| << Chapter < Page | Chapter >> Page > |
The footprint for ISLLC Standard 5 is: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner (CCSSO, 2007). Analysis of the participants’ individual responses reveals a level of variability which is quite large. However, that aspect of function 5B which addresses the principals’ aptitude to model principles of ethical behavior (CCSSO, 2007, p. 5) stands out as the most essential characteristic a CSA wants to witness in their principals. Since this function is at the core of ISLLC Standard 5 it is no surprise that 79% of suburban CSAs thought this to be essential. Coming in a distant second was that aspect of function 5D which asks principals to consider the potential legal consequences of decision making (CCSSO, 2007, p. 5). Sixty percent of the respondents thought this to be an essential skill. Interesting to note is that this function specifically addresses the legal aspects of a principal’s decisions. This might suggest a regional phenomenon considering that the State of New Jersey is perceived by many, including those who reside within it, as overly litigious.
The footprint for ISLLC Standard 6 is: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context (CCSSO, 2007). A principal’s capability to be an advocate for children (CCSSO, 2007, p. 5), a component of function 6A, acquired a rating of “essential” by 87% of the participants. However, the capacity to act to influence state and/or national decisions affecting student learning (CCSSO, 2007, p. 6), an aspect of function 6B, obtained a rating of “essential” by only 4% of the respondents. In fact, 46% of the respondents felt this skill to be only somewhat important to insignificant. These results seem to suggest that the principal’s talent for influencing both state and national decisions concerning student learning is not considered that important by suburban CSAs when evaluating principals.
In an effort to synthesize and consolidate those functions deemed to be most important or “essential” to the evaluation of suburban New Jersey building principals as perceived by suburban CSAs, Table 1 was constructed. Table 1 lists each “essential” function and its corresponding ISLLC Standard footprint in rank order to outline a better visual representation of what current suburban New Jersey principals need to be sure to address in fulfilling their obligations and responsibilities as a building leader.
E – Essential (4); I – Important (3); SI – Somewhat Important (2); IN – Insignificant (1)
| Survey Item | ISLLC Standard&Function | E | I | SI | IN | m* | Median | SD | |
| 32 | Promote and protect the welfare and safety of students | III - 3c | 96% | 4% | 0% | 0% | 0% | 4.00 | .194 |
| 33 | Promote and protect the welfare and safety of staff | III - 3c | 90% | 8% | 0% | 0% | 2% | 4.00 | .379 |
| 61 | Be an advocate for children | VI - 6a | 87% | 13% | 0% | 0% | 0% | 4.00 | .345 |
| 7 | Implement a plan to achieve the school’s goals | I - 1c | 81% | 19% | 0% | 0% | 0% | 4.00 | .397 |
| 53 | Model principles of ethical behavior | V - 5b | 79% | 17% | 4% | 0% | 0% | 4.00 | .519 |
| 2 | Collaboratively implement a shared vision and/or mission | I - 1a | 77% | 21% | 0% | 0% | 2% | 4.00 | .415 |
| 12 | Nurture and sustain a culture of trust | II - 2a | 77% | 21% | 2% | 0% | 0% | 4.00 | .479 |
| 13 | Nurture and sustain a culture of learning | II - 2a | 73% | 25% | 2& | 0% | 0% | 4.00 | .498 |
| 18 | Supervise Instruction | II - 2d | 73% | 25% | 2% | 0% | 0% | 4.00 | .498 |
| 14 | Nurture and sustain a culture of high expectations | II - 2a | 73% | 21% | 4% | 0% | 2% | 4.00 | .540 |
| 44 | Build positive relationships with families and caregivers | IV - 4c | 61% | 37% | 2% | 0% | 0% | 4.00 | .533 |
| 57 | Consider the potential legal consequences of decision-making | V - 5d | 60% | 36% | 2% | 0% | 2% | 4.00 | .536 |
| 45 | Sustain positive relationships with families and caregivers | IV - 4c | 56% | 38% | 4% | 0% | 2% | 4.00 | .578 |
Notification Switch
Would you like to follow the 'Ncpea education leadership review, volume 10, number 1; february 2009' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|