Difference between revisions of "Portal:Education Leadership and Management"

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''[http://karnatakaeducation.org.in/KOER/index.php/ಪ್ರವೇಶದ್ವಾರ:ಶಿಕ್ಷಣ_ನಾಯಕತ್ವ_ಮತ್ತು_ನಿರ್ವಹಣೆ ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
 
''[http://karnatakaeducation.org.in/KOER/index.php/ಪ್ರವೇಶದ್ವಾರ:ಶಿಕ್ಷಣ_ನಾಯಕತ್ವ_ಮತ್ತು_ನಿರ್ವಹಣೆ ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
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|{{Color-table|theme=3|title=[[ELM:_History|'''History of Educational Leadership''']]}}
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|{{Color-table|theme=2|title=[[ELM:_Leadership|'''Theories of Leadership''']]}}
[[ELM:_History|'''History of Educational Leadership''']]
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|{{Color-table|theme=6|title=[[ELM:_Curriculum|'''Curriculum and Syllabus''']]}}
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[[ELM:_Leadership|'''Theories of Leadership''']]
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|{{Color-table|theme=12|title=[[ELM:_Topics|'''Topics in School Leadership''']]}}
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|{{Color-table|theme=8|title=[[ELM:_UsefulLinks|'''Useful links for School Leadership''']]}}
[[ELM:_Curriculum|'''Curriculum and Syllabus''']]
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|{{Color-table|theme=9|title=[[ELM:_Readings|'''School Leadership Readings''']]}}
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|{{Color-table|theme=7|title=[[ELM:_Process|'''ELM as a Process''']]}}
[[ELM:_Topics|'''Topics in School Leadership''']]
 
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[[ELM:_UsefulLinks|'''Useful links for School Leadership''']]
 
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[[ELM:_Readings|'''School Leadership Readings''']]
 
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[[ELM:_Process|'''ELM as a Process''']]
 
 
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{{{{FULLPAGENAME}}/box-header|<big>{{PAGENAME}}</big>|{{FULLPAGENAME}}/Introduction|}}
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{{Color-box|11|Education Leadership and Management|Schools need to provide an environment where meaningful learning takes place on a regular basis. However schools are able to accomplish their goals as learning organizations only when a wide variety of inputs and support mechanisms are adequately brought into place. Amongst the variety of inputs that schools require, is the need to closely examine schools as organizations, the role of leadership and management provided in and for a school, by the members of the school and the support agencies.
{{{{FULLPAGENAME}}/Introduction}}
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{{{{FULLPAGENAME}}/box-footer|}}
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This applies even more to the school system as a whole, comprising of institutions that take responsibility for policy, academic and administrative support to schools.
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Education Leadership and Management (ELM) seeks to study the roles of the different actors in the education system and how their actions and relationships can serve the aims of the system.
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[[Educational_Leadership|Read more]]
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}}
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{{Color-box|1|School Leadership in Karnataka|SISLEP, part of the Department of Primary and Secondary Education, is designing and implementing ELD programmes for schools and support institutions in Karnataka
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SISLEP is also contextualising the materials developed by NUEPA on school leadership
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Earlier, Policy Planning Unit, part of the Department of Primary and Secondary Education, designed and implemented the 'Educational Leadership Development Programme (ELDP), in partnership with Azim Premji Foundation, the Centre for Leadership and Management in Public Services and UNICEF.
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}}
  
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{{Color-box|3|Selected Article|
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Over thirty years of systematic research on school effectiveness and school improvement reveals a number of characteristics that are typical of more effective schools. Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality. ...
  
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{{{{FULLPAGENAME}}/box-header| School Leadership in Karnataka|{{FULLPAGENAME}}/ School Leadership in Karnataka|}}
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For more visit [https://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/15/what-if-finlands-great-teachers-taught-in-u-s-schools-not-what-you-think/ What if Finland’s great teachers taught in U.S. schools? by Pasi Sahlberg]
{{{{FULLPAGENAME}}/ School Leadership in Karnataka}}
 
{{{{FULLPAGENAME}}/box-footer|}}
 
  
{{{{FULLPAGENAME}}/box-header|Selected Article|{{FULLPAGENAME}}/Selected_Article|}}
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}}
{{{{FULLPAGENAME}}/Selected_Article}}
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{{{{FULLPAGENAME}}/box-footer|}}
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{{Color-box|5|Selected Educator|Michael Fullan has focused his work on educational change. His model focused on "the human participants taking part in the change process" (Ellsworth, 2001). Ellsworth (2001) commented that Fullan and Stiegelbauer's (1991) The New Meaning of Educational Change presents guidelines for resisting, coping, or leading change efforts from perspective ranging from the student to the national government. Different from Rogers, whose work focused more on the characteristics of the innovation and the adopters, Fullan (1982, 1991) focuses on the roles and strategies of various types of change agents.
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[https://www.personal.psu.edu/users/w/x/wxh139/Fullan.htm More on Fullan's ideas on educational change.] [http://michaelfullan.com/ More on Fullan.]
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{{{{FULLPAGENAME}}/box-header|Selected Educator|{{FULLPAGENAME}}/Selected_Educator|}}
 
{{{{FULLPAGENAME}}/Selected_Educator}}
 
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{{{{FULLPAGENAME}}/box-header| School Leadership in Media|{{FULLPAGENAME}}/ School Leadership in Media|}}
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{{{{FULLPAGENAME}}/ School Leadership in Media}}
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{{Color-box|2|School Leadership in Media|
{{{{FULLPAGENAME}}/box-footer|}}
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To download PPU Publication books about school administration and development factors please [https://ssakarnataka.gov.in/html/media_publication.html click here].
  
{{{{FULLPAGENAME}}/box-header|Resources|{{FULLPAGENAME}}/Resources|}}
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{{{{FULLPAGENAME}}/Resources}}
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{{{{FULLPAGENAME}}/box-footer|}}
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{{Color-box|4|Shared Leadership|
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[[Shared_Leadership | Click here to read more on Shared Leadership]]
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'''
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In Kannada'''
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[{{#widget:Iframe |url=https://www.slideshare.net/slideshow/embed_code/51534200 |width=450 |height=360 |border=1 }}
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'''In English'''
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{{#widget:Iframe |url=https://www.slideshare.net/slideshow/embed_code/51534501 |width=450 |height=360 |border=1 }}
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{{Color-box|6|Topics|
  
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[[School_Leadership|School Leadership]]
  
{{{{FULLPAGENAME}}/box-header|Topics|{{FULLPAGENAME}}/Topics|}}
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* [[School Leadership|School Leadership]]
 
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Latest revision as of 08:31, 5 September 2020

ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ



Education Leadership and Management

Schools need to provide an environment where meaningful learning takes place on a regular basis. However schools are able to accomplish their goals as learning organizations only when a wide variety of inputs and support mechanisms are adequately brought into place. Amongst the variety of inputs that schools require, is the need to closely examine schools as organizations, the role of leadership and management provided in and for a school, by the members of the school and the support agencies.

This applies even more to the school system as a whole, comprising of institutions that take responsibility for policy, academic and administrative support to schools.

Education Leadership and Management (ELM) seeks to study the roles of the different actors in the education system and how their actions and relationships can serve the aims of the system.

Read more



School Leadership in Karnataka

SISLEP, part of the Department of Primary and Secondary Education, is designing and implementing ELD programmes for schools and support institutions in Karnataka

SISLEP is also contextualising the materials developed by NUEPA on school leadership

Earlier, Policy Planning Unit, part of the Department of Primary and Secondary Education, designed and implemented the 'Educational Leadership Development Programme (ELDP), in partnership with Azim Premji Foundation, the Centre for Leadership and Management in Public Services and UNICEF.




Selected Article


Over thirty years of systematic research on school effectiveness and school improvement reveals a number of characteristics that are typical of more effective schools. Most scholars agree that effective leadership is among the most important characteristics of effective schools, equally important to effective teaching. Effective leadership includes leader qualities, such as being firm and purposeful, having shared vision and goals, promoting teamwork and collegiality and frequent personal monitoring and feedback. Several other characteristics of more effective schools include features that are also linked to the culture of the school and leadership: Maintaining focus on learning, producing a positive school climate, setting high expectations for all, developing staff skills, and involving parents. In other words, school leadership matters as much as teacher quality. ...


For more visit What if Finland’s great teachers taught in U.S. schools? by Pasi Sahlberg




Selected Educator

Michael Fullan has focused his work on educational change. His model focused on "the human participants taking part in the change process" (Ellsworth, 2001). Ellsworth (2001) commented that Fullan and Stiegelbauer's (1991) The New Meaning of Educational Change presents guidelines for resisting, coping, or leading change efforts from perspective ranging from the student to the national government. Different from Rogers, whose work focused more on the characteristics of the innovation and the adopters, Fullan (1982, 1991) focuses on the roles and strategies of various types of change agents.

More on Fullan's ideas on educational change. More on Fullan.




School Leadership in Media


To download PPU Publication books about school administration and development factors please click here.




Shared Leadership



Topics