0.4 Morrison, m., gosmire, d., & Van osdel, j. (july 2009).  (Page 8/9)

Educational level and years of education revealed are demographics that seem to have an influence on the perceptions that educators have regarding the ELCC standards. The difference noted is the higher value that educators with initial degrees place on instructional leadership than educators with advanced degrees. Perhaps this is the result of an emphasis on instruction in teacher training programs. Another interpretation could be that educators with advanced degrees more fully accept instructional leadership responsibilities, rely more on their own abilities in this area, and look to the leader for the systemic management of the school. To continue with this line of thinking, this shouldering of the instructional leadership responsibility may account for the most experienced educators, usually those with advanced degrees, lower perception of the value of the instructional leadership standard. This does not, however, shed any light on why those teachers with 10-19 years of experience place the highest value on instructional leadership. One explanation could be that these are the educators who have been directly involved with the education process before and after the higher accountability required from the No Child Left Behind legislation. They have experienced the critical part that leadership plays in improving achievement school wide.

Conclusion

The value of the ELCC professional standards for school administrators is generally agreed on by all educators, administrators and teachers. This finding compliments Marshall’s (1999) earlier research regarding the similar prioritization of the ISLCC standards by both administrators and teachers. It is heartening to know that educators have shared values. This creates a solid foundation for future work.

The traditional roles of administrators and teachers in schools are changing. When we consider the work of teachers, administrators, school leadership teams, principal facilitators, professional learning communities, teachers on special assignment, and assistant principals in charge of school management, we begin to see the lines blur between what is traditionally viewed as leadership and teacher roles in schools. The need for talent, expertise, and collaboration has never been greater regardless of who is involved. School improvement needs everyone. The results of this study and the findings Mangin (2007) call for principal preparation programs to provide information about the purpose and the role of principal in fostering effective teacher leadership.

Further study of the principal and teacher leader relationship in general, and by gender, specifically, would contribute to understanding the multiple facets of how administrators and teachers can work together toward school improvement. But on the basics, we agree. Simply put, administrators and teachers agree on what are the most important standards and see them in practice.

References

Avia de Lima, J. (2008). Department networks and distributed leadership in schools. School Leadership and Management, 28 (2), 159-187.