This slow evolution has always included new laws, legislation, and administrative codes, but the past decade has seen changes as the result of rapid growth in the use of technology within educational leadership preparation. This technology is apparent in a review of principal and superintendent preparation programs. The objectives of educational leadership preparation programs are often pragmatic. There is the desire to teach the skills of leadership, legal analysis, and management that ensure success in the challenges of school administration. The development of these leadership traits increases employment opportunities and professional attainment for students. In addition, professors expect the development of the skills to correlate with success on the TExES certification exam.

Situating strategic planning and budgeting within the organization and administration of higher education institutions, this text provides effective and proven strategies for today’s change-oriented leaders. Bringing together distinguished administrators from two-year, four-year, public, and private colleges and universities, this volume provides both practical and effective guidance on the intricacies of the institutional structure, its functional activities, and contingency planning. Organization and Administration in Higher Education orients future administrators to the major areas of an academic institution and will assist higher education administrators in leading their institutions to excellence. New in the third edition is an expanded discussion of diversity, equity, and inclusion as well as updated coverage across various institutional settings including community colleges. Additionally, the authors provide guidance on managing crises and institutional disruptions such as those caused by the COVID-19 pandemic. Powers and Schloss offer refreshed end-of-chapter discussion prompts and online instructor materials, including PowerPoints to support multimodal learning and new methods of teaching found here: https://instituteforeffectiveness.org/organization-and-administration-of-higher-education

The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.

Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA

The standard legal resource for Texas educators.

A comprehensive guide to building successful relationships with all school personnel! Ideal for practicing and aspiring principals, this in-depth resource presents policies, procedures, and techniques for managing faculty and support staff and creating effective work environments. The authors provide case studies, strategies, and reflective exercises in each chapter to help administrators evaluate their schools and practices. Based on ISLLC and ELCC standards for school leadership, this book covers: Shaping school culture to promote shared ownership of the school’s vision Recruiting, selecting, and retaining qualified personnel Effective communication and conflict resolution Handling challenging situations such as supervising marginal employees and addressing grievances

Public Personnel Management has served as an essential, concise reader for public personnel and human resource management courses in the fields of public administration, political science, and public policy for more than 30 years. Since the first edition published in 1991, the book has provided professors and students alike with an in-depth look at cutting-edge developments beyond standard textbook coverage, to cultivate a broad understanding of the key management and policy issues facing public and nonprofit HRM today. Original chapters are written expressly for the text by leading public administration scholars, each focusing on specific and sometimes controversial concerns for public personnel management, such as social equity, labor relations, public employee rights, and the operation of nonprofits. Now in an extensively revised seventh edition, Public Personnel Management presents new, original chapters to examine developments of interest to researchers and practitioners alike, including: new ways of working (NWW), remote work, the effects of the COVID-19 pandemic on public service workforces, work-life balance, patterns of discrimination and employees’ perceptions of fairness, affirmative action, generational differences in the workforce, and – as the field of public personnel management becomes more internationalized – chapters addressing human resource management across Europe and a chapter on NWW practices in Switzerland. These, together with other chapters, ensure that Public Personnel Management will remain a field-defining book for the next 30 years.