Educational Leadership "When Leadership Spells Danger" (Heifetz, et al.) The article by Heifetz and Linsky takes the position that part of the job of leadership in education is not just teaching, but also "…mobilizing schools, families, and communities" in order to effectively confront serious issues. The issues the authors talk about sometimes get pushed aside: student health, student achievement and student "civic development" (p. 33). The kind of leadership that the authors emphasize

Educational Situations Name four practices that commonly require written administrative procedures. Memorandums that include school policy changes or important information for the staff are commonly distributed in writing so that the information is accurately conveyed and properly received and documented. Many staff communications to the administration, such as requests for new classroom supplies or for personal leaves of absence, are also communicated in writing. If disciplinary action of any kind is taken

Many of these activities commonly focus on happy and positive feelings and thoughts, at the expense of allowing an examination of more painful issues. This is especially problematic for disenfranchised and failing students, who, through this type of structure, receive direct and indirect messages from the group structure to not deal with the depths of their pain, anger, frustration, sadness, hurt, anxiety, or fear." (Bemak, 2005, p.1) The need for

Professional Development Activity Description and Summary The activity I completed was a professional development workshop. This particular workshop was focused on attendance in the New York State school system. It provided a plethora of information bout the various facets of attendance, from how to accurately report it to different stratifications of attendance -- by day and by period, for example. Each of these stratifications includes a different form on which to record

2. The role of superintendent is highly politicized. The administrative leader of the school district is a figure with significant interest vested in him by the community. Likewise, the superintendent will possess some unique qualifications as an educational professional that will enable him to make hard decisions in the face of that pressure. This is the key to survival as a superintendent. Balance between acknowledging this responsibility to the community and

3). This approach appears to be similar to "management by walking around" in the business world, but it appears to provide some profound results in educational settings. The principal in question was able to begin helping teachers identify activities and assessments that were more challenging and provided more substantive feedback for faculty concerning student performance, and there was the added bonus of additional opportunities for this educational leader to work