This paper discusses paradigm shifts in educational leadership by restructuring goals and revising visions.
Written in 2008; 2,312 words; 10 sources; APA; $ 71.95
Paper Summary:
In this article, the writer notes that student achievement is the goal of education; leadership is the path to its attainment. Time, teams, and, passion are key components in the pursuit of excellence. However, the writer points out that systemic changes are needed to facilitate the creation and continuity of supportive learning environments. This paper reviews relevant peer-reviewed and scholarly literature concerning opinions and recommendations pertaining to educational leadership. The writer notes that the articles reviewed focus on the principal's role as the agent of success. Included in this paper are ideas relative to administration, time allocation, team building, leadership training, university training, licensure review, and the identification and development of candidates as future principals. A summary of the research and important findings are presented in the conclusion.
Outline:
Introduction
Review and Discussion
Background
Challenges and Changes
Time for Change
Conclusion
From the Paper:
"Changes required extend to the university setting as well. Some program proponents remain entrenched in status quo. However, university programs should be reevaluated to incorporate practical problem solving and life-like role playing opportunities for aspiring principals. If educational leadership is the key factor for attaining student achievement, then advance preparation is necessary. It is unrealistic to expect freshly appointed principals to garner the requisite interpersonal skills through on-the-job immersion. Class plans are prepared for our students; shouldn't our "principals in training" be provided similar mentoring appropriate to their needs? In addition, mentoring should continue after the principal has been appointed to a school. Leadership can be a lonely experience; a periodic visit by a skilled mentor will provide feedback opportunities for principals based on the real-life experiences encountered. After all, most people benefit when an informed, alternative perspective to is offered for consideration. These are systemic changes required to the training for principal."
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