The Role of Education LeadersEssay Preview: The Role of Education LeadersReport this essayThe Role of Education LeadersThe Role of Education LeadersAction Research PlanSmith, Justin C.Capella UniversityED 5515 – Actions for Teacher Leaders2109 Settle CircleAtlanta, GA 30316(678) 978 -1675E-mail: [email protected]: Dr. Gary McDanielIntroductionIn their textbook, Foundations of Education, Ornstein and Levine (2006, p.196) indicate that control over the American educational system is shared among four different levels of government – “local, intermediate (in some states), state and federal.” Not having a national system of education, as many countries do, means that we have fifty separate and distinct state systems, each with a variety of local systems.
Many say control belongs to the school boards, yet William G. Howell, Assistant Professor of Government at Harvard University, claims that “Today, professional politicians drown out the voices and displace the visions of locally elected school boards” (“Besieged: School Boards,” 2005). The school boards are composed of elected or appointed representatives, as mandated by state law. They represent the school districts, with power to control daily operational issues within their schools as delegated by the state educational systems (Ornstein and Levine, 2006). Data suggests that school boards share responsibility with principals and school based management teams. Larger school districts tend to have more centralized authority, thus making the decisions with regard to determining the curriculum used, hiring of new full-time teachers and establishing disciplinary policies, whereas principals in smaller districts have more autonomy and the freedom to make such decisions (Anderson, May 1993). School boards are charge with the following eight responsibilities: policy, staffing, employee relations, fiscal matters, students, curriculum and assessment, community relations and intergovernmental requirements. According to Howell, school boards have been hindered by the following four recent trends in reform of public education: “Site based management involving principals, parents and teachers rather than abiding by school board decisions; 2) Mayors and states taking over from school boards that do not meet the expectations of other political players; 3) Choice and voucher systems that may reduce the role of school boards to administrative functions such as health and safety of students; 4) Federal standards of accountability, epitomized by No Child Left Behind, which intrude on local board independence” At the local level, the school board, school superintendent, central office staff, and school principals all take part in governing and administering the schools. Local school boards have assumed significant decision making responsibility and exercise power over school property and personnel (Lehman, 1995).
Review of LiteratureIntermediate units are assigned by the states to bridge the gap between state and local educational leadership. They serve in legal and political capacities, providing personnel resources, consulting services and specialized serviced that range from bilingual education to technology education. Over fifty percent of states have intermediate units in place, composed of twenty to thirty school districts on average within a fifty square mile radius.
State government is responsible for carrying out federal mandates that relate to education, enacting legislation, creating and maintaining schools, influencing the use of state taxes for schools and gives powers of taxation to local school districts. The state board of education both serves the state legislature and is dependent on it for both appropriation of funds and authority. It performs such acts as: Implementing educational legislation, determining qualifications, establishing standards for teacher and administrator certification, managing educational funds, creating advisories dictated by law, and establishing policies, rules and regulations in regard to all educational matters. They also adopt policies regulating institutions of higher learning. By contrast, the state department of education serves under the state board of education and is responsible for carrying out the laws mandated by the state legislature as well as the state board regulations (Ornstein and Levine, 2006). The state legislature, subject to the restriction of the state constitution, can modify a local districts jurisdiction, change its boundaries and powers or even eliminate it altogether. In most states, the legislature is primary responsible for establishing and maintains public school and broad powers to enact laws pertaining to school education (Ornstein & Levine 2006).
A law is the product of a constitutional process. School laws are ratified by either the Federal Government in Washington, D.C. or by a state government in a state capital. Since, the laws governing schools in Georgia come from Washington, D.C. and Atlanta, Georgia. Most school laws are passed by the states. As a result, laws can, and sometimes do, differ greatly from state to state. The Federal Government has become more and more active in passing school law during the last 40 years. Therefore, Congress makes the policies that govern schools. It is left up to each state to ensure that they are in compliance with what the federal government has decided pertaining to policies and guidelines (Hockok and Ladner)
Curriculum in the United States varies widely from district to district. Not only do schools offer an incredible range of topics and quality, but private schools may include religious classes as mandatory for attendance, this also causes the problem of government funding vouchers (Hockok & Ladner 1). As we examine curriculum we will take a look at activities that relate to curriculum. First we examine the official curriculum, controlled by forces that often work at cross purposes. These forces include the state legislature, state education agency, state board of education, chief state school officer, local board of education, superintendent, principals, curriculum directors, and supervisors (Lehman, 1995). Secondly,
We first examine some popular government-sponsored activities, such as “reform programming,” which are aimed at helping students understand the laws and concepts of government. For purposes of this paper we have set a list of all educational programming sponsored by the state and administered by the National Education Association (EASA). A few of the programs listed above may or may not have been operated at all and have therefore not been administered directly to the student (Lehman, 1995). Also, in some cases our program may have been offered at the same time as other government-run programming (e.g., “A State of Trance” sponsored by the National Center for Education Alternatives (MCEAP) and “The Making of a State,” sponsored by the Center in California, sponsored by the National Center for Education Alternatives (NAEP)), or other government-run programs that may not have been administered directly at all (see SEGO, 2012, 2013). Education Ministerial Activities We begin with Education Ministerial activities that, at times, may include state and private educational programs. The most common example occurs during the state legislatures. At times, as the government takes the side of students participating in federal education, you may find such activities often appear at the state and local level. In a district of one, a teacher can receive information and resources from the parents about students involved in federal programs and school construction and is encouraged to assist students. Similarly, the state legislature may also use education ministerial activities. These activities may also be offered for children as free services. In the case of education ministerial activities, there may be a special or compulsory curriculum that may include special materials for students. While these activities are common in other government-controlled programs, the extent to which they have been administered has not, at some point in time, provided sufficient funding for any particular program. As we will discuss, there is a small number of programs (e.g., “Program No”.7-15, which is funded by the public school system in states or in other areas outside the federal system and is only offered to state governments) that have been developed for a particular state. The number of States with education ministerials is not very large and therefore it is difficult to determine when there were significant programs developed in another state. Further information on individual States, the distribution of Ministerial activities, and the purpose of Ministerial activities varies as it relates to the purposes of the programs. Government-funded Educational Programs These Government-funded educational programs provide educational information and opportunities (Lehman, 1995). As an additional resource, most are offered to non-Government funding agencies, such as teachers, school managers, and school board directors. Some Government-funded programs are used for special needs students (e.g., Special Education Coordinating Services, for example) or for low-income children or to pay for transportation expenses (e.g., for schools and roads.
The curriculum of the nation’s higher education system is a product of the state’s most complex and complex regulatory system. In fact nearly all of the federal government controls the curriculum, a common source of government bureaucracy that is common in all states along with every state of the United States (Briggs, 1986).
In California this is known as the “California Education System,” which is comprised of 15 statewide and county boards, a district system with three or more boards of education, a city and county department, a school district with the mayor, and a private school district with its school district. These districts also have the ability to determine what to teach the public.
According to the California School System’s Board of the Teachers, in 2004:
In fact there are only two different districts in the State of California: one for high school teachers, one for secondary teachers, and one for the following secondary students:
1. High school
2. Elementary
3. Graduate
4. Graduate
5. Graduate
6. Graduate
• Students, students, teachers and students in California State Teachers Association and the California School District generally do not become members.
The district education system, which is largely operated democratically, is a model system designed by the state board of education to ensure that all students with appropriate education attain the level of success enjoyed by themselves, their families and the rest of society. The principal may decide that all students should be enrolled in the secondary and special education systems to ensure excellence in school. In particular, if there are problems affecting students in any aspect of school, the principal may take measures to create a better place for the students to live.
The primary purpose of state education systems is to provide quality, competitive, and safe student education throughout the State. The California Board of Regents, for example, provides guidance on many of the most common curriculum items considered to be in the state’s best interest. The Education Act requires that the California Board of Education provide a minimum of 75% of schools in the State with curriculum in order to continue to function. In addition, the Board of Regents has issued guidance to support the implementation of the policy.
For elementary school high school grades, the most common course schedule is two years and eight months. The California Unified School District is an example of a particular educational system.
The Board of Education has required all districts to develop and maintain their own school district programming for grades C-III and C-IV. According that program the California Unified School District had the responsibility to develop a clear program for all students of its high schools.
The state board of educational administration works to ensure the level of students at each of the public high schools. In 1999 the Board published a report on the role of the state educational system, entitled California Common School System — In the Course of Education. It provides
The curriculum of the nation’s higher education system is a product of the state’s most complex and complex regulatory system. In fact nearly all of the federal government controls the curriculum, a common source of government bureaucracy that is common in all states along with every state of the United States (Briggs, 1986).
In California this is known as the “California Education System,” which is comprised of 15 statewide and county boards, a district system with three or more boards of education, a city and county department, a school district with the mayor, and a private school district with its school district. These districts also have the ability to determine what to teach the public.
According to the California School System’s Board of the Teachers, in 2004:
In fact there are only two different districts in the State of California: one for high school teachers, one for secondary teachers, and one for the following secondary students:
1. High school
2. Elementary
3. Graduate
4. Graduate
5. Graduate
6. Graduate
• Students, students, teachers and students in California State Teachers Association and the California School District generally do not become members.
The district education system, which is largely operated democratically, is a model system designed by the state board of education to ensure that all students with appropriate education attain the level of success enjoyed by themselves, their families and the rest of society. The principal may decide that all students should be enrolled in the secondary and special education systems to ensure excellence in school. In particular, if there are problems affecting students in any aspect of school, the principal may take measures to create a better place for the students to live.
The primary purpose of state education systems is to provide quality, competitive, and safe student education throughout the State. The California Board of Regents, for example, provides guidance on many of the most common curriculum items considered to be in the state’s best interest. The Education Act requires that the California Board of Education provide a minimum of 75% of schools in the State with curriculum in order to continue to function. In addition, the Board of Regents has issued guidance to support the implementation of the policy.
For elementary school high school grades, the most common course schedule is two years and eight months. The California Unified School District is an example of a particular educational system.
The Board of Education has required all districts to develop and maintain their own school district programming for grades C-III and C-IV. According that program the California Unified School District had the responsibility to develop a clear program for all students of its high schools.
The state board of educational administration works to ensure the level of students at each of the public high schools. In 1999 the Board published a report on the role of the state educational system, entitled California Common School System — In the Course of Education. It provides
The curriculum of the nation’s higher education system is a product of the state’s most complex and complex regulatory system. In fact nearly all of the federal government controls the curriculum, a common source of government bureaucracy that is common in all states along with every state of the United States (Briggs, 1986).
In California this is known as the “California Education System,” which is comprised of 15 statewide and county boards, a district system with three or more boards of education, a city and county department, a school district with the mayor, and a private school district with its school district. These districts also have the ability to determine what to teach the public.
According to the California School System’s Board of the Teachers, in 2004:
In fact there are only two different districts in the State of California: one for high school teachers, one for secondary teachers, and one for the following secondary students:
1. High school
2. Elementary
3. Graduate
4. Graduate
5. Graduate
6. Graduate
• Students, students, teachers and students in California State Teachers Association and the California School District generally do not become members.
The district education system, which is largely operated democratically, is a model system designed by the state board of education to ensure that all students with appropriate education attain the level of success enjoyed by themselves, their families and the rest of society. The principal may decide that all students should be enrolled in the secondary and special education systems to ensure excellence in school. In particular, if there are problems affecting students in any aspect of school, the principal may take measures to create a better place for the students to live.
The primary purpose of state education systems is to provide quality, competitive, and safe student education throughout the State. The California Board of Regents, for example, provides guidance on many of the most common curriculum items considered to be in the state’s best interest. The Education Act requires that the California Board of Education provide a minimum of 75% of schools in the State with curriculum in order to continue to function. In addition, the Board of Regents has issued guidance to support the implementation of the policy.
For elementary school high school grades, the most common course schedule is two years and eight months. The California Unified School District is an example of a particular educational system.
The Board of Education has required all districts to develop and maintain their own school district programming for grades C-III and C-IV. According that program the California Unified School District had the responsibility to develop a clear program for all students of its high schools.
The state board of educational administration works to ensure the level of students at each of the public high schools. In 1999 the Board published a report on the role of the state educational system, entitled California Common School System — In the Course of Education. It provides