High Scholl Y ( Pseudonym )

What informs the decisions trustees make? What public purposes guide the president, faculty and staff in their daily activities? How would the trustees and the public know that the institution’s resources are strategically arrayed to achieve the goals? Colleges and faculty can too easily be accused of being knee-jerk protectors of the status quo. A robust, shared, operating vision for the college helps to make clear how the public interest, not personal interests, determine the steps that the college

First, because executive compensation is so high in higher education, it leads the public to question whether pay is really based on performance. One-third of public university presidents now make more than $500,000 according to the Chronicle of Higher Education (Cheng 582). This leads to the common accusation that university presidents are paid like bureaucrats. Presidents of public university’s salaries may not be performance based because even though governing boards hire and fire or determine compensation, most presidents are held to certain objectives distinct to their university such as the wishes of faculty, community, students and alumni. Therefore presidents don’t usually have one clear objective. This makes it hard to evaluate performance because it must be based on each institution’s needs and data availability. There is no set of principles commonly agreed on and consistently used to evaluate performance. But rather, compensation in an earlier period is the strongest indicator for payment in a later period. (Cheng

One who takes responsibility for those who works under his or her authority needs to have accountability at all times.

Colleges and universities recognize the importance of accountability. Institutional accountability reports to a multitude of stakeholders with varying expectancies from student’s expectation of a quality education, oversight agencies want assurances that schools comply with rules and regulations, while donors want proof of investment, and alumni need reassurance that the reputation of their school is progressing (Kearns, 1998). Reputable higher education institutions take their accountability and accreditation seriously, which requires adherence to rules and regulations set forth by external entities such as the Department of Education and a regional

Accountability, according to the authors, is about the collective effort of policy and institutions to meet student needs and the needs of the public, but it is not about assessing institutional effectiveness in contributing to student success. In their view, accountability to peers is accomplished through peer review in processes such as accreditation. As such while accountability and assessment are related, assessment tends to be conducted in order to demonstrate accountability to stakeholders.

Mireya, a student who went to Fremont High School, pointed out how unsanitary the high school was and how limiting the courses were. “Long lines of girls are “waiting to use the bathroom,” which are generally “unclean” and “lack basic supplies,” including toilet paper.” Girls were even forced to take sewing classes or hairstyling classes when other classes were full. Improper school environment can greatly harm a student’s success. Students around the world are suffering in school conditions like these, so writers like Kozol advocate for better school environments.

This idea is equally as important in the school system. Creating an accountability system in which both teachers and students are held accountable for their performance is key for organizational success. Reeves (2005) states “first an accountability system must be congruent” or attuned with the district current reward or incentive programs (p.93). An effective accountability system should include the following seven principles listed by Reeves: (1) congruence, (2) respect or diversity, (3) accuracy, (4) specificity, (5) feedback for continuous improvement, (6) universality, and (7) fairness. Based on these seven principles, I would establish a standards-based accountability system. Students would rely on state common core standards as a base for academic achievement. Teachers would be instrumental in establishing a set of standards for professional excellence within the district or school site. Knowing what is expected of you is vital in establishing a cultural that not only spurs success but also nurtures effective

As Director of the Office of Student Learning and Institutional Assessment at SFA, the Provost charged me with developing, implementing, and overseeing institutional effectiveness efforts for academic programs, administrative units, and educational support units. Under my leadership in institutional effectiveness, SFA was successful in achieving reaffirmation from the Southern Association of College and Schools Commission on Colleges (SACSCOC) with no monitoring reports or recommendations, an achievement that only 10% of institutions could claim during the year SFA received reaffirmation. We were able to accomplish this distinction despite the fact that the institution had no consistent or formal institutional effectiveness processes in place just 3 years before our compliance report was

School leadership has become an increasingly difficult and pressure-packed role in recent years due in large part to a new climate of accountability and measurement stemming from Federal educational policies such as the No Child Left Behind Act (NCLBA) and continuing with the Every Student Succeeds Act (ESSA). With increasing pressure to raise student test scores and subsequently overall school performance ratings, administrators and teachers in some schools and districts have unfortunately begun using strategies, which are not ethical (and sometimes illegal) to increase student achievement. This paper is in response to a fictional case study based on the article entitled, “Looks Like 10 Miles of Bad Road: Cheating, Gaming, Mistrust, and an Interim Principal in an Urban Texas High School,” written by David E. DeMatthews of The University of Texas at El Paso, which was published in the Journal of Cases in Educational Leadership in 2014. This paper will briefly introduce the background of the fictional case, before identifying the relevant Educational Leadership Constituent Council (ELCC) Standards and the manner in which they could be applied to create a plan of action for the administrator referenced in this scenario. Next, will be a discussion of the difficulty associated with competing realities faced in this case, before a final discussion of how this case study and similar scenarios relate to the preparation of effective school leaders.

Since 1980s, the education in the United States focus on accountability, which makes the country one of the best in education. Recent negative changes in the economies of the world and the U.S resulted in exacerbating long-standing needs for improvements in institutional effectiveness and efficiency, and increase accountability for both. Students and parents are seeking low cost and higher quality programs, in the time that the government facing significant financial pressure. In 2009, public two-year colleges spent an average of $10,242 per student on education and related expenditures, and public master’s institutions spent $12,364 ($6,441 in state and local funding and $5,923 in tuition). In comparison, public research institutions spent

The doctoral journey at American College of Education has been exciting, challenging, frustrating at times and more than anything else, a great learning experience that will have a lasting impact on me personally as well as professionally. The various courses from Introduction to Advanced Studies, Information Display Strategies, Strategic Operations Planning and Innovation, Management of Human Capital, Ethical Leadership and Social Justice, Grants Writing for Leaders, Global Perspectives, Quantitative and Qualitative Research Designs, Doctoral Seminar I, II & III to Crafting a Dissertation have equipped me with new knowledge and skills that are employable to an array of circumstances and situations specifically on the professional level. The knowledge and concepts obtained from specific courses such as Strategic Operations Planning and Innovation, Management of Human Capital, Ethical Leadership and Social Justice, and Grants Writing for Leaders have provided a different view for developing school improvement and strategic plans, selecting and maintaining quality teachers, understanding and applying the code of ethics to various situations or circumstances, being a strong advocate for all students regardless of their academic ability, culture, ethnicity and gender, and the

Within the past few years, Higher Education institutions have transformed from their traditional roots of a collegial culture and have begun to transition to this new “Managerialism” culture. This culture was adopted from the private/for-profit sector within Higher Education. The managerial culture resembles more of a business model approach. It focuses on the quantity in relations to productivity, bottom line, quantitative and efficiency versus the quality in regards to academic freedom, research, values and autonomy. “ Procedures around performance measurement, quality control, and audit aimed at improving the effectiveness and accountability of Higher Education institutions have at the same time contributed to the creation of additional bureaucratic layers of control which have often been experienced as inhibiting organizational effectiveness and responsiveness (764)” which has the greatest impact on how Higher Education operates.

The issue of shared governance is a topic of great current interest in higher education circles. Pressures from all sides to increase efficiency, decrease costs, and produce more effective learning outcomes have increased substantially. Everyone from politicians, to parents and students, to taxpayers, to board members and administration members are looking for ways to improve higher education. More often than not, shared governance is seen as one of the primary roadblocks to efficiency. As a result, there have been substantial efforts to strategically bypass or even eliminate the practice of shared governance in the name of efficiency. It is in this context that Susan Resnick Pierce offers the book Governance Reconsidered. Intended to

U.S. schools and colleges vary from numerous points of view. Some are open, others are independently employed individual; some are huge urban colleges, some are two-yr. group universities, others little rustic grounds. Some offer alumna and expert political stage, others point of convergence basically on undergrad instruction. Each of our more than 3, 000 schools and colleges has its particular and dissimilar mission. This aggregate differing qualities around organizations is one of the extraordinary strength of America's higher instruction framework, and has helped make it the best in the people. Protecting that assorted qualities is key on the off chance that we plan to serve the needs of our just social order.

The problem statement or reason for inquiry was the climate of the faculty accountability was jeopardized. It was dependent on research and accountability and they were rewarded via promotion and tenure. The improvement in the quality of teaching is a concern.