Summary of Four Strategies for Educational Assessment and Improvement Patrick Duignan, 2006 , Educational Leadership – Key Challenges and Ethical Tensions Cambridge University Press, Victoria, 2006, 176 pages, ISBN: 13 978-0-521-68512-2. In a thought-provoking publication of challenges and ethical decisions leaders in education must grapple with, a three year study of the methods and practices of the leaders in education addresses salient points over which educators lose sleep at night…
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Duignan describes capable leaders as authentic in values and intent. The author describes a detailed framework by which the inherent paradoxes, and tensions of educational leadership can be navigated. Wisdom, effectiveness, and ethics are deemed crucial for those that lead institutions of learning; and educational districts. To implement the work of Duignan, an investigation should be conducted on the most successful administrators, principals, tenured educators, and managers towards the goal of a management, rubric; higher-level grading for administrators themselves; with the option of financial incentives for the districts of high-achieving leaders as permitted by state and federal law. While a point-value system would prove difficult to reliably implement in the judgment of managerial decisions not limited strictly to the financial sphere, leaders in education can be offered guidance during Teacher's meetings and conferences to cover the above points, and a few other recommendations described below: Sharing wisdom via dialogue with vital personnel and a willingness to listen to alternate viewpoints, through a re-thinking of the organizational culture. Conferences and meetings with more of a 'round table' format, in essence. A guiding should also be a focus on seeking a higher purpose into the nuts and bolts of educational practices; in terms of core values, possibly as relating to the school mission-statement. This requires soul-searching for the determination of core values for the district, in addition to the ethical focus and morality initiative in terms of interactions, and actions. To lead with authenticity, both the educators and educated must be encouraged to take responsibility for their own actions and progress. Students must be taught to ‘own up’ to short-comings with an emphasis on continuous improvement. Districts following Duignan’s guidelines should encourage honest authenticity in administrators and seek to achieve a more authoritative presence. While most districts follow similar policies; for implementation an obvious recommendation would be to use proper, respectful titles for students when addressing adult district employees. These recommendations should be added to the professional development regimens that most districts already employ as a matter of course. Sylwester, Robert. 2006. The School Administrator. December 2006. American Association of School Administrators. Publications. Features, Cognitive Neuroscience Discoveries and Educational Practices. An article on cognitive neuroscience discoveries by Robery Sylwester begins with analogies from the biological world as a means to rouse educators into action. In the way that an organism must use its sensory system to understand, and navigate its environment, so must the school employ reason to determine whether and how it must improve, and to propel itself from point A to point B should the latter prove more desirable. This is because, as animals our brains give us the ability and obligation to move around should our needs require it, and that only a sessile, vegetative plant should be content to stay rooted and
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(Articles Review - Educational Instructional Practices, Programs, and Essay)
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