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Essay / Research Paper Abstract
A 5 page paper discussing principals' dilemmas in ensuring adequate student achievement. No Child Left Behind (NCLB) places great emphasis on testing and test scores, which is reasonable in some respects (provides a quantitative measure) and less than reasonable in others (assumes a level playing field). Increasingly, principals are being caught in the middle. If test scores do not improve right away by the prescribed percentage, then those principals in many cases are summarily dismissed. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduLdrPrin.rtf
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Unformatted sample text from the term paper:
The notion of holding teachers accountable for students test performance is not a new one. Neither is that of extending accountability to principals of schools falling short on achievement
tests. No Child Left Behind (NCLB) places great emphasis on testing and test scores, which is reasonable in some respects (provides a quantitative measure) and less than reasonable in
others (assumes a level playing field). Increasingly, principals are being caught in the middle. On the one hand, they strive to institute administrative structures that can assist classroom
teachers in improving test scores. On the other, if test scores do not improve right away by the prescribed percentage, then those principals in many cases are summarily dismissed.
Replacing Principals McGhee and Nelson (2005) explain that principals removed from their educational leadership positions are not necessarily asked to leave the local
school system. Rather, they typically are assigned to other positions within the school system, positions that carry no supervisory responsibilities. McGhee and Nelson (2005) relate the stories of
three such principals as they attempt to determine whether "the culture of accountability become a culture of fear for school leaders" (p. 367).
Leithwood, Louis, Anderson and Wahlstrom (2004) reviewed literature focusing on public school principals to identify the traits of effective educational leadership and how those traits are most effectively applied in
practice. In a foreword to the report on the research, M. Christine DeVita, president of The Wallace Foundation, states that there "is still much more to learn about the
essentials of quality leadership, how to harness its benefits, and how to ensure that we dont continue to throw good leaders into bad systems that will grind down even the
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