Professional Standards for Educational Leaders and a First-Year Principal's Experiences: Understanding of Role and Responsibilities

Autor/in	Klomp, Jonathan
Titel	Professional Standards for Educational Leaders and a First-Year Principal's Experiences: Understanding of Role and Responsibilities
Quelle	(2018), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-1194-0
Schlagwörter	Hochschulschrift; Dissertation; Standards; Principals; Beginning Principals; Administrator Role; Instructional Improvement; Academic Achievement; Autobiographies; High Schools; Educational Philosophy; Suburban Schools; Instructional Leadership; Leadership Styles; School Buildings; School Districts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standard; Principal; Schulleiter; Unterrichtsqualität; Schulleistung; Autobiography; Autobiografie; Autobiographie; High school; Oberschule; Bildungsphilosophie; Erziehungsphilosophie; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; School building; Schulgebäude; School district; Schulbezirk
Abstract	Enacting a vision and surviving as a first-year high school principal in a new suburban school district can be a complex and difficult journey. Secondary-level principals have varied roles, including the improvement of teachers' practice and student achievement, branding (or rebranding) the school, and acting as community leaders. This retrospective autobiographical research study of an experienced school administrator during the first year of a high school principalship will examine how a principal enacts his vision and educational philosophy while managing the daily operations and expectations associated with a comprehensive suburban high school against the Professional Standards for Educational Leaders (2015). Current educational research does not describe the experiences of high school principals' comprehensively. Similarly, the Professional Standards for Educational Leaders (PSEL) (2015) are relatively new and unexplored concerning their alignment to the role and responsibilities of first year principals. The literature review reveals the role's complexity, its changing nature, and how principals lead change and deal with conflict while also defining and exploring the notion of a principal's style. The literature review examines the known aspects about the first year of the principalship. Lastly, the literature review examines the evolution of the Professional Standards for Educational Leaders (2015) and how these standards relate to professional practice. As the participant-researcher, the high school principal, engages in his first year in a new building and district, the question "How do a first-year principal's experiences and understanding of their role and responsibilities align with the Professional Standards for Educational Leaders?" will be explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01