social constructivism and sociocultural learning, and examines examples of educational reforms in Finland and Alberta. The document argues that a slow, whole-system approach is needed to change educational philosophy, policy, and practice towards more participatory, relevant, and learner-centered models of teaching and learning.
This document discusses the challenges facing school principals in their leadership role. It notes that principals face increasing pressure due to changes in education and standardized testing requirements. Additionally, solely relying on the principal for leadership is misguided; leadership should be distributed among administrators, teachers, and staff. Effective principal leadership requires cultivating trust and support within the school community to balance external policy demands while focusing on student needs. Overall, the principal role requires nuanced leadership that navigates federal standards while prioritizing educational experiences.
Detris Crane and Reginald Leon Green - Published by NATIONAL FORUM JOURNALS, ...William Kritsonis
This document summarizes research on principal leadership behaviors and how they influence teacher job satisfaction. It explores 13 core competencies of effective school leaders identified in prior research, including visionary leadership, unity of purpose, and instructional leadership. The literature review finds teacher job satisfaction is enhanced when principals exhibit behaviors from these competencies, such as supporting teacher development, fostering collaboration, and involving teachers in decision-making. Specifically, principal behaviors that create supportive working conditions, opportunities for input, and collegial relationships can increase teacher motivation and job satisfaction.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Fred C. Lunenburg - developing a culture schooling v1 n1, 2010William Kritsonis
Dr. Fred C. Lunenburg, Author, National FORUM Journals, Houston, Texas
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
NATIONAL FORUM JOURNALS
The document discusses the role of institutional context in teacher education. It states that institutions provide educational facilities for learners and teachers, shaping how teacher-learners view teaching based on their experiences as students. For in-service teacher education, the institution plays a more central role by influencing new teaching practices. However, little attention has been paid to how institutional environments and sociocultural forces can encourage or discourage new teachers. The institution is important for developing students' skills and capacities through various learning activities.
This document summarizes a presentation about developing a campus-wide welcome week program through collaboration across university units. It discusses building the case for collaboration by involving all aspects of the community. Key stakeholders for welcome week are identified. Strategies for the welcome week committee structure and process are outlined, including developing intentional programming content linked to student learning outcomes. Benefits of the collaborative process include building trust and a sense of community across campus.
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
The document summarizes the components of sustainable change leadership based on readings and findings from a sustainable whole school renewal and innovation pilot project. It identifies six key components of sustainable change leadership: shared vision, understanding of change, building relationships, fostering continuous learning, promoting coherence, and being responsive to external demands. It provides examples from participant quotes in the pilot project that illustrate how these components were demonstrated in practice to bring about sustainable change.
Gendered Roles, Principal-Teacher Relationships, School Climate and Instructi...Alexander Wiseman
Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W., & Jackson, K. (2011, May). Gendered Roles, Principal-Training Relationships, School Climate and Leadership Activity: A Cross-national Analysis using TALIS 2008. Paper presented at the annual meeting of the Comparative and International Education Society, Montreal, Canada.
Perceived Benefits of Servant LeadershipJames LaRowe
This document summarizes a study that explored the perceived benefits of servant leadership among 22 first-year occupational therapy students who volunteered as caregivers at a weekend retreat for individuals with intellectual disabilities. The students participated in journaling and focus groups about their experiences. The results suggest that participating in this service learning opportunity encouraged qualities of servant leadership and had long-term impacts on the students' personal and professional development. Integrating concepts like servant leadership, service learning, and consideration of different learning styles within occupational therapy education can help students gain insights and skills relevant to their careers.
The principal asked teachers to volunteer on a selection committee and mentor an incoming teacher, but all declined due to time commitments. The principal then decided the teachers would participate without their consent. This caused conflict within the teaching team due to their isolationist culture and lack of input. To resolve the issue, the principal needs to communicate openly with teachers, understand their perspectives, and involve them in decision making to improve participation and trust.
This document summarizes three phases of educational change from the 1940s to the present:
1) 1940s-1970s was a phase of innovation and inconsistency with experimentation in teaching approaches but limited funding and support.
2) 1980s-1990s brought standardization, national curricula, and increased testing which decreased teacher autonomy and student learning.
3) Since the late 1990s, partnerships and performance measures have aimed to balance government goals and professional support, but standardization remains the "ultimate enemy" of sustainable reform.
School Law - Educational Law & Policies - Litigation Law - Privacy Law - Employment Law - Court Cases - Educational Leadership -William Allan Kritsonis, PhD
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
This document summarizes two experimental studies that examined the effectiveness of using handheld computers to help 4th and 5th grade students learn mathematics. The first study found that 5th grade students who used handheld computers to learn fraction multiplication performed better than those who did not. The second study found that 4th grade students who used handheld computers to learn least common multiple also performed better. The document reviews other relevant literature on using handheld computers in education and concludes that while results are mixed, handheld computers show potential to increase student engagement and support learning, especially for weaker students. More research is still needed to fully understand how handheld technology can best be utilized across different subject areas.
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Factors Impacting Teacher Retention Mary Ann SpringsWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
Lunenburg, fred c measurement and assessment in schools schooling v1 n1 2010William Kritsonis
This article discusses the purposes of assessment in schools, including helping students understand themselves, providing information for counseling, evaluating academic and personal progress, and facilitating curriculum revision. It also covers establishing appropriate information criteria based on the assessment purpose, creating effective tests, and the major components of a comprehensive K-12 school testing program, which typically includes emerging reading, intelligence, achievement, and interest/aptitude tests administered at various grade levels.
Calais, Gerald j[1]. the multidimensional measure of conceptual complexity nf...William Kritsonis
The document describes a new instrument called the Multidimensional Measure of Conceptual Complexity (MMCC) that aims to assess students' conceptual understanding of chemical equilibrium. [1] The MMCC measures conceptual understanding across two dimensions - conceptual depth and conceptual breadth. [2] Conceptual depth reflects hierarchical levels of understanding from acausal to emergent, while conceptual breadth reflects the range of phenomena a causal explanation can be applied to. [3] The MMCC aims to locate students within this two-dimensional space of conceptual complexity to provide meaningful measures of their understanding.
Herrington david_e._serendipitus herring and kritsonisWilliam Kritsonis
This document summarizes a case study of a failed collaboration between university professors and high school teachers to mentor novice teachers. There were several lessons learned from the collaboration:
1. The busy schedules of teachers, principals, and university faculty made coordinating meetings difficult.
2. Large distances between the rural university and suburban high school, as well as faculty members' homes, made regular in-person meetings infeasible.
3. Different expectations between university professors and teachers led to a lack of a shared vision for the collaboration.
The authors recommend that future collaborations carefully select partners based on alignment of needs and availability, use technology to reduce travel demands, and respect all partners' time constraints.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing postmodern strategic planning in educational organizations. It argues that postmodernism encourages flexible, practical strategic plans tailored to each organization. Traditional "one size fits all" strategic planning based on modernism is criticized for being too rigid. The author advocates that educational leaders abandon universal standards and instead develop innovative strategies based on their unique organizational needs and contexts. Strategic plans should empower self-learning and make schools learning communities. Data should be considered individually for each organization rather than driving standardized decisions. Overall, the document promotes postmodern strategic planning as a way to better guide educational organizations in the 21st century.
The document discusses expository text structure and its importance for students' comprehension. It provides research findings that show expository text is more difficult than narrative text for comprehension and recall. The document also presents a matrix that describes five common types of expository text structures (description, sequence, comparison/contrast, cause/effect, problem/solution), including their defining attributes, example signal words used, and potential graphic organizers to represent each structure. Finally, the document discusses strategies teachers can use to help students identify different expository text structures.
Lunenburg, fred c[1]. sexual harassment an abuse of power ijmba v13 n1 2010William Kritsonis
This document summarizes a journal article about sexual harassment in the workplace. It defines sexual harassment as unwelcome sexual conduct that affects a person's job or creates a hostile environment. There are two main types: quid pro quo harassment, where job benefits are tied to sexual favors, and hostile environment harassment, involving offensive conduct that interferes with work. While quid pro quo is clearer, hostile environment is more subjective and open to interpretation. Sexual harassment negatively impacts victims' well-being and job performance, as well as the overall work environment. Managers must prevent these abuses of power to protect employees and the organization.
The document discusses the future of education in the United States. It notes that while difficult to predict, attempting to foresee future needs is important for proper preparation. Global issues like rising population, declining resources, and geopolitical tensions will impact education. Technological advances and changing demographics, like the slowing growth rate of the US population, will also influence education systems. The curriculum of the future will likely focus more on math, science, and technology to meet societal demands.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, referrals to special education, and fail to account for the impact of student demographics on school performance rankings. The article calls for more data on both the intended and unintended consequences of standardized testing on ELLs and schools with large ELL populations.
This document summarizes several landmark Supreme Court cases and other cases related to search and seizure policies in public schools. It discusses cases involving strip searches, drug testing, metal detector searches, locker searches, and searches on field trips. The landmark cases established that searches of students by school officials need only be reasonable and do not require a warrant or probable cause. Subsequent cases examined what types of searches were considered reasonable under different circumstances based on factors like individualized suspicion, the intrusiveness of the search, and the school's interest like preventing drugs or weapons.
Duncanson, edward natural outcomes of creating classroom space nfeas 26-4-09William Kritsonis
This case study examines how two elementary school teachers reorganized their classrooms by reducing clutter and furniture to increase empty floor space. The researchers observed the classrooms and found that having more open space positively influenced student and teacher behavior, classroom organization, and opportunities for learning. Specifically, it allowed for easier movement, alternative work areas for students, and the ability for different student groups to work simultaneously. The teachers reported feeling more prepared and able to meet student needs with the new classroom arrangements.
Blackbourn, j[1]. m. two unique organizational communication systems 071809 f...William Kritsonis
Two unique organizational communication systems are described: 1) a "Who has the Dean's Ear?" suggestion box program implemented at a university that received an average of 60 submissions per month over four years. Students received a personal response from the dean and many suggestions were implemented. 2) An "Express to the Top" employee feedback program created by a business to improve internal communication, where employees could submit questions and suggestions that reached the president. Both systems aimed to facilitate open communication and continuous improvement through approachable, responsive feedback channels.
The document discusses Michael Fullan's "Six Secrets of Change" and how they can be applied to foster improvement at a school. The six secrets are: 1) Love your employees 2) Connect peers with purpose 3) Build capacity before initiating change 4) Ensure learning is occurring among employees 5) Maintain transparency throughout the change process 6) Develop systems to solidify successful processes and address recurring problems. The author analyzes each secret in the context of their experience leading changes at their school, such as implementing smaller learning communities and increasing teacher collaboration. Fullan's framework provides guidance for leaders to effectively engage employees in the change process through relationship-building, meaningful collaboration, capacity development, transparency, and systematization.
This study examined school board presidents' implementation of continuous improvement practices in their leadership. A survey of 164 school board presidents in Illinois found they perceived moderately high implementation of continuous improvement. However, survey items did not load clearly into the 7 categories of a continuous improvement model. Additionally, no relationships were found between implementation and board members' experience or district characteristics. The study identifies areas for further developing board members' continuous improvement skills, such as evaluating meetings, benchmarking other boards, and engaging communities in goal-setting.
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NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
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Dr. Fred C. Lunenburg - reframing the role of school leaders nfeasj v27 n4 2010
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 27, NUMBER 4, 2010
1
Reframing the Role of School Leaders
Fred C. Lunenburg
Sam Houston State University
ABSTRACT
In this article, I discuss how the role of the school leader has changed over time
from a hierarchical, bureaucratic image to one of devolved decision making and
school self-determination. This altered view of the school leader explains the
centrality of the empowerment of teachers, parents, and students; the importance of
site-based decision making; and the development of professional learning
communities.
Despite some influential work of the effective schools research (National Center
for Effective Schools Research and Development, 2000) and substitutes for leadership
(Yukl, 2010), school leadership has historically been defined as position or role based
and hierarchical in nature (Lunenburg & Ornstein, 2008). This means that those higher in
the organizational structure are seen as more powerful than those below them and that the
right to lead is limited to those provided with legitimate authority, i.e. superintendent,
principal, etc. Most scholars believe that this approach to leadership is ineffective
(English, 2008; Northouse, 2010).
A New Approach to School Leadership
The type of leader needed in tomorrow’s schools calls for a new approach to
managing schools. The school leader, faculty, staff, parents, and community work
together sharing a vision of how to help all students learn. Each school is considered a
professional learning community. Management is less hierarchical (Lunenburg & Carr,
2003; Rubin, 2009). Important decisions are made as much by site-level stakeholders as
by state- or district-level participants. This emerging view of the school leader accounts
for the centrality of organic and adaptive models of organization (Kruse & Louis, 2009)
and the importance of site-based management. That is, decisions about school programs
are decentralized to the school level, and leadership is no longer limited to formal
organizational positions (Patronis, 2010). Leadership and management are based on
ability rather than role (Smylie, 2010). Leadership activities are dispersed according to
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
2_____________________________________________________________________________________
competence for required tasks rather than authority. This altered view of the school
leader explains the centrality of the empowerment of teachers, parents, and students; the
importance of site-based decision making; and the development of professional learning
communities.
Reframing the role of the school leader for the future is best captured by the
rubric of transformational leadership (Bass & Avolio, 2006). Central to this emerging
view of school leadership is a movement from a “power over” approach to a “power to”
approach (English, 2008; Northouse, 2010). School leaders are expected to be change
agents and facilitators, who improve conditions for learning through the creation of
cultures that allow schools to operate as professional learning communities. That is,
school leaders are considered leaders of leaders. They are expected to bring out the
leadership potential of every teacher and employee in the building and to work
collaboratively with them, so that the school as a whole ends up making better decisions
and is committed to continuous improvement (Blankstein, Houston, & Cole, 2009).
Today’s effective school leaders share leadership. They empower teachers to lead school
projects and initiatives rather than serving as the chief problem solvers. They lead from
the center rather than from the top, and they create an environment where teachers can
continually learn and grow (Kruse & Louis, 2009; Senge, 2001, 2006).
Leading from the center, teacher empowerment, site-based decision making, and
professional learning communities then are at the very core of a redefinition of the role of
today’s school leader. In the more successful schools, today’s leader clearly defined
themselves as at the center of the school’s staff rather than at the top (Bulach, Lunenburg,
& Potter, 2008; Wilcox & Angelis, 2010). Instead of occupying an authoritative position,
they preferred instead to give leadership to others and to guide by example and by
indirectly inducing thoughtfulness, rather than by making direct suggestions. In each
instant, their role as an authority figure was downplayed and their role as a source of
support and assistance was emphasized. These emergent school leaders believe in
delegation; in developing collaborative decision-making processes; and in stepping back
from being the chief problem solver in a school, by linking these roles more explicitly to
the development of a professional learning community (DuFour, DuFour, & Eaker, 2010;
Kruse & Louis, 2009; Senge, 2001, 2006).
Conclusion
The role of the school leader has changed over time from a hierarchical,
bureaucratic image to one of devolved decision making and school self-determination.
School leaders, faculty, support staff, parents, and community work together sharing a
vision of how to help all students achieve.
References
Bass, B. M., & Avolio, B. J. (2006). Transformational leadership. Mahwah, NJ:
Lawrence Erlbaum.
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
Blankstein, A. M., Houston, P. D., & Cole, R. W. (2009). Building sustainable leadership
capacity. Thousand Oaks, CA: Corwin Press.
Bulach, C., Lunenburg, F. C., Potter, L. (2008). Creating a culture for high-performing
schools: A comprehensive approach to school reform. Lanham, MD: Rownman &
Littlefield.
DuFour, R., DuFour, R., & Eaker, R. (2010). Professional learning communities at work:
Best practices for enhancing student achievement. Bloomington, IN: Solution
Tree.
English, F. W. (2008). The art of educational leadership. Thousand Oaks, CA: Sage.
Kruse, S. D., & Louis, K. S. (2009). Building strong school cultures. Thousand Oaks,
CA: Corwin Press.
Lunenburg, F. C., & Carr, C. S. (2003). Shaping the future: Policy, partnerships, and
emerging perspectives. Lanham, MD: Rowman & Littlefield.
Lunenburg, F. C., & Ornstein, A. O. (2008). Educational administration: Concepts and
practices. Belmont, CA: Cengage/Wadsworth.
National Center for Effective Schools Research and Development (2000). The triumph of
effective schools: A review and analysis of research and practice. Madison, WI:
National Center for Effective Schools Research and Development, University of
Wisconsin.
Northouse, P. G. (2010). Leadership: Theory and practice (5th
ed.). Thousand Oaks, CA:
Sage.
Patronis, H. A. (2010). Decentralized decision making in schools: The theory and
evidence on school-based management. Washington, DC: World Bank
Publications.
Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for
communities and schools (2nd
ed.). Thousand Oaks, CA: Corwin Press.
Senge, P. M. (2001). Schools that learn. New York: Doubleday.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning
organization (revised ed.). New York, NY: Currency/Doubleday.
Smylie, M. A. (2010). Continuous school improvement. Thousand Oaks, CA: Corwin
Press.
Wilcox, K. C., & Angelis, J. I. (2010). Best practices from high-performing middle
schools. New York, NY: Teachers College Press.
Yukl, G. (2010). Leadership in organizations (7th
ed.). Upper Saddle River, NJ: Prentice
Hall.