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GREAT QUOTES FROM THE LITERATURE REVIEWS !!. DR. LYN SHARRATT OISE/UT - M. Ed. Course 1048 February, 2002. Gillian and Jen…Participative
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GREAT QUOTES FROM THE LITERATURE REVIEWS !! DR. LYN SHARRATT OISE/UT - M. Ed. Course 1048 February, 2002
Gillian and Jen…Participative • Community/Parent involvement has many benefits, for the students, such as improved attitude and improved achievement (Cunningham and Cordeiro, 2000; Henderson, 1982), improved attendance, behaviour, and homework completion (Cunningham and Cordeiro, 2000), students are more likely to continue on to post secondary education (Henderson, 1982), and there is an improved school climate (Tangri and Moles, 1987). • The task of the Principal is to unleash and channel the talent which exists in each faculty (Journal of Ed’l Administration, 1992)
Marie and Jingping … Moral Leadership • The more critical work of leaders, according to Starratt (1991) is to create a school-wide learning environment that promotes the moral integrity of learning as the pursuit of the truth about oneself and one’s world, however complex and difficult that task may be”. • Beck (1994) has identified standards of good practice which involves being conscious, encouraging dialogue, modelling and being reflective, which when adopted, will aid administrators in providing ethical leadership. • Burns (2000) consciously communicates the theory that reinserting morality into schools will do much to curb violence and, by extension, other social problems.
Guy and Gary…Participative • SBM classification for school improvement includes: • 1) teaching for understanding • 2) using Technology • 3) educating all students • 4) integrating services (Wohlstetter, 1997) • SBM attempts to transform schools into communities where the appropriate people participate constructively in major decisions that affect them (David, 1996)
Gillian and Stephen…Instructional • The emphasis of leaders on activities which directly affect the growth of students is central to the concept of instructional leadership (Hopkins, 2000) • As Educational Leaders continue with the day to day running of schools, they challenged to decide which aspects of the various leadership models are most useful in their current and future practice.
Heather and Hazel…Moral Leadership • According to Sergiovanni (1992) when administrators are acting asd moral leaders they are compelled to do the right thing not just what is right. • Begley (1999) states, “it is not enough for school leaders to merely emulate the values of the other principals currently viewed as experts. Leaders of future schools must become reflective practitioners”. • School leaders must be aware of the personal values that they bring to a decision and the competing values around them.
Peter and Pat…Participatory Leadership • Mentoring must be conceptualized as a continuum of Learning: one that enhances the leadership capacity for both the experienced and the new or aspiring leaders, through a continual process of refection and dialogue (Spence, OPC Register, 2000). • It is vital that systems support its leaders through enabling them to refine and develop their interpersonal skills (Johnson and Pickersgill, 1992).
John and Daniel…Participative • The effective participatory leader must therefore release some or much of their control for making decisions regarding how the school is to be managed to the other stakeholders in the school. • In participative leadership, it becomes evident that a leader’s traditional role as a visionary and problem-solver is changed to one of promoting a culture where multiple points of view can be espoused.
