This article presents findings of a study to determine attitudes of American teachers enrolled in graduate human relations and supervision and teacher evaluation courses taken as part of a program preparing them to become school administrators. They were given instruction on the New Bloom’s Taxonomy and asked to consider the Bill of Rights for the Planet as a possible catalyst for the teaching of creativity; they were then asked to provide their re-actions to these guiding research questions: 1) To what extent are currently mandated or suggested curriculums allowing the teaching of creativity in their respective grade levels or subjects? and 2) How would they assist teachers under their supervision, once becoming administrators, to structure local curriculums and lessons to include the teaching of creative solutions to issues? Sub-research questions included: 1) How would you define creativity in teaching? 2) What do you consider to be barriers to creativity? and 3) As a future school administrator, what do you anticipate you will do to enhance creativity in your building? Based on their responses to the previous mentioned prompts, it was concluded that teachers are not using creativity to a high level in their currently mandated or suggested curriculums. There was strong indication that these future administrators felt that it was part of their responsibility to make sure their teachers used creativity in the classroom. To have creativity there needs to be a foundation to build upon and the willingness of teachers to accept more than one answer for a problem
As school leaders, principals must seek, use, and make sense of data and information. This study presents the findings of a survey study of 182 high school principals' data use and examines the differences in the extent of principals' data use for decision making in solving various dimensions of administrative problems. Results show principals used data frequently for decision-making in instructional leadership, organization operational leadership and school vision leadership, among which data use in instructional leadership was most frequent. Principals' use of data was significantly less frequent in the leadership dimension of collaborative partnerships and larger-context politics. This article ends with implications with regard to improving school leadership programs in meeting the emergent need of preparing data driven decision makers and suggestions for research relevant to the central topic of data-driven decision making. AbstractAs school leaders, principals must seek, use, and make sense of data and information. This study presents the findings of a survey study of 182 high school principals' data use and examines the differences in the extent of principals' data use for decision making in solving various dimensions of administrative problems. Results show principals used data frequently for decision-making in instructional leadership, organization operational leadership and school vision leadership, among which data use in instructional leadership was most frequent. Principals' use of data was significantly less frequent in the leadership dimension of collaborative partnerships and larger-context politics. This article ends with implications with regard to improving school leadership programs in meeting the emergent need of preparing data driven decision makers and suggestions for research relevant to the central topic of data-driven decision making.
The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that (2002) found that teaching suffers from a higher level of turnover than other professions, with 16% of teachers leaving each year compared to 11% in other professions. Teachers in lower income schools leave at the even higher rate of 20%. Even more significantly, Ingersoll found that 33% of new hires leave the profession within the first three years and 46% leave during the first five years. Although teacher shortages have been temporarily slowed by the economic downturn, our educational system is paying a price both financially and in terms of valuable experience from teacher turnover and teachers leaving for other professions.Studies have continually shown how important the teacher is to the success of students. Ernest Boyer (1995) reminded us that a shared vision is important in any community of learners. Teachers and administrators are the keepers of that shared vision, along with their ability to inspire and evaluate the progress of students. Successful schools depend on teachers and administrators to establish and maintain that kind of climate. Allington and Cunningham (2002) recognized that parents and the home environment have a tremendous influence on student progress, but nothing carries the day-in day-out influence that the teacher exerts on the success or failure of a student's education. Kauchak and Eggen (2005, p. 3) stated it a different way: "No one, other than parents and other caregivers, has more potential for touching the personal, social, and intellectual lives of students than do caring and dedicate teachers. " As Gail Thompson (2007) states, to be a good teacher one needs subject matter competency; cohesive, comprehensible, challenging, and relevant curriculum; high expectations for students; multiple means of assessment; an engaging style of delivery; and the overall objective of not only equipping students with the skills they need to advance toward their personal goals but also encouraging them to use their education to bring about social justice. (p. 15)
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