The School Superintendent: Roles, Challenges, and
                    Issues

Kowalski, Theodore J.; Brunner, C. Cryss

doi:10.4135/9781412980036.n9

Cited by 13 publications

(24 citation statements)

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“…Kowalski (2000, 2013) and Kowalski and Brunner (2011) indicated the importance of teaching oral communication skills and providing professional development to existing leaders and giving explicit instruction to preservice leaders. This is an important and immediate calling for practitioner trainers and scholars alike.…”

Section: Discussionmentioning

confidence: 99%

“…Within the field of educational leadership, principals spend up to 84% of their time engaged in leading through leader speech communication (Kmetz & Willower, 1982; Martin & Willower, 1981). These are points often overlooked in scholarship and in practice as we assume leaders across all disciplines know how to speak, yet most leaders do not take a leadership communications course (Kowalski & Brunner, 2011) and often underestimate the need for communication (Kotter, 1995). Thus, it is clear that leader speech communication [leader talk] is an important factor in both employee and organizational success.…”

Section: Introductionmentioning

confidence: 99%

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Communication

Holmes

Parker

2016

International Journal of Business Communication

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Motivating language theory (Sullivan, 1988) is a leadership communication theory focused on the strategic use of leader oral language. Walk and talk alignment is a main pillar of motivating language theory. As such, within the field of educational leadership, we hypothesize that behavioral integrity and credibility are required in order for motivating language to occur. In this study, a survey was administered to teachers, from 2011 to 2014, at a Title I elementary school to gauge the motivating language use of the principal. We empirically tested the ability of behavioral integrity (Simons, 1999, 2008) and credibility (McCroskey & Teven, 1999) to predict the principal’s motivating language use. There were statistically significant correlations between behavioral integrity and motivating language, credibility and motivating language, and between behavioral integrity and credibility. In each year, behavioral integrity and credibility contributed significantly to the predication of the principal’s motivating language use. Behavioral integrity and credibility are integral to a leader’s use of motivating language. We discuss the results and implications for employees and organizations, along with ideas for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Communication

Holmes

Parker

2016

International Journal of Business Communication

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“…Notwithstanding, the fact that P-12 education did not receive as deep a cut in state aid as other local government organizations in the years examined suggest that schools were still considered to be a priority by state policymakers. Given the 2004 to 2008 trend, the conceptual guide suggests that Minneapolis school leaders needed to refine their communication with the broader community (Kowalski & Brunner, 2005). They needed to ensure that the electorate was clear about the vision of the school district and how additional monies would allow achievement of that vision.…”

Section: Political Culturementioning

confidence: 99%

Looking Beyond School Walls: An Environmental Scan of Minneapolis Public Schools, 2004-2008

Alexander

Choi

2015

EPAA

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We provide an expanded environmental scan to assess the strengths, weaknesses, opportunities, and threats (SWOT) faced by education communities. Grounded in the literature, we identified 48 indicators and grouped them into 6 broad categories: (1) budget levels, (2) funding patterns, (3) community needs, (4) external economic conditions, (5) political culture, and (6) children outcomes. We then created sub-categories for each of these six groupings based on whether the data came from school reports, non-school, governmental data, or notfor-profit entities. From these data, we developed a template with strategic guidelines for education leaders in varying environmental contexts. The discussion integrates school finance, fiscal condition analysis, leadership and organizational research to develop a framework that is then applied to the Minneapolis Public Schools for school years 2004 through 2008. The retrospective examination supports the utility of the strategic guidelines offered in the framework. Education leaders found a mixed educational climate in Minneapolis Public Schools for the years examined. There was cause for concern in the declining revenues for children services by other governmental agencies and increasing numbers of schools not making annual yearly progress. However, there were also opportunities apparent in the number of schools that offered International Baccalaureate and other rigorous programs and the support of schools as epaa aape

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“…However, today, definitions prioritizing human and universal values are being made. Inspectional actions, which were carried out for correction and control at the beginning, are today considered as professional support given to teachers in order to increase the quality of educational activities (Kowalski & Brunner, 2005). It is evident in this definition that supervision is a professional service which helps educational activities achieve their goals and prevents organizations diverge from these goals, which assists workers in maintaining their professional development and which guides the whole organization towards their organizational goals.…”

Section: Introductionmentioning

confidence: 99%

Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers

Özdemir¹

2015

UNIBULLETIN

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The inspectional structure of the National Education System in Turkey changed with a regulation which came into forced in 2015, which passed school principals the responsibility for teachers' course control. The primary purpose of this study is to reveal teacher opinions on the new implementation which emerged from the change in the supervisory system. The study group consists of branch teachers for this study under the qualitative research method. Results indicate that supervision conducted by both supervisors and principals is not perfect. However, when considered generally, teachers find the supervision carried out by the principals to be positive. The results emphasize that there should be a standard for the supervisions conducted by principals and ethical codes should be set for objective/unbiased teacher supervision. It was also observed that course supervision competences of school principals are not at the desired levels; thus, school principals should be trained on supervision.

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The School Superintendent: Roles, Challenges, and Issues

Cited by 13 publications

References 0 publications

Communication

Communication

Looking Beyond School Walls: An Environmental Scan of Minneapolis Public Schools, 2004-2008

Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers

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