School Leadership in the United States: Evolving Responsibilities in Times of Change

Autor/in	Lowenhaupt, Rebecca
Titel	School Leadership in the United States: Evolving Responsibilities in Times of Change
Quelle	(2021), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Leadership; Educational Change; Self Concept; Social Emotional Learning; School Culture; Leadership Role; Capacity Building; Public Education; Accountability; Curriculum Development; Teaching Methods; Social Values; Moral Values; Advocacy; Educational Policy; Administrator Role; Faculty Development; Leadership Training; Immigrants; English Language Learners; Academic Achievement; Student Diversity; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform; Selbstkonzept; Schulkultur; Schulleben; Öffentliche Erziehung; Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wert; Moral value; Ethischer Wert; Sozialanwaltschaft; Politics of education; Bildungspolitik; Führungslehre; Immigrant; Immigrantin; Immigranten; Schulleistung
Abstract	This chapter examines school leadership in the United States as it relates to the changing context for public education. In the midst of demographic shifts that have led to growing diversity across the country, public schools serve as key points of contact for immigrant youth and their families. At the same time, an expanding accountability system has put pressure on administrators to demonstrate academic achievement. Balancing the values of embracing diversity on the one hand and accountability pressure on the other challenges leaders to take responsibility for building school cultures that promote learning for all students. School leaders, empowered to shape school culture, curriculum, and teacher practice, rely on more than technical expertise as school leadership includes social and moral dimensions. As school leaders work to adapt and build capacity, they take on new roles as community advocates, innovators, and policy brokers. Helping educators to adapt instruction to incorporate language, identity and socioemotional learning, leaders are responsible for supporting professional learning within schools. Grounding their work in the needs of their communities and working toward the common good, they also serve as bridges to external resources and support. The chapter ends with implications for leadership training and support. [For the complete volume, "The Cultural and Social Foundations of Educational Leadership: An International Comparison. Educational Governance Research. Volume 16," see ED615841.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01