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Instructional leadership is generally defined as the management of curriculum and instruction by a school principal.This term appeared as a result of research associated with the effective school movement of the 1980s, which revealed that the key to running successful schools lies in the principals' role.
In some schools, there is a senior-class president. The senior-class president is elected by popular vote and serves as the leader of the senior class in a high school or college. They are sometimes responsible for planning some of the events surrounding graduation. A class president will also develop leadership skills considering the daily ...
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation.
Social justice educational leadership emphasizes the belief that all students can and will reach proficiency, without exceptions or excuses, and that schools ought to be organized to advance the equitable learning of all students. Rather than focusing on one group of students who traditionally struggle, or who traditionally succeed, social ...
The National Association of Secondary School Principals (NASSP) is a national organization of and voice for middle level and high school principals, assistant principals, and aspiring school leaders from across the United States and more than 45 countries around the world. The association currently serves more than 27,000 members.
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By comparing these schools with other successful or unsuccessful schools, Edmonds was able to identify characteristics which seemed essential to student success. [6] In 1979, Edmonds published "Effective Schools for the Urban Poor", outlining the following characteristics of effective schools: Strong administrative leadership. High expectations.
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