When this takes place, it is up to the principal to implement the required changes through his influence on the teachers. This is a very time consuming and perseverant effort for all administrators and that includes principals. This brings us to another point that has to be enquired among principals - their perseverance. At the same time, principals are the natural leader among teachers and they are always expected to give the direction and support for all teachers.
This includes providing guidance for identification, selection and development of programs to meet the needs of the students subject to the vision of the school. He also has to ensure that teachers are provided the time, resources, and opportunities for professional development so that the entire curriculum is taken care of. This is probably the most important duty for a principal, and unless the curriculum is actually put into effect, all changes are meaningless. Another area of problems that principals face is with regard to getting the teachers with proper certification for the class. Sometimes, this is not possible, and when this happens, it is important that the principal provides the required support to the teacher. This is sometimes helped by pairing the new teacher with another who is an expert in the subject. (Principals as Curriculum Leaders: New Perspectives for the 21st Century) This is also a set of capabilities for the principal, and it is a necessary part of education and this can be understood only by psychological evaluation of the principals.
The only difficulty is that probably not enough study has been done regarding the process of education in schools. At a senior level, in 1977 there was the publication of Missions of the College Curriculum, brought out by the Carnegie Foundation for the Advancement of Teaching, an essay on the difficult situation of teaching at the undergraduate level. This asked that there be a revival of core and general education. At around the same time, Harvard also began a renewal of its core curriculum, and that began a wide discussion on the subject. That brought out books like "The closing of the American Mind" in 1987 by Allan Bloom and "Illiberal Education" by Dinesh D'Souza in 1991. These were all results of recognition that there has been a declining level of...
" (Hunzicker, 2004) in fact Hunzicker states that changing a teacher's beliefs makes a requirement of new information presented repeatedly to the point that the teacher "begins to feel disequilibrium between current beliefs and new information." (2004) Leading curriculum change in the school is often difficult and requires that the principal ensure a continuous and ongoing dialogue concerning the necessary changes and the positive impacts that these changes will bring
The district must then serve as the interpreter of specific and global need for the district, based on its particular composition and the state where needed. (Koppang, 2004, p. 154) Choose two of the eleven major functions as described in the Power point presentation and describe how these functions are instantiated in the Tempe document. Give examples to illustrate the ways that each function can be implemented. (I do not
Curriculum Trends in the Next 10 Years For more than 20 years, curriculum and its accompanying emphasis on standards and accountability for learning have dominated the debate over improving education. Today, the controversy over how to provide equity in achieving the curriculum, how to achieve compatibility between equity and high standards, and what comprises a meaningful curriculum are increasingly commonplace and serve to focus attention on the performance and progress of
Curriculum and Instructional Leadership: A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school
Negative feedbacks and criticisms cannot be avoided at this point, especially upon knowing that it is necessary for them to undergo training on how this program will be implemented, including its advantages for them as teachers. Educators, especially those who have been practicing the profession for a long time have a greater tendency to abhor going through the learning process once more. As a principal, they should be encouraged to
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