Successful K-12 Technology Planning: Ten Essential Elements.

ERIC Identifier: ED457858
Publication Date: 2001-10-00
Author: Barnett, Harvey
Source: ERIC Clearinghouse on Information and Technology Syracuse NY.

Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest.

Over the last 20 years, K-12 schools have spent millions of dollars equipping their schools with the latest technologies, but often without a thoughtful plan of how their use would impact learning and teaching. Computers, like other technologies when they were new--such as radio, television, motion pictures, and video--were expected to substantially change education simply by making it more exciting and interactive.

But technology use is not about the hardware, Internet connections, and so on. What is important is how the technology is integrated with the instructional program. The guiding question technology leaders must keep in mind as they develop their plan is, "Are students using technology in ways that deepen their understanding of academic content and advance their knowledge of the world around them?" (When we use the word "technology," we refer to more than computers. Technology includes the whole array of new technologies including, video, digital cameras, handheld computers, cell phones, and other devices still in development.)

To ensure that technology dollars have an impact on students, staff, and the community, districts and schools must develop a thoughtful technology plan. Technology plans that help districts and schools to use technology effectively include all of the ten steps that follow.

Data-Driven School Improvement. ERIC Digest.

by Johnson, James H.
Effective educators make effective decisions, decisions based on accurate information. If knowledge is power, then studying the current abilities, skills, attitudes, and learning styles of students empowers educators to adjust the curriculum to achieve whatever goals the school and district have chosen.
When educators study their schools and classes, they seek an answer to an ageless question: Is it good because we've been doing it for a long time, or is it good because we have tangible evidence of its worth (James McLean 1995)? In many instances one must conclude the former because no evidence exists to support the latter.
One solution is to collect data on student learning that are both timely and accurate.

Educational Administration Quarterly

文章來源：http://eaq.sagepub.com/
How Principals and Peers
Influence Teaching and
Learning
Jonathan Supovitz,1 Philip Sirinides,1
and Henry May1
Abstract
This paper examines the effects of principal leadership and peer teacher
influence on teachers’ instructional practice and student learning. Using teacher
survey and student achievement data from a mid-sized urban southeastern
school district in the United States in 2006-2007, the study employs
multilevel structural equation modeling to examine the structural relationships
between student learning and theorized dimensions of principal leadership,
teacher peer influence, and change in teachers’ instructional practice. The findings
confirm previous empirical work and provide new contributions to research
on the chain of hypothesized relationships between leadership practice and
student learning. Both principal leadership and teacher peer influence were
significantly associated with teachers’ instructional practices and English language
arts (ELA) student learning. A major contribution of this research is the strong
and significant indirect relationships which mediate education leadership and
student learning. The results indicate the importance of principals work for
student learning because of their indirect influence on teachers’ practices
through the fostering of collaboration and communication around instruction.
Keywords
leadership impacts, distributed leadership, instructional improvement, student
learning, multilevel structural modeling
-----------------------------------------------------------
1University of Pennsylvania, Philadelphia, PA
Corresponding Author:
Jonathan Supovitz, University of Pennsylvania, Graduate School of Education, 3700 Walnut
Street #404, Philadelphia, PA 19104
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Plan to reform headteacher choice

Plan to reform headteacher choice

Peter Peacock said parents should be more involved The headteacher selection process is to become more thorough, under plans being considered by the Scottish Executive. Critics have condemned the current system, which sometimes allows senior staff to take up posts after a single half-hour interview.

選擇校長的改革計劃

藉由蘇格蘭的官員在校長遴選過程的計劃裡更加深思熟慮與深入。

這有時使專職的資深官員在接受半小時的個人採訪後，批評人士譴責現行制度。
文章來源：http://news.bbc.co.uk/2/hi/uk_news/scotland/4430752.stm

Head teacher shortage 'looming'

Schools in England and Wales are finding it increasingly difficult to fill vacant head teachers' posts, research has found.
Half of all primary schools received five or fewer applications when they advertised a headteachers' post, the study found.
The biggest problems were in London, where 40% of primary school headships had to be re-advertised after failing to attract sufficient good quality applicants.
The study's compilers said the survey showed schools had little choice in who to appoint - and said the recruitment situation had never been worse.

校長短缺『迫在眉睫』

研究發現，英格蘭和威爾士的學校都發現越來越難以填補校長職位的空缺，

研究發現，當他們刊登一個校長的職缺廣告後，一半的小學收到五個或更少的校長申請書。 最大的問題是在倫敦，有40％的小學在未能吸引到足夠的優質校長後不得不重新公佈。

這項研究的作者說，調查顯示學校別無選擇任命誰當校長，且從來沒有更壞的招聘情況
文章引自於http://news.bbc.co.uk/2/hi/uk_news/education/2403725.stm

Introduction to the National Standards

This revision to the National Standards for Headteachers is published following widespread

consultation within the profession. It reflects the evolving role of headship in the early 21st

century and incorporates current government thinking and guidance. The Standards

recognise the key role that headteachers play in engaging in the development and delivery

of government policy and in raising and maintaining levels of attainment in schools in order

to meet the needs of every child.

The Standards embody three key principles, namely that the work of headteachers should

be: learning-centred, focused on leadership and reflect the highest possible professional

standards. These principles have guided this development and underpin the core purpose

and key areas of headship.