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This discussion addresses the topic of rhetoric and symbols of urban principal accountability in the United States. Through an exploratory study of documents (e.g., news reports, press releases, and Web pages), the authors examine how several urban school district and reform leaders have portrayed principals in the media. The authors also consider possible political effects and implications of the sustained public emphasis on urban principal accountability. For instance, principal removal stories and turnover statistics may become potent, media-disseminated symbols of a district administration’s “getting-tough” efforts to induce sweeping educational change by improving individual schools. The intensified focus on principal accountability may also be providing district and city leaders with a viable means for directing political pressures away from district headquarters toward the principal’s office.

This module has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the NCPEA Education Leadership Review (ELR), Volume 11, Number 1 (April 2010) and accessible through the International Journal of Educational Leadership Preparation, Volume 5, Number 1 (January - March, 2010). Formatted and edited in Connexions by Theodore Creighton, Virginia Tech.

Background

In this discussion, we focus on the topic of rhetoric and symbols of urban principal accountability in the United States. Over the past decade, urban district administrators have initiated principal accountability systems as a strategy for effecting change in schools (Ouchi, 2003, 2009; Shipps&White, 2009). Through media-disseminated rhetoric and symbols attendant to these policy actions, city school district and reform leaders have positioned principals as fundamentally important to and ultimately responsible for school improvement and student achievement. The rhetoric and symbols of urban principal accountability appear in various media forms, particularly news reports, Web pages, press releases, and organizational documents. These media forms serve as the basis of our exploration and analysis.

We begin with a relevant media scenario: A national television news report (Merrow, 2007) featuring Chancellor of District of Columbia Public Schools Michelle Rhee illustrates the current rhetoric and symbols of urban principal accountability. (District of Columbia and New York City schools refer to their district chiefs as “chancellor” instead of “superintendent,” but the organizational role is equivalent.) As the news report began, the reporter explained that Chancellor Rhee had met one-on-one with all 156 principals in the system at the start of the year. This fact symbolized the important role principals would come to play in her reform efforts. The camera view then focused on Chancellor Rhee as she stated (in a professional, matter-of-fact tone) to a person who was off camera, “No, I am terminating your principalship now” (Merrow, p. 1). Chancellor Rhee’s willingness to be filmed while dismissing a principal may have signified a “get-tough” approach to improving her district, school-by-school and leader-by-leader. Similarly, New York Mayor Michael Bloomberg (2007) may have intended to reflect a no-compromises educational leadership stance when, in a State of the City Address, he explained:

Questions & Answers

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physiological Psychology
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Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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Wekolamo
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A child is a member of community not society elucidate ?
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
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I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
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Source:  OpenStax, Education leadership review, volume 11, number 1; march 2010. OpenStax CNX. Feb 02, 2010 Download for free at http://cnx.org/content/col11179/1.3
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