Learning Goals in a Pluralistic Society - Research Proposal Example

All children are entitled to an experience that is variant because each child has a distinct need. The notion that all children can learn in no way embraces the theory that they learn in the same manner or at the same time or at the same level of achievement. Schools began as simple institutions often run by churches and teachers advanced through the leadership chain with out training. (Murphy 1998). Accordingly, as a principal, one must expect to see different outcomes within the same time frame.

Against that backdrop, there is a dramatic change in the role of principals and their duties to their students. (Shipman 2007) Simply having knowledge of the educational system is not enough for a principal to be considered an effective leader. (Shipman 2007) This paper seeks to discuss the first standard of the ELCC standards, the knowledge of the principal. The principal has a deep understanding of diversity and its implications for education. Knowledge of the learning goals of a pluralistic requires that a principal assess the goals which are immediate and long term.

Firstly, a principal must be able to have a working definition of what a pluralistic society actually is. Banks and Banks (2006) defined the obligations of a leader in a pluralistic society as those that envision: “Maintaining a democratic society and preserving and enlarging freedom require citizens who embrace democratic values and recognize their responsibilities to help narrow the gap between real and idealized American values” (Banks and Banks p.46). Naturally, a principal has the obligation to teach these values to his/her students.

A leadership principal clearly values individuals who are diverse in terms of race, ethnicity, exceptionality, religion, sexual orientation, socioeconomic status or gender. In teaching the staff, the principal must also keep an open and professional relationship with the teachers of his/her school which is revolved