Principals

The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed.

The purpose of this qualitative, multi-site, multi-case study was to examine how early college high school principals promote the success of the first generation, students of color and low-income students they serve. The study examined three early college high school principals in North Carolina through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just, culturally responsive leaders.

The study used semi-structured interview and focus groups as the
primary data sources. Additional data sources included documents, state databases and observations. The research questions guiding the study were:

1. How do early college high school principals promote the success of the first generation, lower-income students and students of color?
2. How do early college high school principals demonstrate the qualities and characteristics of democratic, socially just and culturally responsive leaders?

Six broad themes and thirteen sub-themes emerged from the data. The themes and sub-themes that emerged were Access and Equity (target student population, application process and special education and ESL students); Academics (retention rate, standardized tests, “The 5th year” and graduation rates/degrees Earned); Culture and Climate (safety/student discipline and school culture and climate; Managing the Organization (finances, staffing, instruction, and vision and mission); Relationships (outside the school and inside the school) and Identity.

The findings were interpreted and situated in the context of the extant literature and the democratic/socially just/culturally responsive leadership conceptual framework.Implications for policy and practice, study limitations, recommendations for future study
and the conclusion were also presented.

The research was carried out to find out primary school teachers’ educational value judgement in regards to teaching process and to understand differences in their values and its effect on their teaching and on their school. The survey was a qualitative type and direct interview method was used to collecting the data. Interview form which built up by the researchers was used as data collection tool. During the development of the interview schedule, firstly literature was reviewed, expert advice and opinion were obtained, pilot study were administered, and the final form of the interview schedule was given following advisory consultations. The survey was carried out within 2007-2008 educational year, with the participation of 40 educationists. Data has been subjected to the content analysis.
The results of research demonstrated that teachers have different value judgements in terms of education processes and this diversity was caused conflicts between teachers at times. At the same time different value judgements in terms of discipline and evaluation of students was caused negative effects over students. Further research aimed at a more detailed evaluation of this data will be beneficial.

Principals are a key factor on various aspects of schooling, and teachers play a determinant role on student's achievement. Several statistical studies have shown this significance. Fewer findings are about the power relationship that exists between the principal and the teachers. The role of effective use of power and empowerment initiatives is not clear. This paper focuses on investigating the relationship among the principal's bases of power, and the role of power in effective teacher and teacher empowerment. For the current study, the primary data source used was a survey. The sample comprised of 20 principals and 100 teachers in High Schools in Albania. Results of the study indicate that correlation exists between ''staying on top'' and level of power. Findings show also that there does not exist a general organizational climate that encourages empowerment and delegation The data suggests that most teachers perceive their principals as operating from a legitimate power base.

The term school principals’ self-efficacy has changed over the past three decades because principals’ roles and duties have changed. Given that professional self-efficacy deals with competence in the profession, if the nature of the profession changes, the level of one’s professional self-efficacy will change as well. There have been found connections between self-efficacy and choosing a career and that efficacy is a robust contributor to career development. People seek a match between their interests and occupational environments. Thus, self-efficacy is believed to be a situational rather than a stable trait. Therefore, understanding that the term principals’ self-efficacy includes certain level of confidence in one’s knowledge, skills, and abilities, which are associated with the task of leading. This has a great importance with respect to the overall managing of schools.
Self-efficacy should not be confused with self-esteem or self-concept since it is a task-specific evaluation. In contrast, self-esteem and self-concept reflect more general affective evaluations of the self.
Research on principals’ self-efficacy usually includes measures of multidimensional self- efficacy, which enables to capture the various elements of the principals’ work.
Few studies have been conducted on the measurement of school principals’ self-efficacy, and most of these are based on the quantitative methodology, emphasizing instruments and scales that describe situations and areas of the principal’s work.
Understanding principals’ self-efficacy could assist policymakers with decisions concerning continuing professional development.

The rapidly expanding use of technology in education requires principals to be prepared as technology leaders; however, many are not currently prepared for this role. It is crucial that principals are prepared in order to lead schools in successful technology integration and support. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. The data for this study was collected from 129 Utah elementary school principals and the survey used the ISTE Standards for Administrators as the framework, and findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. (Keywords: technology leadership, principal, ISTE Standards for Administrators).

Ten middle school principals of Title I charter schools were interviewed in this qualitative, phenomenological narrative study to explore the influence of parental involvement on students’ success in Title I charter schools in Texas as perceived by middle school principals. Each interview was analyzed before combining them to develop a complete picture of the phenomenon. Coding and pseudonyms were used for each participant to maintain anonymity and confidentiality of data and records in the study. The findings suggest that most of the principals considered parental involvement as a combination of different expectations set for both parents and school. Thus, school and the parents must work together and take joint responsibility for the students’ education in school. Other findings from this study suggest that charter school principals are experiencing less parental involvement as students move from elementary to middle school. Finally, the findings from this study affirm that all principals strongly believe that parental involvement has a strong influence on students’ success.

For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal's actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.

Character education reinforcement in secondary school is one of the educational programs aimed to expect the tendency of moral perversion because of moral decadence. Various forms of moral deviations result in students being alienated from normal life. This article aims to discuss character values reinforcement and the principal's transformational leadership strategy to shape student characters in a descriptive-critical way. The aims of this study are school strategies in optimizing to carry out character education reinforcement. This research uses a qualitative method with a case study design. Data analysis used a modified analytic analysis method. Meanwhile, the data validity measurement was based on the level of credibility, transferability, dependability, and confirmability. The results emphasize the importance of shaping student character as an anticipatory step to decrease moral distortions among high school students and the effectiveness of the principal's transformational leadership role in optimizing implementing character education strengthening programs in schools.

The purpose of this qualitative life narrative study was to describe the themes and patterns in which religio-spirituality influences the leadership process for four Black American principals. The study explored how these women leaders navigated intersecting oppressions as they engaged in social justice in their schools and the role of religio-spirituality in that process. One such emerging theme in their narratives was their re/conceptualization of traditional notions of care in their schools in which large numbers of African American students are served. Although care is not always theological in nature, the type of care highlighted in their life narratives was termed pastoral as it resembled the care often exhibited by theological caretakers and in Black American churches, of which each participant was a member.

Abstract
This paper attempts to identify the challenges facing school principals as they engaged in implementing a
curriculum reform in Hong Kong. Based on interview data of school principals, this paper shows three
major types of implementation challenges facing school principals, namely curriculum planning, catering
for learner diversity, and managing change. Drawing on the concep t of ‘exploiting situated possibilities’,
this paper further shows how these school principals explored and exploited possibilities in and around
the school contexts to overcome the implemen tation challenges, as one way to strengthen th e schools’
capacity for change. Implications for developing efficacious principal leadership in school capacity building
are discussed.
Keywords: Principal Leadership, School Capacity Building, Curriculum Reform, Secondary School.

This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses critical policy analysis to reexamine the validity evidence (using the 2014 Standards for Educational and Psychological Testing and a theory of multicultural validity) for the use and interpretation of the PAL in regards to emerging school leadership. Data sources include two years of PAL test documentation plus candidate surveys and interviews with program directors. The author's role as a test user, faculty instructor, and certified test scorer afforded access to student work, student communications, scorer network training, and state department of education communications and meetings. The paper challenges the content validity, raises questions in regards to evidence based on response processes, internal structure, relation to other variables, consequences, and multicultural validity particularly when the PAL is used as a stand-alone, high-stakes licensure test and offers suggestions to improve the test as a formative assessment.

School leaders looking at re-organising their schools as a means to drive school improvement will read this book through the lens of their own school’s journey. This book highlights the impact leaders can have on leading school improvement and ultimately raise student outcomes. While it is not expected that schools will adopt the Al Yasat School Improvement Model, but rather, understand the processes and the thinking that leaders need to undertake in order to make meaningful educational gains.

This paper attempts to explain how “absolute” corporate power examined like, powers as powers in trust, considering five principal. Corporate power to issue stock must be judged in relation to the existing facts which protect the interests and equities of all shareholders. Court point of view was that absolutely power need to be given to management and in “preëmptive right” like a simple capital structure and condition that “preëmptive right” is not right. The power to be declare or withhold dividends most benefit corporation as a whole. The court will intervene if dividends wasn't be declared out of capital or where withholding dividends depress the price of stock in the market. In a family corporation, court was directed: “Declaration of dividends”. Case of Prudential-Insurance-Company proposed buy a majority stocks of the Fidelity-Trust-Company, obtained power to acquire corporate control. Courts may take judicial notice of the “rubber-stamp” quality of most stockholders' votes which action benefited even those shareholders which cutting down specific contract rights such as fixed dividend, fixed preference in assets, and right to stated participation. The power to transfer the corporate enterprise to another enterprise, respective interests of the shareholders of all classes, by merger, exchange of stock, and sale of assets.

Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.

When supplementation of oxygen is inappropriate there is chance of development of either hypoxia or hyperoxia. During oxygen therapy, oxygen level should be maintained within a target-able range through proper monitoring. Pulse oximetry is a useful convenient and reliable monitoring system. The principle of working of pulse oximeter is based on the fact that oxyhaemoglobin and deoxyhaemoglobin absorb light at the red end of the spectrum differently; Deoxyhaemoglobin absorbs more red than infrared and oxyhaemoglobin more infrared than red. The ‘emitter’ of the probe of pulse oximeter sends equal intensities of red and infrared light into the tissue. The ‘sensor’ detects the ratio of red to infrared that emerges. From this information the proportion of oxyhaemoglobin to deoxyhaemoglobinthat is, the percentage saturation of hemoglobin with oxygen is calculated and displayed to the monitor of the instrument. The main advantage of pulse oximeter is that it is noninvasive, less complex, d...

RESUMEN
La presente investigación tuvo por objeto componer una relación histórica del Colegio Militar de México, centrándose en su acontecer como institución de enseñanza, a diferencia de otras obras que se centran en lo militar o en aspectos parciales de su labor educativa. La historia del Colegio se aborda en el contexto general del devenir de México como naciente nación. Sin embargo, este trabajo tuvo la intención de relevar los principales personajes que preservaron el establecimiento frente a turbulencias políticas, dificultades económicas, secesiones internas e intervenciones extranjeras. Busca conocer sus directores, sus profesores, su personal y sus alumnos y analizar cómo fue la enseñanza de este colegio durante sus primeros 50 años. Quisimos comprender cuál fue la relación que tuvo con el  Estado mexicano y cómo se implementó su gestión administrativa y pedagógica. Comparamos sus sistemas de enseñanza adoptados y su repercusión en la administración, en el profesorado y en los alumnos. Añadimos a estos factores la crónica falta de financiamiento del establecimiento por parte del Estado, y la bien documentada pobreza general de sus alumnos.  Finalmente, analizamos sus reglamentos, su currículum, sus cursos, sus horarios, sus libros, sus exámenes, sus calificaciones, sus becas, sus premios y sus graduaciones, entre otros factores académicos.

Abordamos esta temática desde la investigación histórica, adoptando un paradigma ecléctico en lo que tiene que ver con corrientes historiográficas, privilegiando un enfoque historicista dada la dinámica caótica de la historia del Colegio en esta etapa, en virtud de la imposibilidad de hallar alguna estructura de algún proceso institucional o social duradero. Por otro lado, metodológicamente, la presente obra es de carácter cualitativo, no experimental, descriptivo,  valiéndonos de la interpretación de fuentes primarias y secundarias

Palabras Clave: Colegio Militar de México, historia, directores, profesores, personal, alumnos, admisión, financiamiento, currículum, reglamentos, cursos, horarios, libros, exámenes, calificaciones, becas, premios, graduaciones.


ABSTRACT
This research aims to compose a history of the Military College of Mexico, focusing on its development as a teaching institution, unlike other works that focus on the military or partial aspects of its educational work. The history of the College tackles the overall context of the evolution of Mexico as nascent nation. However, this work was intended to highlight the main characters who preserved the institution facing political turmoil, economic hardship, domestic secessions and foreign interventions. It seeks to know its principals, teachers, staff and students and analyze how was the teaching of this school during its first 50 years. We wanted to understand what was the relationship he had with the Mexican government and how its educational and administrative management was implemented. It compares its education systems adopted and its impact on the administration, teachers and students. We add to these factors the chronic underfunding to the institution by the government, and the well-documented general poverty of the students. Finally, we analyze its regulations, curriculum, subjects, schedules, books, exams, qualifications, scholarships, awards and graduations, among other academic factors.

We approach this issue from historical research, adopting an eclectic paradigm which has to do with historiography, favoring historicist approach. This is due to the chaotic dynamic of College history at this stage, given the impossibility to find any structure of some institutional or social process. Moreover, methodologically, this work is qualitative, not experimental, descriptive, using interpretation of primary and secondary sources.



Keywords: Military College of Mexico, history, principals, teachers, staff, students, admission, financing, curriculum, regulations, courses, schedules, books, scores, grades, scholarships, awards, graduations.

ﻫدﻓت ﻫذﻩ اﻟدارﺳﺔ اﻟﺗﻌرف  إﻟﻰ اﻟدﻋم اﻟﻔﻧﻲ اﻟذي ﻳﻘدﻣﻪ اﻟﻣﺷرﻓون اﻟﺗرﺑوﻳون  ﻟﻠﻣﻌﻠﻣﻳن ﺿوء ﻓﻲ  ﻣﻌﺎﻳﻳر اﻗﺗﺻﺎد اﻟﻣﻌرﻓﺔ، ﻓﻲ ﻣدﻳرﻳﺎت ﺗرﺑﻳﺔ اﻟﻣدارس اﻟﻌﺎﺻﻣﺔ ﻋﻣﺎن ﻣن وﺟﻬﺔ ﻧظر ﻣدﻳري وﻗد ،  اﺳﺗﺧدم اﻟﻣﻧﻬﺞ اﻟوﺻﻔﻲ ﻋﻠﻰ  ًاﻋﺗﻣﺎدا اﺳﺗﺑﺎﻧﺔ طورت ﻟﻬذﻩ (أﺑﻌﺎد 40) اﻟﻐﺎﻳﺔ ﺗﻛوﻧت ﻣن ﻓﻘرة ﺗﻘﻊ ﻓﻲ ﺧﻣﺳﺔ  ﻛﺄداة رﺋﻳﺳﺔ ﻟﺟﻣﻊ اﻟﺑﻳﺎﻧﺎت، وﻗد ﻣن (65)  وزﻋت ﻋﻠﻰ ﻋﻳﻧﺔ ﻋﺷواﺋﻳﺔ ﻣﻛوﻧﺔ
ﻣدﻳر
ً ا ﻣدرﺳﺔ وﻣدﻳرة .  وﻗد ﺗم ﺗﺣﻠﻳﻝ اﻟﺑﻳﺎﻧﺎت واﺳﺗﺧراج اﻟﻣﺗوﺳطﺎت واﻻﻧﺣارﻓﺎت اﻟﻣﻌﻳﺎرﻳﺔ، وﺗﺣﻠﻳﻝ اﻟﺗﺑﺎﻳن اﻟﺛﻧﺎﺋﻲ، وﻗد أظﻬرت اﻟﻧﺗﺎﺋﺞ أن ﻣﺳﺗوى اﻟدﻋم اﻟﻔﻧﻲ اﻟﻣﻘدم ﻟﻠﻣﻌﻠﻣﻳن ﻟﺗﺣﻘﻳق ﻣﻌﺎﻳﻳر اﻗﺗﺻﺎد اﻟﻣﻌرﻓﺔ ﻣن وﺟﻬﺔ ﻧظر ﻣدﻳري اﻟﻣدارس  ﻳﻘﻊ ﻓﻲ ﻣﺳﺗوى اﻟﻣﺗوﺳط، ﻛﻣﺎ اﺧﺗﻼﻓ أظﻬرت اﻟﻧﺗﺎﺋﺞ  ً ﺎ ﻓﻲ أ داء اﻟﻣﺷرﻓﻳن ﺑﺎﺧﺗﻼف اﻟﻣدﻳرﻳﺎت، وﻻ ﻳوﺟد اﺧﺗﻼف ﻳﻌزى إﻟﻰ ﺟﻧس اﻟﻣدرﺳﺔ، وﻟم  . ا ﻣﻌﻧوﻳﺎ ﻟﻠﺗﻔﺎﻋﻝ ﺑﻳن ﻣدﻳرﻳﺔ اﻟﺗرﺑﻳﺔ وﺟﻧس اﻟﻣدرﺳﺔ ً ﺗظﻬر اﻟﻧﺗﺎﺋﺞ أﺛر وﻗد ﻗدﻣت اﻟدارﺳﺔ ﻋدد ً ا اﻟﺗوﺻﻳﺎت ﻣن  ﻛﺎن  أﻫﻣﻬﺎ ﺿرورة ﺗطوﻳر أ دو ار اﻹﺷارف وﻣﻬﺎم  واﻟﺗﺷرﻳﻌﺎت ا اﻟﻧﺎظﻣﺔ ﻟﻪ؛ ﻟزﻳﺎدة  ﻟﺗرﻛﻳز ﻋﻠﻰ اﻟدﻋم اﻟﻔﻧﻲ اﻟﻣﺗﺧﺻص ﻟﻠﻣﻌﻠﻣﻳن.

Bu araştırmada, öğrenen örgüt oluşturmada okul müdürlerinin öğrenen liderlik rollerinin belirlenmesi amaçlanmıştır. Bu amaçla, öğrenen örgütün yapısı, işlevleri, özellikleri ve örgütsel öğrenme açıklanmış; öğrenen örgüt yaklaşımının eğitimdeki yansıması olan öğrenen okulun özellikleri ve öğrenen okulda müdürün öğrenen liderlik rolleri ayrıntılı olarak irdelenmiştir. Yerli ve yabancı alan yazın taranarak var olan durum olduğu gibi ortaya konmaya çalışıldığı için bu araştırma betimsel bir çalışmadır. Araştırmada ulaşılan bulgular öz olarak şunlardır: Öğrenen örgüt lideri, örgüt vizyonunu örgüt üyeleriyle birlikte belirler; yeniliklere açıktır, eleştirilerinde yapıcıdır ve her türlü eleştiriyi de önyargısız değerlendirir; sürekli öğrenmeye devam eder ve bu özelliğiyle model olur; sistem düşünüşüne sahiptir, eylemler arası ilişkileri görür, insanları suçlamaz sistemi sorumlu tutar. Okulun öğrenen örgüte dönüşmesinde ön koşullardan biri öğrenen okul kültürüdür. Günümüzde okuldan “öğreten okul”dan çok “öğrenen okul” rolü beklenmektedir. Öğrenen okul, öğretmenlere mesleki uygulamaları paylaşmak için gerekli zamanı sağlar; öğrencilerin öğrenmelerini ister, onlara bir şey öğretmeye çalışmaz. Öğrenen lider, öğrenmek isteyen işgörenlerine güven verir ve destek sağlar; öğrenen okulu başlatmanın anahtarıdır. Öğrenen okul hazır bir yapı değildir ve bir gecede ortaya çıkmaz; bir yönetim anlayışıdır ve aşama aşama geliştirilir. Öğrenen liderin yeni adı CLO (Chief Learning Officer: En Üst Öğrenici)’dur. Öğrenen lider vizyoner, değişim ajanı, eğitimsel lider, model alınan lider ve yönetici rollerine sahiptir. Uygulayıcılar için öneriler öz olarak şunlardır: Okul müdürleri, işgörenlerindeki gizil gücü ortaya çıkarmalı ve geliştirmeli; başarısızlıkları fırsat olarak algılamalı ve değerlendirmeli; okullarında bir öğrenme kültürü yaratmalıdırlar. Okul müdürleri, yeni düşünceleri teşvik etmeli risk almayı özendirmelidir. Araştırmacılar için öneriler öz olarak şunlardır: MEB, Milli Eğitim Müdürlükleri ve öğretmenlerin öğrenen örgüt oluşturmadaki rolleri araştırılabilir. Mevcut okul müdürlerinin öğrenen lider rolünü ne derece gerçekleştirebildikleri araştırılabilir.

International, Canadian, and US applicants are welcome to enroll in the Mental Health Counsellor Training Course from nursing, social work, psychology, medicine, support workers and other helping professions having direct contact with people needing support.

This study examines what occurs when principals of urban schools meet together to learn and improve their instructional leadership in collaborative principal networks designed to support, sustain, and provide ongoing principal capacity building. Principal leadership is considered second only to teaching in its ability to improve schools, yet few principals entering the principalship have the skills and capacities to meet the myriad challenges that face urban, economically disadvantaged schools. Too often, principals are left without meaningful support and ongoing learning opportunities that continue to develop them into the instructional leaders needed to address today's achievement gap. Networking potentially bridges these needs by providing ongoing professional development for principals in collaborative settings. The sample studied was one network of fifteen principals and their facilitator in San Antonio, Texas. I used principal and facilitator interviews, six meeting observations, and shadowing of four sampled principals to describe principal learning experience, key factors that influence networking, and who benefits from network participation. My findings show network focus on student achievement increases principal experience of instructional leadership learning. Principals need focused learning in collaborative settings that engender trust and the formation of collegial relationships. They also prefer meeting with other principals who share a value of learning and represent diverse perspectives. Principals in the network increased their use of teacher teams, applied data-based approaches to improve student achievement problems, changed their classroom supervision practices, implemented texts used during networking with their teachers, and increased their engagement of faculty in tough conversations about practice.

El liderazgo educativo ha llegado a ser un factor clave en la mejora de la calidad educativa. El objetivo del estudio fue adaptar la escala de liderazgo pedagógico VAL-ED (Vanderbilt Assessment of Leadership in Education) a población española (adaptación cross-cultural y validación) y obtener sus características psicométricas mediante análisis de Rasch. Los resultados obtenidos confirman que la unidimensionalidad de cada una de las seis subescalas que la componen ha sido demostrada, garantizando su utilidad para diagnosticar el liderazgo educativo, decidir vías de mejora y llevar a cabo mediciones de la eficacia de las medidas implementadas. La conclusión es que la adaptación del cuestionario VAL-ED a población española es una herramienta válida y fiable para la medición del liderazgo educativo.//
Educational leadership has become a key factor in the improvement of  educational  quality.  The  aim  of  the  work  was  to  describe  the adaptation  of  the  Pedagogical  Leadership  Scale  VAL-ED  (Vanderbilt Assessment of Leadership in Education) to the Spanish population (cross-cultural adaptation process and validation) and obtain heir psychometric characteristics  through  Rasch  analysis.  The  obtained  results  confirm that the unidimensionality of each of the six subscales that compose it has been demonstrated, it is guaranteed its usefulness to diagnose the educational leadership, to decide ways of improvement and to measure the effectiveness of its implementation. The conclusion is that the adaptation of the VAL-ED questionnaire to the Spanish population is a valid and reliable tool for the measurement of educational leadership.

Kepala sekolah adalah guru yang diberikan tugas tambahan untuk memimpin suatu sekolah yang diselenggarakan proses belajar mengajar atau tempat terjadi interaksi antara guru yang memberi pelajaran dan murid yang menerima pelajaran. Kepala sekolah memiliki tugas dan peran begitu besar dan penting untuk mempertanggung jawabnya terhadap sistem kinerja didalam sekolah tersebut. Secara umum tugas dan peran kepala sekolah memiliki lima dimensi kompetensi sebagaimana termaktub pada Peraturan Mentri Pendidikan Nasional Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah/Madrasah, yaitu kompetensi kepribadian, manajerial, kewirausahaan, supervise, dan kompetensi social. Pada dasarnya ada sekitar 33 kompetensi kepala sekolah yang harus di laksanakan oleh seorang kepala sekolah. Mengingat begitu banyaknya kompetensi yang harus dilakukan, maka perlu dikiranya kepala sekolah memiliki sebuah prosedur yang jelas untuk melakukan dan mengevaluasinya.

To meet the challenges of promoting equitable educational opportunities and improved academic achievement for all P-12 students, principals and school counselors must join forces in substantive ways. However, higher education preparation programs for principals and school counselors have not typically collaborated in efforts to prepare candidates to work together through curricula employing national standards from both fields. The purpose of this project was to align standards and competencies from National Educational Leadership Preparation (NELP) and the American School Counselor Association (ASCA) to develop units of study for preparation programs that foster effective partnerships between administrators and school counselors. Guided by Social Capital Theory, this paper outlines standards-aligned curricular units for principal preparation, developed in partnership with school counseling faculty, that are currently being implemented at one Midwestern university with the goal of promoting collaboration toward P-12 student success.

This study explored principals' leadership styles in the management of unity schools in Nigeria. Specifically, the work focused at knowing the challenges as well as solutions to leadership styles of unity schools principals. This becomes necessary in view of the needs for improvement in unity school management which has become a top priority for government education reform in Nigeria. Meanwhile, in spite of these challenges and complains trailing the management of these schools in the last one decade, little research has been done examining both the reasons and solutions especially from the perspectives of the main administrator of these schools. To achieve this is through in-depth interviews with 10 principals of unity schools selected purposively in North Central Nigeria, this study has discovered that apart from the leadership styles of the principals, government policy which failed to involve the school principals is challenge to smooth school management. Interview data were analyzed thematically using NVivo 10 Qualitative Software. Findings suggested that principals' leadership styles should be all-encompassing to give recognition to the roles of parents, staff and students, while the government should increase funding to schools in view of their national importance to the unity and stability of Nigeria.

Both nationally and at the state level, educational reform is focusing on the improvement of classroom instruction. Recently, Washington State enacted the Teacher/Principal Evaluation Pilot (TPEP) to define evaluation criteria intended to measure effective professional practices, including classroom instruction. This exploratory survey study sought to describe the perceptions of Washington State elementary principals regarding their professional development needs for implementation of the new evaluation criteria. The
survey consisted of 5 parts totaling 25 questions and was disseminated to 1,897 elementary principals with a return rate of 354. While the state effectively disseminated initial
information about the evaluation criteria through local Educational Service Districts (ESDs), some policy inconsistency appears to have developed between the school district and building level in terms of implementation support for principal leadership activities, learning
behaviors, and preferred learning topics. Responses indicated that principals rarely engage in social learning activities that would prepare them as a group to consistently and reliably interpret the criteria on the evaluation. Also, few principals identified a strong desire to learn about collaborative structures within their school, which increases concerns about the sustainability of the TPEP policy, because of the need to develop shared understandings of the language and the expectations. Fostering such an understanding may comprise the next phase of development.

Alexamenos. This is the earliest known depiction of the crucifixion death of Yeshua of Nazareth (google), an early example of bullying, and an early occurrence of IX or Iesus Xistus. At this time, the graffiti was located in the Palatino Museo and is sometimes being displayed elsewhere.