Pub Date : 2023-12-01DOI: 10.1177/00317217231219406
Jon Saphier
Leadership gurus often put creating a “shared vision” at the top of their pyramid of what successful leaders do. These visions are best when they are an anchor or a North Star – unwavering goals that the district works toward. Author Jon Saphier proposes this North Star for districts: Make every school an engine for continuous improvement of high-expertise teaching for equity. Saphier writes that the statement conjures concrete images of what to do to improve the experience of children and their learning. It comes with deep anchors in the research base on instructional improvement, deep roots in the literature of healthy organizational culture, and direct ties to the lived experiences of students in school.
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Pub Date : 2023-12-01DOI: 10.1177/00317217231219404
Kathleen Vail
Sham Bevel, principal of Bayside Sixth Grade Campus in the Virginia Beach City Schools, is one of three finalists for the 2024 National Principal of the Year award. The honor, awarded annually by the National Association of Secondary School Principals, recognizes outstanding school leaders who make exemplary contributions to their schools, staff, students, and the profession. Phi Delta Kappan spoke with Bevel about her path to becoming a principal, how principals keep their schools aligned and focused on their goals, and the importance of modeling expectations.
{"title":"The path of a principal: A conversation with Sham Bevel","authors":"Kathleen Vail","doi":"10.1177/00317217231219404","DOIUrl":"https://doi.org/10.1177/00317217231219404","url":null,"abstract":"Sham Bevel, principal of Bayside Sixth Grade Campus in the Virginia Beach City Schools, is one of three finalists for the 2024 National Principal of the Year award. The honor, awarded annually by the National Association of Secondary School Principals, recognizes outstanding school leaders who make exemplary contributions to their schools, staff, students, and the profession. Phi Delta Kappan spoke with Bevel about her path to becoming a principal, how principals keep their schools aligned and focused on their goals, and the importance of modeling expectations.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"108 13","pages":"42 - 45"},"PeriodicalIF":1.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138608683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/00317217231219411
Jonathan E. Collins
Research shows that student achievement is higher when the district leadership is stable. Superintendent turnover, especially in urban areas, continues to rise, and many blame education politics for the leadership churn. Columnist Jonathan E. Collins proposes turning the superintendency into an elected position would solve the problem. Elections would give superintendents a guaranteed term of office and they could run as an incumbent on their record.
研究表明，当地区领导稳定时，学生的成绩会更高。特别是在城市地区，校长的流失率持续上升，许多人将领导层的变动归咎于教育政治。专栏作家乔纳森·e·柯林斯(Jonathan E. Collins)建议，将监管机构转变为选举产生的职位将解决问题。选举将给督学一个有保障的任期，他们可以以在职者的身份参加竞选。
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Pub Date : 2023-12-01DOI: 10.1177/00317217231219375
News, quotes, and insights from the past related to the theme of the December 2023/January 2024 issue of Kappan, “Preparing school and district leaders.”
{"title":"Browsing: Further thoughts on this month’s theme","authors":"","doi":"10.1177/00317217231219375","DOIUrl":"https://doi.org/10.1177/00317217231219375","url":null,"abstract":"News, quotes, and insights from the past related to the theme of the December 2023/January 2024 issue of Kappan, “Preparing school and district leaders.”","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"74 s316","pages":"5 - 6"},"PeriodicalIF":1.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138622090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/00317217231219405
Ferial Pearson, Steven Gill
Despite progress in recent years, members of the LGBTQ+ community remain underrepresented and underserved in the school system. Ferial Pearson and Steven Gill draw on research literature and their own experiences as out queer educators to recommend a set of actions educators can take to reduce harm to members of these communities in school. They call for explicit safe/brave spaces and school cultures, support for LGBTQ+ educators, greater representation in school curricula, and professional development for teachers. Current research shows the benefits of these approaches, but more research is needed to learn what school-level practices and policy changes will be most beneficial to students in different regions and with different intersecting identities.
{"title":"Reducing harm for the LGBTQ+ community","authors":"Ferial Pearson, Steven Gill","doi":"10.1177/00317217231219405","DOIUrl":"https://doi.org/10.1177/00317217231219405","url":null,"abstract":"Despite progress in recent years, members of the LGBTQ+ community remain underrepresented and underserved in the school system. Ferial Pearson and Steven Gill draw on research literature and their own experiences as out queer educators to recommend a set of actions educators can take to reduce harm to members of these communities in school. They call for explicit safe/brave spaces and school cultures, support for LGBTQ+ educators, greater representation in school curricula, and professional development for teachers. Current research shows the benefits of these approaches, but more research is needed to learn what school-level practices and policy changes will be most beneficial to students in different regions and with different intersecting identities.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":" 56","pages":"46 - 51"},"PeriodicalIF":1.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138620178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/00317217231219401
Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, James L. Olive
While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers. Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, and James L. Olive highlight how a large urban school district in the United States created, resourced, and implemented a program to develop a corps of teacher leaders who used what they were learning to analyze and critique local school improvement plans. They then presented their ideas to administrators and collaborated with their colleagues to implement more responsive improvement efforts.
尽管对教学的要求不断升级，但随着时间的推移，教师的发展变化相对较小，这使得今天的许多教师感到准备不足、不堪重负或士气低落，几乎没有机会做出真正的改变。教师领导有望解决学校内部的挑战，并赋予教师权力。Wesley L.C. Henry、Bryan a . VanGronigen、Meredith L. Wronowski和James L. Olive重点介绍了美国一个大型城市学区如何创建、资助和实施一个项目，培养一批教师领导，这些教师领导利用他们所学的知识来分析和批评当地的学校改进计划。然后，他们向管理人员提出自己的想法，并与他们的同事合作，以实现更具响应性的改进工作。
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Pub Date : 2023-12-01DOI: 10.1177/00317217231219374
Teresa Preston
Leading a school or district requires a complex array of skills, yet leadership development programs have not always given leaders the skills they need. Teresa Preston, Kappan’s editor-in-chief, gives an overview of the December 2023/January 2024 issue, which focuses on preparing school and district leaders.
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Pub Date : 2023-12-01DOI: 10.1177/00317217231219403
Robert Feirsen, Seth Weitzman
Conflict management is one of the most stressful and frustrating aspects of a school leader’s job. An inability to overcome conflicting viewpoints, ever more palpable in today’s polarized climate, stymies innumerable school reform efforts. Yet, the subject is rarely examined in graduate-level leadership preparation programs or in-service professional development. Robert Feirsen and Seth Weitzman explain that conflict in schools is normal and discuss why knowing how to manage conflict can strengthen leaders and build capacity for school improvement. They offer specific strategies to build conflict resolution skills and embed collaborative problem solving in school culture.
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Pub Date : 2023-12-01DOI: 10.1177/00317217231219408
James F. Lane
In the Learning with Leaders column, PDK CEO James F. Lane talks with Angélica Infante-Green, the Rhode Island commissioner of elementary and secondary education. She shares how the students in her state have seen success in CTE programs. She also talks about how Rhode Island is changing the high school credit structure and suggests ways to create a robust pipeline for teachers.
{"title":"Learning with Leaders: Rally around the kids: Angélica Infante-Green","authors":"James F. Lane","doi":"10.1177/00317217231219408","DOIUrl":"https://doi.org/10.1177/00317217231219408","url":null,"abstract":"In the Learning with Leaders column, PDK CEO James F. Lane talks with Angélica Infante-Green, the Rhode Island commissioner of elementary and secondary education. She shares how the students in her state have seen success in CTE programs. She also talks about how Rhode Island is changing the high school credit structure and suggests ways to create a robust pipeline for teachers.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"55 5","pages":"60 - 61"},"PeriodicalIF":1.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138626410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/00317217231219400
James C. Eslinger
Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within school leaders. He demonstrates how these dispositions are integrated in the recruitment, preparation, and induction of aspiring and novice school leaders in the district. These dispositions are key drivers for leaders’ beliefs and practices to advance equity in schools and beyond.
俄亥俄州的哥伦布市学校开发了一个新的城市种植自己的主要管道。这条管道强调培养以公平为中心的校长，他们能够以变革和可持续的方式解决教育和社会差异。作者James C. Eslinger从研究和专业文献以及地区和利益相关者的参与中，概述了学校领导者需要培养的六种相互关联的关键性格。他示范如何将这些特质整合到地区内有抱负及新学校领导的招募、准备及入职中。这些性格是领导者在学校及其他地方促进公平的信念和做法的关键驱动因素。
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