Best Practices of Award-Winning Public School Principals: Implications for University Preparation Programs

Autor/in	Harris, Sandra L.
Titel	Best Practices of Award-Winning Public School Principals: Implications for University Preparation Programs
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2006) 2, S.30-41 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Learning Theories; Administrator Education; Public Schools; Recognition (Achievement); Federal Legislation; Transfer of Training; Best Practices; Effective Schools Research; Literature Reviews; Administrator Effectiveness; Mail Surveys; Principals; Administrator Attitudes + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Public school; Öffentliche Schule; Soziale Anerkennung; Bundesrecht; Training; Transfer; Ausbildung; Schulforschung; Erhebungsinstrument; Principal; Schulleiter
Abstract	There is no doubt that quality administrator preparation is critical because research has documented that successful school leaders have a strong influence on student achievement as they set direction, support and develop effective teachers, and as they implement effective organizational processes. Yet, it seems that every day the media reports about America's failing public schools. Despite this wide-spread notion of school failure, as a professor in an educational leadership preparation program, the author hears stories every day of school administrators successfully influencing their K-12 campus for student success. At the same time, every year when public school report cards are issued, exemplary schools are recognized, and many are awarded No Child Left Behind (NCLB) Blue Ribbon status or recognized for other prestigious awards. Often their principals are recognized by local, state, and national organizations, such as the National Association of Secondary School Principals (NASSP) and the National Association of Elementary School Principals (NAESP), for outstanding leadership. While not denying that K-12 public schools may indeed have room for improvement, obviously many schools are flourishing under effective principal leadership. The author began to wonder about best practices used by recognized principals. Therefore this article is presented in two parts. The first section reports on a recent study which identified "best practices for leadership" as reported by award-winning K-12 school principals. The second part reviews the transfer of learning theory and considers the implications that the findings from the "best practice" study might have for university preparation programs. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10