Preparing Principals To Lead in the New Millennium: A Response to the Leadership Crisis in American Schools.
Bibliographic record
Abstract
There are about 80,000 public school principals in the United States. The Bureau of Labor Statistics estimates there will be a 10 percent increase in the employment of educational administrators of all types through 2006. The National Association of Elementary School Principals estimates that more than 40 percent of principals will retire or leave their positions during the next 10 years. As the need for principal leadership increases, the pool of qualified candidates is decreasing, particularly in urban districts. In an effort to uncover what effective leadership is all about, policymakers are seeking to answer three questions: (1) What kind of educational leaders do we need? (2) Where do we find them? and (3) How do we prepare principals to lead? This report considers solutions to these questions using the notion of shared leadership as a philosophical basis. These solutions would result in new standards of school organization, creating a shift in roles, responsibilities, and relationships between principals and teachers. The M.Ed. program at William Paterson University is designed to support such aspiring principals who will embrace collective leadership, diversity, equity, reflective inquiry, and ethical values that support relationships in caring, nurturing learning environments for all students. (Contains 27 references.) (Author/RT) Reproductions supplied by EDRS are the best that can be made from the original document. Preparing Principals to Lead in the New Millennium: A Response to the Leadership Crisis in American Schools A paper presented at the 14th International Congress for School Effectiveness and Improvement January 7, 2001 Toronto, Canada Michael Chirichello, Ed.D. Department Chair, Educational Leadership William Paterson University 300 Pompton Road Wayne, NJ USA U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) VI/This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. mchiri@baysidegroup.net chirichellomAwpuni.edu 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.004 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.009 | 0.014 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".