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Medium 9781475836479

Principal Quality and Selection: Including Multiple Stakeholders’ Perspectives

Bon, Susan Rowman & Littlefield Publishers ePub

Principal Quality and Selection

Including Multiple Stakeholders’ Perspectives



ABSTRACT: This study examines the incorporation of multiple stakeholders’ perspectives regarding principal quality and proposes a system that includes stakeholders’ views in the principal selection process. Focus group interviews were used to gather multiple stakeholders’ perceptions during the job analysis process for purposes of developing the essential qualities of the principal position for a sample school district. The essential premise of this study is based on our assertion that including the views of multiple stakeholders in the school community is essential to the identification of a quality principal. The second contribution of our work is to provide a practical framework, the multiple stakeholder principal selection model, to inform a school district’s principal selection process and incorporate input from the school community.

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Medium 9781442267893

The Importance of Being Human: A Case Study of Library, Archives, and Museum Collaboration

Collections AltaMira Press ePub

Heather Fox

Archivist for Metadata & Scholarly Communication, University of Louisville, 400 Ekstrom Library, Louisville, Kentucky, 40292; email:

Abstract   Libraries, Archives, and Museums (LAM) convergence has been a topic of discussion for nearly a decade, with a particular focus on harnessing technological know-how to create efficiencies around managing and providing access to collections cared for by these similar yet distinct professions. This case study examines the interaction amongst the University of Louisville (U of L) Art Library, U of L Archives, and the Speed Art Museum (Speed) as the three separate entities worked together to complete an IMLS-funded grant project focused on streamlining the Speed’s library. Although the initial work centered on surveying and weeding the Speed’s collection and creating electronic catalog records of the materials, shifts in the grant budget supported the hiring of a Project Archivist to transfer the Speed’s institutional archives to the University of Louisville. This formal partnership developed from a history of informal collaboration, impelled by exigencies of impending construction to create a new museum space. The project improved access to Speed Library’s collection, enhanced the U of L Art Library’s collection and facilitated preservation of and provided access to the institutional records of the Speed Art Museum. In addition, conversations about LAM convergence tend to emphasize technology. This case study draws on the Collaboration Continuum introduced by Zorich, et al in a 2008 report on the topic and examines the power of interpersonal relationships, which ultimately proved to be the important drivers of this collaboration.

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Medium 9781475811469

A Critical Review of Strategic Planning: Panacea for Public Education?

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: Many states, accrediting agencies, and the Interstate School Leaders Licensure Consortium have policies and standards mandating strategic planning for public schools. Planning in schools has become synonymous with strategic planning. However, alternative approaches to change exist that offer more effective solutions to school improvement. School processes are significantly different from those in the business environment from which strategic planning evolved. The coalescence of policy around a single planning form may not be in public education’s best interests. This article explores the limitations of the strategic model and the potential contributions of other planning models and lessons from contemporary “best practice.”

It would be difficult to find a K–12 public school that does not formally engage in some form of a planning process—at least in the United States. Planning in schools has become synonymous with what is commonly referred to as “strategic planning.” Many states and accrediting agencies have established policies that mandate a strategic planning process for public schools, thereby conveying the message that such a process is essential if a school is to be effective and efficient. In the absence of such external policy mandates, many districts create their own policies requiring strategic planning in their schools.

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Medium 9781475823776

Thinking Outside the (Bricks-and-Mortar) Box(es): Using Cyberspace Technology to Reconceptualize Schooling and Community in the Face of Resegregation

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: As the 50th anniversary of the landmark Brown v. Board of Education decision arrives, a notably gesellschaftliche (individualist, freedom-oriented, rationalist) paradigm in the education policy agenda prevails. That is to say, in the wake of a series of Supreme Court decisions and the proliferation of publicly funded, ethnocentric charter schools in the past few decades, this country has moved away from Brown’s celebrated ideals and closer to the old idea of “separate but equal.” Furthermore, the disconnect is occurring along racial and cultural lines. Thus, if we are to achieve the benefits of diversity in schooling and create a more gemeinschaftliche (communitarian, help-oriented, democratic) orientation in education, we must think outside of the box; we must think digitally. The Internet as an embodiment of multiple forms of computer-mediated communications is a notably communal space imbued with gemeinschaftliche properties. Thus, to the traditional forms of schooling, we should look to add the community-building nature of computer-mediated communications to create virtual learning communities that bring together young people of different racial, cultural, economic and/or geographic identifications.

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Medium 9781475811445

Developing Democratic and Transformational School Leaders: Graduates’ Perceptions of the Impact of Their Preparation Program

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub



ABSTRACT: As administrative preparation programs ground strategies for developing new genres of school leaders in transformational and democratic communities, of particular interest are the instructional and programmatic strategies that contribute to successful program outcomes. Constructed over time, this article highlights the specific contribution of student feedback to a program’s coherence as it engaged in a recursive practice of development, monitoring, evaluation, and program revision. In addition, the article argues for the value of considering students’ experiences within a collaborative structure and culture.

Criticisms of educational administration preparation programs in the literature have highlighted their failure to prepare leaders capable of solving myriad problems confronting today’s schools, particularly in urban settings, and of developing a vision of meaningful school-based change (Marshall, Patterson, Rogers, & Steele, 1996; McCarthy, 2001; Murphy, 1992; Young, 2001). In addition, school boards and districts have complained about the difficulty of finding individuals capable of leading complex change at both the elementary and secondary levels (National Commission on Excellence in Educational Administration [NCEEA], 1987). Some critics have pointed out that the changing social, cultural, and political context in which today’s (and tomorrow’s) principals must lead and manage schools creates new and different demands and requires different types of leadership preparation. Other critics have drawn attention to new approaches to organizational and leadership theories and practices that have emerged in the past two decades that should inform leadership preparation programs (Murphy, 1992). For example, the NCEEA report (1987) called for a new vision of school leadership that promotes schools as learning communities, fosters collegiality, and encourages the involvement of all stakeholders.

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