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Davis, S., Darling-Hammond, L., LaPointe, M.,&Meyerson, D. (2005). School leadership study: Developing successful principals . Stanford, California: Stanford University, Stanford Educational Leadership Institute.
Huber, S. (2008). School development and school leadership development: New learning opportunities for school leaders ad their schools. In J. Lumby, G. Crow&P. Pashiardis (Eds.), International handbook on the preparation and development of school leaders . New York: Taylor and Francis.
Institute for Educational Leadership. (2000). Leadership for student learning: Reinventing the principalship. : Washington, DC: Author.
Levine, A. (2005). Educating school leaders. The Education Schools Project. Retrieved from http://www.edschools.org/pdf/Final313.pdf
Southern Regional Education Board. (2006). Schools can't wait: Accelerating the redesign of university principal preparation programs . Atlanta: Author.
Virginia Tech School of Education. (2010). Program for the preparation of school principals and supervisors. Retrieved from (External Link) .
This template includes notes of readings, the practice field activity, and skills/knowledge addressed from three sample leadership practice field activities that are included in the collection, Nature and Context of Educational Administration.
Standard 2: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth,
| Functions: | Readings | Practice Field Activity | Skills/knowledge addressed: |
| A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations, | |||
| B. Create a comprehensive, rigorous, and coherent curricular program, | Mini-lectures by instructors; local school district scheduling policies and practices | Master Schedule Activity | Written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
| C. Create a personalized and motivating learning environment for students, | Mini-lectures by instructors; local school district scheduling policies and practices | Master Schedule Activity | Written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
| D. Supervise instruction, | |||
| G. Maximize time spent on quality instruction, and | Chapter one of The Opposable Mind by Roger Martin | Integrative Thinking/Writing SOL dilemma activity and Master Schedule Activity | Written communication, integrative thinking, decision-making, oral communication, collaboration, group process skills |
| I. Monitor and evaluate the impact of the instructional program. |
Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
| Functions: | Readings | Practice Field Activity | Skills/knowledge addressed: |
| A. Collect and analyze data and information pertinent to the educational environment, | Entrepreneurial Leadership for Technology: An Opposable Mind (Creighton, 2009); variety of current articles relating to texting, and other emerging mobile technologies | Technology Leadership Activity | Teamwork, written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
| B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources, | |||
| C. Build and sustain positive relationships with families and caregivers, and | |||
| D. Build and sustain productive relationships with community partners. |
Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
| Functions: | Readings | Practice Field Activity | Skills/knowledge addressed: |
| A. Ensure a system of accountability for every student’s academic and social success, | |||
| B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior, | |||
| C. Safeguard the values of democracy, equity, and diversity, | |||
| D. Consider and evaluate the potential moral and legal consequences of decision-making, and | Entrepreneurial Leadership for Technology: An Opposable Mind (Creighton, 2009); variety of current articles relating to texting, and other emerging mobile technologies | Technology Leadership Activity, and | Teamwork, written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
| E. Promote social justice and ensure that individual student needs inform all aspects of schooling. | Mini-lectures by instructors; local school district scheduling policies and practices | Master Schedule Activity | Written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
| Functions: | Readings | Practice Field Activity | Skills/knowledge addressed: |
| A. Advocate for children, families, and caregivers, | Chapter one of The Opposable Mind by Roger Martin | Integrative Thinking/Writing SOL dilemma activity. | Written communication, integrative thinking, decision-making, collaboration, group process skills |
| B. Act to influence local, district, state, and national decisions affecting student learning, and | Chapter one of The Opposable Mind by Roger Martin | Integrative Thinking/Writing SOL dilemma activity. | Written communication, integrative thinking, decision-making |
| C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. | Entrepreneurial Leadership for Technology: An Opposable Mind (Creighton, 2009); variety of current articles relating to texting, and other emerging mobile technologies | Technology Leadership | Teamwork, written communication, oral communication, integrative thinking, decision-making, collaboration, group process skills |
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