The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators 2015 Mid-Decade Survey. Findings confirm many of the trends in research on the superintendency over the past 15 years. The profiles of women superintendents are becoming more like their male counterparts. Both men and women appear to be less mobile than in the past. Men and women are spending about the same time as teachers before becoming superintendents, women and men appear to experience stress similarly, and women are receiving mentoring much more than in the past. There are few data to support the beliefs that women superintendents, more than men, are limited by family circumstance although this survey sheds no light on perspectives of women aspirants. This survey also confirms that there are a variety of paths to the position providing opportunities for women who have not necessarily had the typical teacher/principal/central office administrator trajectory. Nevertheless, significant differences still exist. Most important is that men are still four times more likely than women to serve in the most powerful position in education, and both women and men of color are still grossly underrepresented.
Descriptions of the superintendency often highlight the pressure involved with being CEO of a complicated enterprise, responsible for millions of dollars, and multitudes of employees, at a time when districts are under added scrutiny. Stress has been proven repeatedly to effect worker health (Beehr & Newman, 1978; Cheng, et al., 2012; Hobson, Delunas, & Kesic, 2001). While there has been considerable research highlighting jobrelated stress in the public sector (Bacchus, 2008; Galanakis, et al., 2009; Monesh & Patil, 2012; Snapp, 1990), fewer studies have focused on education in general. The purpose of this study was to conduct a national survey in order to expand on previous research on stress in the superintendency by addressing the link between the superintendents' levels of stress and their health and well-being.
This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying university departments and focus areas exist in silos. Preparation programs must maximize the clinical experiences of teacher education and administrator preparation programs, with a focus on practical teaching strategies and authentic feedback to pre-service educators and their instructors for reflection and change. This paper overviews a collaborative supervision model and incorporates case study vignettes focused on reflective supervisory practices in a STEM instructional environment.
Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.
The PED saw >80 neonates in November 2020, which matched the number seen the previous year.A large majority of neonates seen in the PED are well babies, with between 15-40% of those seen in 2020 diagnosed as 'No Abnormality Detected'. The proportion of well neonates from November 2019 -February 2020 was 13-24%, but this increased to 20-40% from March 2020 onwards.Diagnoses that remained consistent throughout the year were feeding problems making up 15-22% of the diagnoses, and jaundice making up between 5-13%. On average 5-10% of neonates were diagnosed with sepsis. A notable effect of the pandemic and the subsequent social distancing was the reduction in respiratory presentations. In a normal Autumn/ Winter such as November 2019 -February 2020, 20-35% of neonatal attendances were diagnosed as Bronchiolitis or Upper Respiratory Tract Infections. Whereas September-November 2020 saw just 9-11%.On average the PED discharges 30-50% of all neonates without any Paediatric Specialty input.From 2016-2020 the average number of neonates presenting to the PED has increased from 1-2 infants per day, to 3 infants per day. Conclusions The reduction in PED attendance seen during the 1st COVID-19 lockdown was not seen during the 2nd lockdown, and the number of neonates being booked into the Paediatric ED increased to near normal in November 2020 despite overall Paediatric ED attendances remaining low. The reduction in neonates presenting with respiratory illnesses is likely a direct result of social distancing. While the increase in the number of well neonates seen following the first UK lockdown coincides with the reduction in postnatal home visits, and a move towards virtual consultations in primary care. The Paediatric Emergency Department offers an unrestricted route of access to healthcare for new parents, with an average of 3 infants <28 days old attending the LGI Paediatric Emergency Department every day.
This article outlines an appreciative inquiry (AI) into a departmental professional development process and describes the resulting implementation of an appreciative peer evaluation meeting as one part of the new professional development process. Using AI, a departmental faculty development committee sought to re-envision the professional development process. Also, the authors discuss how using AI can result in positive impacts for culture change and the model for peer evaluation can promote both individual and collective development of faculty.
This study examined the variation in cultural competence among leaders in four different residential schools for the Deaf across the United States. The study explored where leaders fell on the cultural continuum, and how this was reflected in the schools in the way each perceived and validated Deaf culture as well as other cultures present in the schools. This qualitative multi-case ethnographic methodology utilized interviews as primary data sources which were video-taped in order to accurately transcribe them and to score concepts and themes for analysis by grounded theory methodology. The findings highlighted the complexities of culture and the ways that administrators embraced or knowingly or unknowingly overlooked the cultures that the students brought to the schools. Finally, the leadership decisions made by administrators were also tied to their own cultural proficiency.
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