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Counseling and Educational Leadership
PRINCIPAL LEADERSHIP INSTITUTE
PREPARING FOR THE FUTURE: LEARNING TO LEAD
The role of school administrators is subject to a number of interpretations and although their job descriptions may not specifically include such duties, they spend a great deal of time performing lower level administrative tasks. Ironically, although administration may be viewed as a stepping-stone for further growth, the job, as typically defined, usually does little to prepare administrators to become instructional leaders of systematic change. Ideally, educational leaders should be subjected to a wide variety of real-life learning experiences in a supportive environment, thus allowing them to be involved in educational activities, communications, practices and therefore meaningful change. In addition, educational leaders must have an active role in faculty and program evaluation, curriculum review, personnel evaluation, fact-finding activities and decision-making.
Realistic and rigorous staff development program affords school
administrators the opportunity to assume such a role in the educational
leadership of schools. The in-service seminar, Preparing for the
Future: Learning to Lead, raises the awareness level of aspiring
and practicing administrators and provides a deeper understanding
of the beliefs, values, knowledge and performance of effective school
leaders. Utilizing the National Association of Elementary Principals
Document, Elementary and Middle School Proficiencies for Principals,
the National Association of Secondary Principals publication, Breaking
Ranks: Changing An American Institution, and the Council of
Chief State School Officers Study, Interstate School Leadership
Consortium: Standards for School Leaders, participants will
be acquainted with the present and future direction of educational
leadership. In addition, the seminar exposes participants to cutting-edge
theory and best practices in the field.
The seminar encourages participants to ask questions and raise concerns throughout the in-service sessions. The presenters engage and challenge participants by utilizing an extensive range of instructional techniques. Seminar topics include: Leadership for Effective Schools; Supervision for Professional Growth and Development of Faculty; Developing Effective School Policy and Practice; Allocation of Resources; and Best Practices in Teaching, Learning and Assessment. Participants receive course materials including booklets and handouts, examples of effective practices as well as exposure to Internet websites focused on growth and development. In addition, the seminar employs intensive group work, active discussion, guest speakers, networking, case studies and problem solving scenarios. Participants are strongly encouraged to join the Association for Supervision and Curriculum Development and to read Thomas J. Sergiovanni's, The Principal.
The seminar culminates in discussions regarding how to attract and retain high quality educators; managing conflict resolution; the impact of testing upon the curriculum; reading and literacy; power and authority; decision making and change; as well as assessment and grading. Finally, participants reflect on strategies and approaches to obtain leadership positions in public education. At completion, participants are asked to complete an evaluation to assess the merit and strengths of the seminar and make suggestions for improvement if appropriate.
The seminar presenters are university faculty, practicing administrators, lead practitioners and nationally recognized researchers. These individuals share their expertise and working knowledge of leadership, change, and decision-making as well as instructional practices for student learning and achievement. Presenters encourage participants to explore, question, discuss and debate the concepts revealed throughout the seminar. The ultimate purpose of the seminar is to raise the awareness level and the skills of aspiring and practicing school administrators and supervisors.
Previous Seminar participants have made the following comments regarding their experience with the program to date:
- "The seminar was very well planned and extremely valuable!"
- "The speakers provided essential information to help both aspiring and practicing administrators."
- "Each presentation was interesting, easy to follow and the structure made the entire experience an enjoyable one."
- "The topics discussed were relevant and served as a solid cross-section of the issues facing administrators today."
- "The addition of "real life experiences" from practicing administrators reinforced the ideas that were presented."
- "Presenters were organized and experts in their field."
- "The handouts were informative and enlightening."
- "I am looking forward to returning to school and sharing the information with my staff."
- "While I could read the information in the packet and book, the explanations and examples given by the presenters added so much more."
- "The presenter was a powerful speaker who really makes you think about why we do what we do."
In summary, aspiring and practicing administrators must have the energy, enthusiasm and openness to deal with the educational demands of the Twenty First Century. They must also be intelligent, inquisitive and willing to listen. They must have the strength of their convictions in order to make decisions that are in the best interest of the students they serve and although they may encounter many conflicting opinions, they must weigh the merits of each constituent group and render decisions that are feasible, defendable, educationally sound and fiscally responsible. Preparing for the Future: Learning to Lead enhances learning experiences for faculty and students alike.
CHRONOLOGICAL OUTLINE OF SEMINARS PRESENTED TO DATE
- February through April 2002 seminar for practicing administrators,
Paterson Public Schools-25 participants.
- July 15-18, 2002 seminar for aspiring and practicing administrators,
New Jersey Network for Educational Renewal.
- January through March 2003 seminar for practicing administrators,
Paterson Public Schools-14 participants.
- January through March 2003 seminar for aspiring administrators,
Paterson Public Schools-21 participants.
- Seminar Summer 2003, New Jersey Network for Educational Renewal.
- September through December 2003 seminar for practicing and
aspiring administrators, Paterson Public Schools.
- April through June 2004, Phase II field visits, Paterson Public
Schools
- Seminar planned Summer 2004, New Jersey Network for Educational
Renewal.
Coordinator:
Dr. Louis R. Centolanza
Associate Professor
centolanzl@mail.montclair.edu
(973) 655-5406
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