0.14 Smith, p. (october 2011). using electronic portfolios to  (Page 19/4)

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review: Special Portland Conference Issue (October 2011) , ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

The study of administration and leadership historically has taken on a variety of perspectives. Viewing leaders as components of a bureaucratic organizational structures, looking at the characteristics and traits of successful leaders, and identifying leadership in relation to systems and contingency theories are just a few of the perspectives used to study leadership. Robbins (2005) suggests that leadership can be studied by observing traits, looking at specific behaviors, focusing on specific situations, and even identifying the effect that charismatic leaders have on their followers. These theories of leadership and organizational structure are critical when examining schools and the leadership skills needed to guide them.

Quality leadership is especially critical in education today with the emphasis on school improvement, student achievement, and teacher accountability. Peter Senge (1990) suggests that leaders help the organization meet ever changing contexts and opportunities. “The new view of leadership in learning organizations centers on subtler and more important tasks. In learning organizations, leaders are designers, stewards, and teachers” (p. 340).

Just as students’ schools are expected to meet established levels of achievement on specific grade level and subject level standards, expected levels of proficiency for school leaders have been identified. Standards are being used to build the systems necessary to measure the effectiveness and efficiencies of school leaders, and to ensure that they have acquired the necessary skills and abilities to create collaborative learning environments in which all students can be prepared to live and work in a social and political democracy (Anderson, 2002; Green, 2004).