Taher a. razik ausTin D. swanson Fundamental Concepts of Educational LeaDership & ManageMenT ThirD eDiTion Fundamental Concepts of Educational Leadership and Management Educational Leadership Policy Standards and Functions: ISLLC 2008 Addressed by Chapter ISLLC Standards and Functions: 2008 Chapter 1 Chapter 2 Chapter 3 An education leader promotes the success of every student by: 1. facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. X X X A. Collaboratively develop and implement a shared vision and mission X X X B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning X X X C. Create and implement plans to achieve goals X X X D. Promote continuous and sustainable improvement X X X E. Monitor and evaluate progress and revise plans X X X 2. advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. X A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations X X B. Create a comprehensive, rigorous, and coherent curricular program X X C. Create a personalized and motivating learning environment for students X X D. Supervise instruction X E. Develop assessment and accountability systems to monitor student progress X X X F. Develop the instructional and leadership capacity of staff X X X G. Maximize time spent on quality instruction X H. Promote the use of the most effective and appropriate technologies to support teaching and learning X X I. Monitor and evaluate the impact of the instructional program X X X 3. ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. A. Monitor and evaluate the management and operational systems X X X B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources X X X C. Promote and protect the welfare and safety of students and staff X X D. Develop the capacity for distributed leadership X X X E. Ensure teacher and organizational time is focused to support quality instruction and student learning X 4. collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. X X X A. Collect and analyze data and information pertinent to the educational environment X X X B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources X X X C. Build and sustain positive relationships with families and caregivers X X X D. Build and sustain productive relationships with community partners X X X 5. acting with integrity, fairness, and in an ethical manner. X A. Ensure a system of accountability for every student’s academic and social success X X B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior X C. Safeguard the values of democracy, equity, and diversity X D. Consider and evaluate the potential moral and legal consequences of decision making X E. Promote social justice and ensure that individual student needs inform all aspects of schooling X X 6. understanding, responding to, and influencing the political, social, economic, legal, and cultural context. X A. Advocate for children, families, and caregivers X B. Act to influence local, district, state, and national decisions affecting student learning X X X C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies X X X Source:The Interstate School Leaders Licensure Consortium (ISLLC) Standards were developed by the Council of Chief State School Officers (CCSSO) and member states.Copies may be downloaded from the Council’s website at www.ccsso.org. Council of Chief State School Officers.(2008).Educational Leadership Policy Standards:ISLLC 2008 as Adopted by the National Policy Board for Educa- tional Administration.Washington, DC:Author. Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X This page intentionally left blank THIRD EDITION Fundamental Concepts of Educational Leadership and Management Taher A.Razik State University of New York at Buffalo Austin D.Swanson State University of New York at Buffalo butuh lengkap hub [email protected] Allyn & Bacon Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Paris Hong Kong Singapore Tokyo Cape Town Sydney Executive Editor and Publisher:Stephen D. Dragin Series Editorial Assistant:Anne Whittaker Marketing Manager:Amanda Stedke Production Editor:Paula Carroll Editorial Production Service:Connie Strassburg, GGS Composition Buyer:Linda Cox Manufacturing Buyer:Megan Cochran Electronic Composition:GGS Higher Education Resources Cover Coordinator:Elena Sidorova Copyright © 2010 Pearson Education, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any formor by any means, electronic or mechanical, including photocopying, recording, or by any information storage andretrieval system, without written permission from the copyright owner. Previous editions were published under the title Fundamental Concepts of Educational Leadership© 2001, 1995 Pearson Education, Inc. To obtain permission(s) to use material from this work, please submit a written request to Allyn & Bacon, Permission Department, 501 Boylston Street, Suite 900, Boston, MA 02116, or fax you request to 617-671-2290. Library of Congress Cataloging-in-Publication Data Razik, Taher A. Fundamental concepts of educational leadership and management / Taher A. Razik, Austin D. Swanson.—3rd ed. Rev. ed of: Fundamental concepts of educational leadership. 2nd ed. © 2001; 1st ed. © 1995. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-13-233271-2 ISBN-10: 0-13-233271-X 1. School management and organization—United States. 2. Educational leadership—United States. I. Swanson, Austin D. II. Razik, Taher A. Fundamental concepts of educational leadership. III. Title. LB2805.R29 2010 371.200973—dc20 2008051056 10 9 8 7 6 5 4 3 2 1 HAM 12 11 10 09 ISBN-10: 0-13-233271-X ISBN-13: 978-0-13-233271-2 About the Authors Taher A Razik and Austin D. Swanson are Professors Emeritus at the State University of New York at Buffalo. While co-teaching an introductory course in educational administration, they sought in vain to find an appropriate text that would be comprehensive in coverage, yet of sufficient depth to lead students to a fundamental understanding of the basic issues. They wanted a text that was eclectic in approach, not ideological, and that would emphasize an action-research perspective compelling readers to consider critically the theoretical underpinnings of current educational practice and to motivate them to seek practical alter- native approaches to solving both common and unique problems. Not finding such a text, they set out to create their own; Fundamental Concepts of Educational Leadership and Managementwas the result. Widespread acceptance of the first edition led to a second edi- tion, and now to a third. “Retirement” from teaching has allowed the authors to devote greater attention to their research, writing, and consultancies. Professor Razik’s research interests and scholarship are in communication theory, characteristics of leadership, teacher education, and the applica- tion of general systems theory to curriculum development and the uses of media in teach- ing and learning. Specific issues addressed by his scholarship include evaluating internal efficiency of school systems, strategies of change in curriculum planning and development, teacher preparation, evaluation as a component of instruction, and educational planning. Professor Swanson’s research interests relate to the economics of education and school finance and the governance and politics of education. Specific issues that his scholarship address include equity and social justice, alternative governance structures for schooling (e.g., choice among public schools, charter schools, vouchers, school governing boards, teacher empowerment), efficiency of allocation of resources within schools (e. g., whole school reform, labor intensiveness of schooling, use of technology in instruction and man- agement, cost-benefit and cost-effectiveness analysis), and alternative means of allocating monies for schooling purposes (e. g., full state funding, the role of the federal government in school finance, school-based budgeting, and the “money following the child” concept). To complement their knowledge and understanding of American education systems gained from working with and within schools, districts, and state and federal agencies, both authors have had extensive international experience enabling them to view the American education scene with a global perspective. Professor Razik has held two appointments with UNESCO in Paris as well as numerous contracts to conduct research for that agency. He has also contracted with foreign governments, especially those in the Middle East, to eval- uate and design elements of their educational systems. He received the highest civilian dec- oration for non-Omanis from the government of Oman. He also received an outstanding recognition award for his work in systems research and cybernetics from the International Institute for Advanced Studies, Baden-Baden, Germany. Professor Swanson has conducted comparative and longitudinal studies of the school systems of the United States, England, and Australia. The home base for his field studies in England was at the University of London, Institute of Education where he held successive vii viii About the Authors honorary Visiting Scholar appointments. His initial visit to Australia was supported in part by a Fulbright Senior Scholar Award and a Visiting Research Fellowship from the University of Melbourne which served as the base for his field studies there. He has also lectured at Alvan Ikoku College of Education, Nigeria; Beijing Teachers College, China; and at several Israeli universities sponsored by the Zold Institute, Jerusalem. Professor Razik’s graduate studies were done at Ohio State University where he was awarded the M. A. and Ph. D. degrees. In addition to his faculty appointment at SUNY Buffalo, he was Director of its Instructional Communications Center for several years. Besides his UNESCO appointments, other international positions include: Executive Advisor to the Minister of Education, Oman; Member of the Foundation Committee for the Establishment of Oaboos University, Oman; Senior Expert, Education Section, Ministry of Planning, Iraq; and member of the three person team charged with planning, developing and implementing the United Arab Emirates University. Professor Swanson’s doctoral and master’s degrees were earned at Teachers College, Columbia University. A Fellowship in Educational Research sponsored by the U. S. Department of Education enabled post-doctoral study at Stanford University. While at Columbia, he held appointments as Research Associate in the Institute of Administrative Research and, subsequently, Executive Secretary of the Central School Boards’ Committee for Educational Research. Positions held at SUNY Buffalo concurrently with his faculty appointment included nine years as chair of departments housing programs in educational administration and Executive Director of the Western New York Educational Service Council.