Blazing New Trails - Connexions

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248 CRITICAL ISSUES IN SCHOOL IMPROVEMENT Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. <strong>New</strong> York: Teachers College Press. Denzin, N. K., & Lincoln, Y. S. (2008). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage. Donaldson, G. A., & Sanderson, D. R. (1996). Working together in schools: A guide for educators. Thousand Oaks, CA: Corwin Press. Drago-Severson, E. (2007). Helping teachers learn: Principals as professional development leaders. Teachers College Record, 109(1), 70–125. Drory, A. (1993). Perceived political climate and job attitudes. Organization Studies, 14(1), 17–25. Ellis C., & Bochner A. P. (2000). Autoethnography, personal narrative, reflexivity: researcher as subject. In Denzin, N. K., & Lincoln, Y. S. (Eds.), Handbook of qualitative research Thousand Oaks CA: Sage. Farmer, T. A. (2009). Unique rural district politics. The Rural Educator, 30(2), 29–33. Fullan, M. G. (1999). Change forces: The sequel. Philadelphia, PA: Falmer Press. Fullan, M. G. (2001). Leading in a culture of change. San Francisco: Jossey-Bass Publishers. Garza, Jr., E. (2008). Autoethnography of a first time superintendent: Challenges to leadership for social justice. Journal of Latinos in Education, 7(2), 163–176. Hargreaves, A. (2007). The long and short of educational change. Education Canada, 47(3), 16–23. Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(33), 201–219. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany: State University of <strong>New</strong> York Press. Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin Press, Inc. Kaul, A. (2003). Talking up: Study of upward influence strategies. Journal of Business Communication, 40(3), 170–194. Kipnis, D., & Schmidt, S. M. (1988). Upward influence styles: Relationship with performance evaluations, salary, and stress. Administrative Science Quarterly, 33(4), 528–542. Lieberman, A. & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151–162. McDonald, J. M., & Gooding, C. W. (2005). Leadership and upward influence: A survey of business school deans. Southern Business Review, 30(2), 21–26. Mechanic, D. (1962). Sources of power of lower participants in complex organizations. Administrative Science Quarterly, 7(3), 349-364. Mitchell, C. (2008). The other side of change. Leadership, 37(3), 32–34. Mowday, R. T. ( 1978). The exercise of upward influence in organizations. Administrative Science Quarterly, 23(1), 137–156. Mujis, D., & Harris, A. (2007). Teacher leadership in action: Three case studies of contrasting schools. Educational Management Administration and Leadership, 35(1), 111–134. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publishing. Smylie, M. A,. & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235–259. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
249 CRITICAL ISSUES IN SCHOOL IMPROVEMENT Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators Sandra Stewart Janet Tareilo As society and communities change, the role of the principal changes. Historically, the principal’s roles and responsibilities were primarily focused on the management of the school and facilities (Southwest Educational Development Laboratory, 1991). In the late 80s and early 90s, the role was redefined with an emphasis on the improvement of schools, in part, due to the publication of A Nation at Risk in 1983. This report was published as an open letter to the American people on the state of the national education system in America. Alarming statistics concerning illiteracy, lower SAT scores in mathematics, and the decline of American students’ achievement internationally set the stage for this new focus on school standards and accountability (National Commission on Excellence in Education, 1983). The face of American education began to change. Classroom teachers were no longer able to close the door and teach what they wanted and to the level that they chose (Glickman, 2002). The goal of principal preparation programs and administrative staff development was to prepare principals to be actively involved in ensuring that classroom instruction was effective for all students (Blasé & Blasé, 2004). This transition from manager to a leader of school improvement spanned a decade and led schools into a new system of accountability in which the principal was responsible for ensuring student achievement (Glickman, 2002). Sergiovanni (1996) described this change of principal focus as slow and frustrating. Many defined this shift as a change reform that would redefine the role of the principal as the instructional leader (Fullan, 1993). At the end of the 90s and the beginning of the 21st century, this reform became the norm for educational leadership and principal preparation programs. Today, many principal preparation programs in Texas emphasize instructional leadership, which is one of the three principal domains of the TExES certification exam (Wilmore, 2003). Yet, in the two studies of Texas principals and superintendents guiding this study, researchers found that more emphasis was placed on the role of the principal as instructional leader while leading curriculum alignment was, in many cases, the responsibility of curriculum directors and instructional strategists (Stewart & Tareilo, 2009, 2010). While the role of the principal as instructional leader has been identified (Fullan, 1993; Glickman, 2002), the principal’s role in curriculum leadership is less developed in the research literature. The purpose of this study was to identify the principal’s role in curriculum leadership. Specifically, the research questions were: 1. What is the definition of curriculum? 2. What is the principal’s role as curriculum leader? Sandra Stewart, Stephen F. Austin State University Janet Tareilo, Stephen F. Austin State University
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 11 settings,
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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Superintendent Decision-making and
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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