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Much can be learned from practicing school leaders, including how they describe their roles navigating between policy and practice with a focus on meeting students' needs. This article considers how alternative school administrators work with school personnel to create communities for supporting students once considered at risk in traditional public schools. Findings include: (1) creating a culture of high standards; (2) adopting a personalized or caring approach to leadership; (3) exploring and implementing innovative practices for teaching and learning; and (4) managing students as a collaborative and individualized process. For further understanding, authors apply emergent themes to a model for advancing democratic professional practice in education.

Committing to a tenure-track role by novice university faculty has been described as a difficult marriage, and higher educational organizations referred to as greedy, pointing to the need for research on the transition experiences of faculty themselves. The first year for faculty on the tenure-track is critical for academic faculty success in a competitive and global society. A significant issue prevalent in higher education which does not receive adequate attention is the critical first year following the hiring of new faculty who are required to communicate nationally and internationally with students and peers, research and teach globally using online modalities, manage multiple responsibilities, tasks, and roles, often with inadequate institutional support. The purpose of this study was to examine the perspectives of first-year faculty to understand how they experienced the tenure-track role. The conceptual framework of seeking balance in a professional environment of increasing demands was comprised from bodies of literature on: (1) faculty transition into university tenure-track roles and work responsibilities; (2) expectations and productivity; (3) challenges, balance and stress in faculty roles; and (4) mentoring, supervision, and supports. Qualitative inquiry with data primarily from in-depth interviews with eight faculty representing multiple disciplines in a public research university in the United States, with a conceptual framework of seeking balance was used for sensitivity in examining and analyzing the data. Faculty identified areas of challenge and success to achieve desired balance in their professional lives. A First-Year Faculty Growth Model (FFGM) for supporting tenure-track transition was conceptualized, recommending critical areas sought by faculty. The model is proposed for consideration by administrators to optimize faculty success with increased expectations in an age of internationalization and accountability.

The purpose of this integrative literature review was to draw together recognised streams of knowledge to inform contemporary leadership of school systems in democratic societies. The article integrates scholarship in ethical leadership (EL) and social justice leadership (SJL). The resultant conceptualised model is an expanded version of a preliminary model included in a research brief of an empirical study. The Ethical Leadership Praxis in a Global Society model includes four interactive dimensions: (1) understanding social justice theory and leadership theory, (2) applying state, national and professional ethical/legal standards, (3) engaging in ethical leadership practice and role modelling for culturally responsive leadership (CRL), and (4) employing personal leadership ethics and core values as a cyclical process of self-reflection and decision-making. This article makes an original contribution for building leadership praxis centred on ethical leadership. The model applies ethical and social justice leadership theory and encourages leaders to self-reflect on their own values, practices of leadership and how their actions can create inclusivity. Empirical studies testing the model is recommended in a variety of international educational settings.

To build capacity for students in educational leadership programs, we developed a teaching case study focused on managing emotion for ethical decision making in supervision of personnel. The case offers troubling encounters between a secondary assistant principal and a novice teacher, a veteran teacher, and a veteran administrator. Scenarios include issues of confidentiality, politics, and the tension between educators' professional ethical principles and an established more laissez-faire school climate and culture. Readers are guided to consider the role of emotion in leadership and how self-reflection can be used as a process for managing emotion.

This teaching case describes school administrators in action performing day-to-day leadership tasks, managing public funds in school activities, and interacting with others appropriately. The case focuses on administrative challenges in handling and managing school activity funds. A method for processing emotion is discussed to assist administrators in building capacity in themselves and others. Self-reflection helps leaders to understand themselves and others, improve communication, and avoid misunderstandings, strengthening capacity to lead. Teaching notes, questions for reflection, and an application activity are also included. The case was developed for use within educational leadership pre-service and for professional learning by practicing school administrators.

The study objective was to identify leadership dilemmas of practicing school administrators and their own codes of ethics to inform understandings of ethical decision-making. Ethical decision-making underpins leadership practice, theory, and preparation. Existing models for ethical leadership underplay the importance of social justice ethics in decision-making. The research encompassed a qualitative study based upon the constructivist paradigm. Data were collected in the form ofinterviews, document analyses, and professional observations with practicing school administrators in public schools. Dilemmas reported were analyzed utilizing ethical leadership theories together with social justice constructs. Results indicate ways practicing school administrators, facultypreparing administrators, and other business or organizational leaders can utilize ethical decision-making and leadership for organizational improvement. [ABSTRACT FROM AUTHOR]

Narrative inquiry functions to bring about democracy and inclusive environments through the writing and sharing of experience. The purpose of the study was to examine the leadership praxis of Marilyn Howard, state superintendent of public instruction Idaho, 1999–2007, retrospectively and in collaboration with the leader. Utilizing narrative inquiry and the lenses of authentic leadership and gender in leadership, the study revealed understandings of inclusiveness, resiliency and connectedness. Principles were the force for politics in public leadership affecting policy change. Recommendations include incorporating narrative inquiry in leadership preparation to enhance leadership theory and for cultivating self-knowledge essential to leadership development. [ABSTRACT FROM PUBLISHER]

Workplace environments are more fast-paced and globally-connected than ever. How can we prepare now for the 22nd century? Cultivating a democratic professional practice in education (DPPE) within schools and universities may generate relationships and synergies needed to support active learning, creativity, and innovation for a global society and workforce. [ABSTRACT FROM AUTHOR]