Award Date

5-2011

Degree Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Committee Member

Pamela Salazar, Co-Chair

Second Committee Member

James Crawford, Co-Chair

Third Committee Member

Robert McCord

Fourth Committee Member

James Hager

Graduate Faculty Representative

Linda Quinn

Number of Pages

160

Abstract

A descriptive rationalist policy analysis was used to examine current licensure policies in all fifty states and the District of Columbia. The differences and similarities between states that received Race to the Top competitive grant funds and those that did not were examined, in addition to the proposed policy reforms included in recipients of Race to the Top competitive grant funds. The demands made of public school principals in the 21st century have increased significantly. In addition to the continuing role of school manager, today's principals are also expected to be instructional leaders, and in some cases exemplary leaders.

With the accountability era of the reauthorization of ESEA, No Child Left Behind, and now, the Blue Print for Reform, principals are charged with ensuring academic growth for all children. They are also now responsible for moving their staff, the students, and the community to higher levels of achievement.

Despite the dramatic changes in expectations of principals, there have been minimal changes in licensing requirements to ensure that only the most qualified of candidates are placed in these encompassing roles.

Keywords

Education policy; Educational accountability; Licensing; Policy; Principals; School principals — Certification; United States

Disciplines

Educational Administration and Supervision | Education Policy | Policy Design, Analysis, and Evaluation

Language

English


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