0.18 Tuyle, v., & Watkins, s. (october 2011). preparing leaders to  (Page 48/6)

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

School boards have existed for over two centuries; their roles, relationships, and responsibilities have changed dramatically because of dynamic societal forces. At no time has this been more evident than in the past decade because of increased global competition and the No Child Left Behind (NCLB) Act of 2001. Civic leaders, politicians and economic forecasters have called for increased accountability in public schools. NCLB initiated federal mandates establishing a sense of urgency to address accountability. With the onset of this act, states and local school districts became responsible for the academic achievement of all students. Sanctions were employed by the state and federal government on those school districts that did not meet adequate yearly progress, eroding local control. School boards are now in the spotlight requiring them to assume responsibility for monitoring and reporting student achievement results. According to the 2010 study on school board members, findings indicate members believe there must be a collective responsibility for student achievement. Two thirds of the school board members agreed that dramatic and rapid improvements in student learning must be made and high expectations must be the order of the day (Hess&Meeks, 2010). A sense of urgency has now emerged for school board members. Their roles and responsibilities have been redefined, impacting the motivations and challenges of individuals seeking board membership. Understanding this paradigm shift in responsibilities is important to superintendents, aspiring superintendents, and board members as they prepare to work collaboratively toward the common goal of increased student achievement. This valuable information will help educational leaders redesign their preparation programs.