POLITICAL CONTEXTS OF EDUCATIONAL LEADERSHIP

ISLLC STANDARD SIX

Chapter 8: The School Leader's Professional and Civic Political Voice

Misconceptions

Vocabulary for Chapter 8

  • Agency
  • Agenda-setting
  • Micropolitics
  • Political Acumen

Pre-Reading Questions

As you read, look for specific quotes (page and paragraph numbers) to answer these questions:

  • What aspects of policy can set up specific schools and students for failure?
  • What trends and indicators can school leaders use to uncover conditions that are less than favorable for student success?

Post-Reading Questions

Use evidence from the text or the reference list to support your answers to these questions:

  • What kinds of risks should school leaders be prepared to face in a role as advocate for their students?

Activities to Extend Learning

  • Click the following citation http://jel.sagepub.com/ to read the case:

    Risen, D. M. (2007). Attendance policies and student grades. Journal of Cases in Educational Leadership, 10(1), 1–6. doi:10.1177/1555458906297707

  • Interview a principal, a superintendent, and a school board member about controversies in district policies, and their views of how school leaders should advise school boards about handling the controversy.

Chapter 8 Misconceptions:

Doing the Right Thing is Always Admired and Respected

Taking the "high road" is a political activity for any school administrator. On the one hand, advocating for a position may be necessary, but on the other hand, someone holds an opposing stake in keeping things the way they are. School leaders take risks in speaking up about the unintended consequences or unfair practices affecting their students.

School leaders must be prepared to take difficult stands in a way that promotes the position and wins collaboration, rather than polarizing the opposition and increasing the conflict. These kinds of negotiations are the heart of what is meant by "Political Acumen."