School management and leadership

Background: The colonial origins of schooling and the implications these
origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices.
Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

In search of 'best practice' in school self-evaluation: An exploratory study in secondary schools' 1 Statement of the problem and objective of the research Recent developments in secondary education are increasing school autonomy. This is leading to greater responsibility being placed on the local administrative level. Starting from their own mission, schools have to ar-rive at an educational process whereby the perronnel, the financial, and the materiel policy are in harmony. In education, one can identify at least 3 evaluation levels: the central authorities (output control), the evaluation with external support, and the interral evaluation. School autonomy implies primarily the last, that is, being able to evaluate oneself. If schools are to receive greater responsibility, they must also be able to look critically at their own activities. In this problem of interral evaluation, two approaches can be distin-guished: the school as a pedagogical-didactic process (with the clans as the microcosm) and the school as an organisational whole in which task-distribution and co-ordination processes take place. In this study, attention is given primarily to the evaluation of the school organisation. We consider school organisations as self-developing organisations. This point of departure is important because evaluation cannot be seen apart from the organisa-tional dynamics that launch it. According to experts, there are few secondary schools in Flanders in. which there is already a tradition of systematic self-evaluation. Moreover, self-evaluation is a concept that includes many things, and the concepts of self-evaluation diverge substantially. There is also little idea of the way in which secondary schools can deal with self-evaluation instruments. In order to obtain a more accurate picture of this problem area, an exploratory study was set up focussing on two research questions:
a. How do educational experts perceive self-evaluation?
b. How does the self-evaluation process proceed with the aid of external self-evaluation instruments in secondary schools in genera! and in technical schools in particular? Do the schools achieve 'good practice' as regards self-evaluation?

This article published in the Autumn 2015 edition of "Leadership in Focus : Journal for Australasian School Leaders". It is a publication of the Victorian Principals Association - the article was a requested piece after a publication in The Conversation in March 2014 on "speech delay and too much tech" caused widespread interest.

The School Leader’s Literacy Walkthrough is designed to assist school leaders in observing specific research-based practices during literacy instruction (or students’ independent use or application of those practices). This tool is based on rigorous research that indicates the most effective way to teach reading (see Foorman & Connor, 2011, and Foorman & Wanzek, 2015, for reviews) and is aligned to contemporary state standards. This tool is not meant to be used in the evaluation of teachers. Instead, the tool is intended to help school leaders enhance literacy instruction knowledge, communicate with teachers their expectations about literacy instruction, and establish consistent language regarding literacy content and instructional strategies. Further, the use of this tool can be the basis of productive communication and collaboration among school leaders and teachers and inform professional learning needs to improve student achievement in literacy. Find a walkthrough tool for grades K-3 at: http://rel-se.fcrr.org/resources/

One of the most important elements of education, in both the public and private sector, is school liability. After a short law review of school liability, I focus on school nurses and the legalities of administrating medication in school. I than follow up with a case in point combined with a legal discussion on the issue of drug administration

This is a conference paper for an invited talk.  It basically asks whether leadership and democracy are compatible.  It adopts the position that they are not and hence to safeguard the development of democracy one has to constrain the 'insolence of leaders'

Bu ölçek, okullardaki eğitim öğretim ortamını olumsuz yönde etkileyen şiddet olaylarının azaltılması/önlenmesi amacıyla eğitim yöneticilerinin pratik olarak kullanabilecekleri araç konumundadır. Okul Güvenliği Ölçeği, beraberinde şiddet davranışı türleri, öğrenci profili özellikleri, şiddetin yaşandığı yerler ve zamanlar, destek alınan kişiler boyutlarını kapsayan anket de eklendiğinde, okullar tarafından kullanılabilecek bir ölçek olduğu düşünülmektedir.

This phenomenological study explored the perspectives and experiences of 12 counseling leaders grounding their leadership within professional coun- selor identity. The results of this study yielded five main themes (i.e., person as leader, culture, privilege and responsibility, counseling leadership, advo- cacy and impact), each with three subthemes. Implications for counseling leadership, leadership training, multicultural leadership, and research are discussed.

Waste management in schools continues to generate thoughts, interest and research because of the huge amount of the refuse that schools generation which include papers, cartons, cans, broken bottles, polymers which can be recycled but are rather turned out as rubbish to be collected as refuse. These refuse from schools are collected alongside other household refuses and heaped on streets or refuse dump with it antecedent health challenges which include unsightly heap of refuse, the odour emanating from such heap and the heap being a breeding ground for disease vectors like mosquitoes, cockroaches, rodents, reptiles among others. Among all the significant contributors of environmental waste, schools have been chosen for this write up since the waste generation rate and its corresponding composition has not been reported or has been underestimated. Hence, the present paper is an attempt to fill up this gap in knowledge. The objective of this paper specifically is to raise awareness among educators, learners and their families of the cause and effect of poor waste management and the benefits of recycling, reuse and reduce as waste management strategies. Also, to provide environmental tools to enhance quality of life and assist schools with portfolio development and waste minimization projects.

This book presents the argument that school leader research is a potent means through which the school leader grows professionally, and is also empowered to engage more deeply, insightfully and effectively with the many variables which underpin and mediate their plans for school improvement. This concept has its genesis in a coupling of ‘practitioner research’ (Hilton & Hilton, 2017; Lynch & Sell, 2014; Robinson & Lai, 2006) with the day-to-day work of the school leader. While engagement in research from a practitioner perspective is commonplace in professions such as medicine and engineering, its application in education, particularly school leadership, is minimal at best (Anderson & Herr, 1999; Lynch & Madden, 2017; Robinson & Lai, 2006). This lack of engagement is a loss of potential and opportunity for sustainable evidence-based school improvement. The book thus seeks to explain how a ‘school leader researcher’ can leverage the approach for sustainable school improvement.

This paper uses insights from over 100 school inspections to consider the underlying reasons why schools in England got into difficulties. It provides a sharper human focus than can be derived from published inspection reports, and explains key factors in the performance of headteachers, senior leaders, governors and others.

A schools role is changing from that of providing education to developing a polished society to that of working as Govt. agents and agents of change. There are many expectations from a school. Unlike earlier where a school had just to focus on providing quality education has now also to focus on providing sound infrastructure and check the learning outcomes. A school's role is changing with the change in demographic requirement and socioeconomic status of the demography. The paper focuses on highlighting the upcoming change and the roles that the school will have to play in the near future.

A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap.

This article is aimed to disentangle how the emergency transition to online education was coped by Italian school during the first lockdown (March-May 2020) related to the Covid-19 outbreak. In particular, combining two bodies of literature - Sociological New Institutionalism and Science and Technology Studies - we focus on the organizational solutions schools adopted in emergency, and on the consequences of a sudden introduction of technology-mediated education. We maintain that organizational choices, school climate, coordination, conflict and work-related stress were influenced by pre-existing individual (digital skills and professional attitudes) and organizational (school governance and leadership) factors. To explore these issues, we used an original study - a web survey of over 2,000 Italian teachers in every stage of the Italian education system, that was administered between April and May 2020. Our findings show that individual level features (digital skills, age, education...

The concept of Self-managing schools involving local community members, teachers and parents with the formation of School management Committee is gaining ground in Nepal after the world conference WCEFA held in Jomtien, Thailand in the year 1990. Transferring the management of public schools in the hand of willing community and motivating them to reform education by their own ability are self-managed schools. As the government of Nepal has planned to gradually increase the number of self-managed schools throughout the country, a need was realized to assess the readiness of communities (willingness and ability) to resume the delegated responsibility, which was the main reflection of the research study.
The research on self-managed school reflects the community involvement and participation in school management in the line with SMCs to transform the school as self-managed school. Community willingness and ability were the focal points of this research for assessing the readiness of the community to take the responsibility of school management and transforming them into self-managed school. The theoretical framework that supports the research was based upon the critical perspective of Karl Marx conflict theory in education, McClelland’s need theory of motivation, and Deci and Ryan self determination theory, based on which the reflection of community willingness, and ability in self managing school were discussed.

The qualitative method was used for data collection and the sources of data were both primary and secondary in nature. Semi-structured interview was used as a research tools for primary data collection. The secondary data were collected from research department, Ministry of Education, The World Bank reports and educational web portal. The interviewed respondents were the members of the school management committee, which include parents, teachers, head teachers, chairpersons and local community people of three community managed school of Lalitpur district. Triangulation method and cross verification was used for reliability and validity.
The major findings of this research were that despite the community schools located in the poor geographical location, the SMC have become successful in involving the local people in decision-making process. The willingness of communities was found high in terms of participation and involvement in school management. Involvement of the community in school management resulted in high rates of students’ enrolment, improvement in quality of education and introduction of English subject and English speaking environment in the school premises.
The readiness of community was accentuating for resource generation by utilizing unutilized natural resources, for instance, water and forestry. Apart from being isolated from the perspective of financial capabilities, the local communities have the potentialities to develop school so that the local community people do not have to seek for the private school for their children education. In addition, the School Management Committees also demonstrated their skills in participating and involving the students in committee meetings aspiring them to bring healthy suggestion. The commitment of the local communities to manage school also have solved the problems of poor maintenances of school buildings and classroom facilities with the ability to maintain relationship with NGOs, INGOs, CBOs and other business

organization to support the school with necessity financial means. In summary, the community of self-managed schools demonstrated both capability and willingness (readiness) for managing schools in a decentralized context.

Given the established importance of leadership to effective and successful schools, this chapter explores the identification, preparation and development of future school leaders. The chapter explores the strengths and weaknesses of preparation programs and outlines current policy and practice. Comprehensive programs that provide traditional and alternative career pathways, that can identify potential leaders early, provide a range of authentic activities that can help assessment their capabilities and support their development, and prepare them for the role is now the conventional wisdom. The paper also highlights the problematic nature of the identification of effective leaders and how they are selected to the job. It draws on research from a range of jurisdictions around the world.

Our Visitor Management is unique in that it shares data with all other ScholarChip applications. Visitor Management is feature-rich, fast and easy to use. The system handles new visitors, frequently returning visitors, temporary staff and contractors with automated ease and intelligence. Every visitor has a permanently assigned ID for ongoing tracking. Visitors can be issued a one-time or permanent badge or ID card on the spot. Schools can utilize the optional sex offender status search, as well as any user-supplied database to allow or prevent entry. Administrators are quickly informed of an offender match via e-mail, text message or telephone call.
FYI... We just added new features: Authorized Student Pick-up and Staff Time Clock. Because ScholarChip manages software from the cloud we can easily update new features as they are developed.

POS designed just for schools. At ScholarChip, we know schools and how to successfully integrate with K12 and Higher Ed.v

The ScholarChip® Point-of-Sale (POS) terminal provides an effective means of automating cafeteria services and integrating them securely with both the ScholarChip One Smart Card solution and the ScholarChip Tier I Inventory Management System.

The Point-of-Sale terminal is a sleek touch screen device capable of reading the ScholarChip Smart Card, creating cafeteria transactions and automatically transmitting them to the data center for inventory management and account control. Our POS application interfaces seamlessly with our payment gateway, allowing the automatic replenishment of student purses through a web interface. We provide extensive reporting for both inventory and caloric counts for students. POS identifies important conditions, such as allergies, at the terminal and thus helps eliminate any potential problems due to improper dispensation of certain foods.

School management should be pro-active, not reactive. Having an efficient system in place for all functions is a sign that a school is out of the start-up phase as well as the transition phase and solidly established as a smoothly functioning institution. An efficient system should catalyze the school, not encumber it.
School functions can be divided into: a) school governance, b) school administration and management, c) curriculum and instruction, d) School culture, PR and marketing. Does your school have a system in place for each aspect? Is it efficient? How would you know?
This workshop will attempt to help you assess your present system, and start you on the road to develop an individualized system that will optimize all functions in your school.

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

Effective Leadership Development in Nonprofit Organizations © The state of leadership in many nonprofit organizations includes the presence and characteristic of socially popular leaders, who operate in institutional cocoons. These leaders and organizations they lead are stuck in an organizational cycle as an ever-emerging nonprofit organization. An ever-emerging organization life cycle is an organization that is developmentally unevolved. Organizations that mirror that type of characteristic lack the necessary foundational development framework to incubate, effectively. Some examples of unevolved organizations include nonfunctioning boards, the over-reliance on singular source funding, the lack of a strategic plan, and the absence of a donor development plan.

A kötet tankönyvként született, és több, egymással részben összefüggő fejezetből áll. Az első fejezet a szervezetelmélet fogalmi rendszerét adaptálja iskolai viszonyokra, továbbá a szervezeti kultúra iskolai jellegzetességeit taglalja, a második és harmadik fejezet az aktuális tanügyigazgatási helyzetet elemzi.

Στη σύγχρονη βιβλιογραφία, η έννοια της αειφορικής διεύθυνσης/ηγεσίας αναδεικνύεται ως μια νέα αντίληψη της διεύθυνσης/ηγεσίας των σχολικών μονάδων, η οποία στηρίζεται σε επτά βασικές αρχές (Hargreaves & Fink, 2004). Στη βάση των αρχών αυτών, εκπονήθηκε μελέτη περίπτωσης, που περιελάμβανε συνεντεύξεις με τους διευθυντές δύο σχολικών μονάδων Α/θμιας (Δημοτικό) και Β/θμιας εκπαίδευσης (Γυμνάσιο). Η μελέτη επικεντρώθηκε στη διερεύνηση των αντιλήψεων των διευθυντών σχετικά με την έννοια και πρακτική εφαρμογή των αρχών της αειφορικής ηγεσίας στο πλαίσιο άσκησης των καθηκόντων τους. Το βασικό συμπέρασμα που εξάγεται είναι ότι, παρά τις επιμέρους διαφορές τους, και οι δύο διευθυντές φαίνεται να αντιλαμβάνονται τις αρχές της αειφορικής ηγεσίας και να προσπαθούν να τις εφαρμόσουν, αν και στην περίπτωση του σχολείου Β/θμιας Εκπαίδευσης, η πρακτική εφαρμογή των επτά αρχών περιορίζεται σημαντικά λόγω της ιδιαίτερης δομής της βαθμίδας αυτής.

This paper discusses the effect of two leadership styles, namely: transformational and bureaucratic styles of leadership as practiced by head teachers on the quality of support supervision they offer primary teachers in Mid-western Uganda. The study arose as a result of public outcry over the poor quality and limited amount of support supervision teachers in primary schools in that region of the country are offered despite numerous attempts by Government to train school heads in institutional management. The researchers employed a descriptive cross-sectional survey research design where quantitative and qualitative data were collected from 320 teachers and 20 educational administrators using questionnaire survey and interview methods. The data were analyzed with the use of descriptive and inferential statistical techniques as well as content analysis method. The findings of the study revealed that both transformational (B=.365; p= .000) and bureaucratic (B =.250; p=.000) styles of l...

This dissertation explores white principals’ experiences negotiating racialized conflict in their leadership practice. I used a narrative inquiry, case study design to analyze leadership stories of learning from interpersonal racialized conflict with parents, teachers, colleagues, and less often with students, reported by 10 white school administrators who prioritize leading for social justice and the success of students of color. An overarching finding is that racial trust, or a lack thereof, is an underlying source of racialized conflict in participants’ leadership interactions, particularly at the beginning of their leadership tenure and/or in new relationships both with people of color and with other white people. It was common for participants to experience initial racial distrust, to be called “racist” in their work, and to have racialized conflict regarding student behavior and discipline, and these experiences were likely to create “emotional work.” Many of these principals used racialized conflicts as learning opportunities and leveraged conflict for generating new (and reportedly more effective) leadership practice. The study contributes vivid stories of recalled practice—of learning from mistakes and discomfort—intended for use by practitioners and scholars alike.

While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function