Leadership in Education
Leadership in today's school environment is a complex, multi-faceted task. Educational leaders must negotiate a myriad of district, state, and federal regulations while maintaining an efficient, effective and safe learning environment for children. The Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders provide a common framework for articulating the skills needed to successfully lead schools into the 21st Century. The ISSLC standards identify six critical areas of leadership: school vision, teacher and student learning; school management; community relations; ethics; and sociopolitical context.
To meet the demands of current and future educational leaders, CaseNEX has created a comprehensive solution that includes both online assessment tools coupled with research-based, customized professional development. The Leadership in Education Component of the assessment and professional development program complements ISLLC Standards. This is precisely the type of job-embedded professional development required by NCLB. The model is illustrated below.
Two Assessments: Needs Assessment Survey and Knowledge Assessment
The Needs Assessment Survey is designed to expose administrators to the ISSLC Standards and to establish criteria from which districts can design initial professional development plans. The Needs Assessment Survey broadly assesses ISLLC topics and will help district coordinators understand administrators' current level of knowledge in each of the six standards. Examples of Needs Assessment Survey questions are listed below:
- What is a zero tolerance policy?
- I am not aware of zero tolerance policies.
- I know that zero tolerance policies are used with
students who have completed serious school policy infractions.
- I know that zero tolerance policies result in the
expulsion of students.
- I know that some school districts have put zero
tolerance policies in place that mandate the expulsion
of general education students who bring weapons or drugs
- How are gifted and special learners identified within your district?
- I am not aware of the identification procedures for gifted and special learners within my district.
- I am aware that the identification procedures of my district include screening, pre-referral, referral, and identification. However, I do not have the information necessary to direct staff through these procedures.
- I understand the procedures of screening, pre-referral, referral, and identification of gifted learners established by my district and can direct staff the identification process.
- I understand can direct staff through all stages of the identification process and am also able to recommend necessary revisions to our school's identification process to more effectively and efficiently identify students.
The Knowledge Assessment is designed to evaluate administrators' skills and knowledge in the six critical areas of leadership outlined within the ISLLC standards: school vision, teacher and student learning; school management; community relations; ethics; and sociopolitical context. The Assessment can be taken in its entirety or subdivided into topical areas based upon the needs of the school and district. The Knowledge Assessment produces more detailed information for refining, evaluating, and extending professional development plans, as well as the allocation of funds and resources. Examples of Knowledge Assessment questions are listed below:
- Zero tolerance was first introduced in the No Child Left Behind Legislation.
- Mary is a ninth grader with an IEP. She has been diagnosed with an emotional disorder. In the last month, she has been suspended six times for fighting in school. Each suspension has lasted one day. The principal has now suspended her for three days for hitting her PE teacher. What will occur?
- Mary will not be able to be suspended due to her IEP.
- Mary will be moved to a special school for students with emotional disorders.
- A manifestation determination will occur
These assessments are administered in a non-threatening environment, using a computer and web browser. Teachers sign in using a secure account with results known only to the individual teacher and the curriculum planner or principal.
Assessment results suggest specific areas of need, for example, whether educational leaders need to learn how to analyze student assessment data, or whether administrators understand how to effectively and efficiently observe teachers. To address these identified needs, CaseNEX offers a variety of educational leadership courses that can be taken individually or in a series. CaseNEX implementation options allow for both targeted, self-guided experiences and collaborative, instructor-facilitated sessions. This approach provides a variety of opportunities to satisfy educational leaders' professional develop requirements with built-in flexibility to accommodate busy schedules.
Sample Course Listing: Available in 5, 10, and 45-hour versions
- Introduction to Educational Leadership
- Group Dynamics
- Curriculum Design and Supervision
- Clinical Supervision
- School Administration
- School Law
CaseNEX courses include a technologically blended, case-based approach. Participants read cases, view streamed video, and follow links to a virtual library of current research. Multimedia, Web-based cases, or "slices of life," form a bridge between best practices and the complex school environment. CaseNEX courses provide current and future educational leaders opportunities to practice recognizing and solving educational problems through a research-based, five-step method of case analysis.
This process enriches current and future educational leaders' understanding of the cases and provides them with research-based tools for addressing their own professional challenges. Educational leaders who can perform these steps in case-based studies are likely to repeat the process when faced with similar situations in their schools. The CaseNEX approach enables school leaders to meet the challenge of NCLB with appropriate skills and methods.
Leadership in Education Course Descriptions
Introduction to Educational Leadership
This course targets the Interstate School Leaders Licensure Consortium (ISLLC) Standards and provides an introduction to educational leadership for those considering becoming principals, assistant principals, or supervisors. Future leaders will consider multiple perspectives through multi-media cases and propose solutions for critical educational issues. Topics addressed include federal, state, and local roles in education; school funding and fiscal operations; school safety and security; and family and community communication and partnerships. back to course list
The 21st century brings new challenges and opportunities to our school communities, and this course prepares leaders to meet these demands. Based on the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targeting Standards 1 and 5, this course encourages school leaders to develop of a leadership vision, use effective communication strategies to build community, and understand ethical frameworks in education. Current and future administrators will discuss beliefs, best practices, challenges, current research, and ways to apply them to their own leadership practice. back to course list
Curriculum Design and Supervision
Knowing how to design, implement, and supervise a school curriculum that is focused on the success of all children is an essential skill for all current and school administrators. Administrators must also know how to include federal and state educational policies regarding technology, special education, gifted education, reading education, and second language learners in their school curriculum. Participants will reflect upon how these concepts drive administrative and instructional practices in today's challenging school environment and discuss best practices, current research, and ways to apply them to their own leadership practice. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standards 1 and 2. back to course list
Clinical supervision is first and foremost a process by which administrators and others can encourage teachers to continue their professional progress. Because teachers, like their students, vary in needs and abilities, this course will help supervisors differentiate their approaches to complement and supplement teachers' skills and knowledge. Participants will examine the literature on teacher effectiveness and explore a wide range of approaches to assess and develop teacher efficacy. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standards 2 and 3. back to course list
This course provides an introduction to school administration, including the federal, state, and local roles in education; school funding and budgeting; school safety and security; and family and community collaboration and partnerships. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standards 3 and 4. Current and future administrators will examine how to manage their school to create an effective learning environment and how to strengthen ties with the community to enhance student achievement. back to course list
Legal issues in education affect students, teachers, administrators, and the community on a daily basis. This course explores problems and solutions within the legal system. Participants will gain familiarity with legal code affecting education and learn to navigate the complexities of the legal system regarding education. Designed primarily for current and future school administrators, this course is also appropriate for teachers and parents wishing to understand their rights and responsibilities and the impact of an evolving body of legal code on education. This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standards 2 and 6. back to course list