Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) calling for the 16-member states of the Southern Regional Education Board to train a new breed of principal to meet the current demands for student achievement in public schools. This research adds to the body of knowledge of school leadership development programs, particularly those that involve cohort-based study groups and shared service partnerships between school districts and universities. Major questions investigated: 1) How did participation in the program change the involvement of administrative interns in campus-based decision-making? 2) How has participation in the program changed the ways participants perceive themselves? 3) What actions have members of the cohort group taken in their teacher-leader/administrative positions to affect student achievement? 4) What are the strengths and weaknesses of the UNT/DISD/SREB Leadership Development Program partnership? Information was gathered from 16 of the 26 program participants through questionnaires, interviews, and document study.

This study examined the perceptions of school superintendents of districts and building principals of schools within selected shared service arrangements in the state of Texas who receive services from the cooperative, and selected directors of rural shared service arrangements pertaining to the responsibilities and roles of shared service arrangements when site-based decision-making (SBDM) was used as the guiding philosophy.

Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.

This study was concerned with determining the awareness of secondary public school teachers, in the Lewisville Independent School District, regarding the laws which relate to their profession. Fifty-nine true or false statements, involving nine areas of public school law, were administered. The study compared teachers' knowledge in areas of school law based on their personal background. The thesis was divided into five chapters. These chapters included the Introduction, Review of Literature, Procedure, Analysis of Data, and Summary and Recommendations. The findings of this study indicated the majority of teachers and administrators had an average knowledge of school law. Areas with lower incorrect responses included students' rights and the copyright law. A recommendation was made to plan an inservice meeting with emphasis placed on the most frequently missed responses

I conducted a legal analysis of decisions by Texas Commissioners of Education in appeals by Texas school administrators from nonrenewal decisions made by Texas school districts from 1983 to 2013. I analyzed the findings of fact and conclusions of law described in the commissioners’ rulings to determine the legal basis of school districts’ decisions to nonrenew school administrators’ term employment contracts. I also examined the legal rationale for commissioners’ rulings and determined which party most commonly prevailed in these administrative proceedings—the respondent school district or the petitioner school administrator. In particular, the study determined factors that contributed to commissioners’ decisions to overrule or support school districts’ nonrenewal decisions. A careful review of commissioner decisions, which are accessible on the Texas Education Association website, identified 44 commissioner decisions involving appeals by superintendents, associate superintendents, public school administrators, athletic directors, or central office administrators concerning school districts’ term contract nonrenewal decisions from 1983 to 2013. Commissioners’ decisions in these cases were surveyed using legal research methods. This study provides recommendations to assist local education agencies to refine current policies and regulations regarding the nonrenewal of administrators’ term contracts, and provides insight on Texas Commissioners’ rulings on term contract nonrenewal appeals brought by Texas school administrators. The findings revealed that school boards’ lack of understanding of local policies and lack of evidence resulted in commissioners granting 27% of appeals. Additionally, commissioners denied 73% of the appeals because school boards provided at least one reason that met the substantial evidence standard of review, and respondents failed to substantiate allegations or enter evidence in evidentiary hearings.

Made available in DSpace on 2016-04-04T18:30:08Z (GMT). No. of bitstreams: 1 Lilian Aparecida Cruz Dugnani.pdf: 1950236 bytes, checksum: e4b23173f306bbdd3e34da4bfbd52b9b (MD5) Previous issue date: 2016-02-17 / Pontif?cia Universidade Cat?lica de Campinas / The present study is integrated to the group of research actions Processes of Subject Constitution in Educational Practices PROSPED, from the Psychological Prevention and Intervention line of research of the Master Graduation Programme Strictu Sensu in Psychology of the Pont?fica Universidade Cat?lica in Campinas. Its aim is to investigate the potential of the school psychologist's actions in promoting changes to the school management practices. Official data show that longer permanence at school does not necessarily result in better education of the students since there is an increase in the number of literate and a decrease in the number of full literate ones. This leads us to think that there seems to be a dissonance between projects supported by the System and the ones that effectively happen at school. We take as theoretical foundations the assumptions of cultural-historical Psychology in that if you understand the human reasons and interests are built on concrete conditions of existence, mediated by instruments of culture, from the relationships established between the subject and the social, and the social and the subject, in a permanent dialectical movement. In the light of the materialistic dialectical and historical method, the data were constructed from the selection of 22 meetings, out of 128 meetings held in the course of the years 2010, 2011, 2012 and 2013, with four managers of a public elementary school, a Director, a Deputy Director and two pedagogical advisors. Both meetings have the audio recording and transcript of the same, and the use of artistic expressions and the synthesis of mediators dialogues undertaken as tools in common. The results revealed that there is a way to work that fluctuates between school managers recognize the challenges that require the transformation of reality and who originate from relationships established between the various agents of the school, and mobilize to overcome them, that we call facing the conflicts, and the mobilization to deny conflicts and move on, that we call look away and that is one of the causes of paralysis in school. It was evidenced that the aesthetic mediations and semiotic, promoted by the arts and for the summaries, enabled the managers to experience two essential movements for making real the changes in exercising the management at school: the migration of emotion and the mobilization of the will. / O presente estudo est? integrado ?s a??es do grupo de Pesquisa Processos de Constitui??o dos Sujeitos em Pr?ticas Educativas PROSPED, da linha de pesquisa Preven??o e Interven??o Psicol?gica, do programa de P?s-gradua??o Stricto Sensu em Psicologia, da Pontif?cia Universidade Cat?lica de Campinas. Objetiva investigar o potencial das a??es do psic?logo escolar na promo??o de mudan?a das pr?ticas de gest?o na escola. Os dados oficiais revelam que a maior perman?ncia na escola n?o tem resultado em melhor escolariza??o dos alunos, na medida em que h? o aumento do n?mero de alfabetizados b?sicos e uma queda no n?mero de alfabetizados plenos. Isto nos leva a pensar que parece haver uma disson?ncia entre os projetos postos pelo sistema e o que ocorre efetivamente na escola. Tomamos como fundamentos te?ricos os pressupostos da Psicologia Hist?rico-cultural em que se compreende que os motivos e os interesses humanos s?o constru?dos nas condi??es concretas de exist?ncia, mediados pelos instrumentos da cultura, a partir das rela??es estabelecidas entre o sujeito e o social e o social e o sujeito, em um movimento dial?tico permanente. ? luz do m?todo materialista hist?rico e dial?tico, os dados foram constru?dos a partir da sele??o de 22 encontros, de um total de 128 reuni?es realizadas no decorrer dos anos de 2010,2011,2012 e 2013, com 4 gestores de uma escola p?blica de Ensino Fundamental I e II, a saber: um diretor, um vice-diretor e dois orientadores pedag?gicos. Em comum os encontros t?m a grava??o em ?udio e transcri??o dos mesmos, a utiliza??o de express?es art?sticas e da s?ntese como instrumentos mediadores dos di?logos empreendidos. Os resultados revelaram que h? um modo de funcionar dos gestores escolares que oscila entre reconhecerem os desafios que se imp?em ? transforma??o da realidade escolar e que emanam das rela??es estabelecidas entre os diversos agentes da escola, e se mobilizarem para super?-los, a que denominamos de enfrentamento dos conflitos e, a mobiliza??o para negar os conflitos e seguir adiante, o que chamamos de desviar o olhar, e que ? uma das causas do imobilismo na escola. Evidenciou-se ainda que as media??es est?ticas e semi?ticas, promovidas pelas artes e pelas s?nteses, possibilitaram aos gestores vivenciarem dois movimentos essenciais para a efetiva??o de mudan?as no modo de exercer a gest?o na escola: a migra??o da emo??o e a mobiliza??o da vontade.

Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of this research was to evaluate the characteristics of effective high school Leaders of Color and White leaders for Latina/o students in secondary schools and to provide recommendations for further investigation. This study revealed findings related to culturally responsive school leadership for Latina/o student success, with leaders of Color and White allies reporting different perspectives on equity leadership.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 3, 2010). Includes bibliographical references (p. 208-227).

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