by Carla L. Sparks
assistant professor of educational leadership, National Louis University

Chase Mielke nailed it in his “A Letter to New Teachers” (2019). His advice to new teachers on staving off burnout is exactly on point, based upon my own experiences as an educator over the last 40 years.

Mielke admits that conditions affect our passion for teaching, and I agree with his conclusion that while conditions affect us, they do not define us. His strategies, or five “passion stokers” (p. 2), resonate with me.

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EMOTIONAL INTELLIGENCE AT THE SECONDARY AND POST SECONDARY LEVEL

Dr. Dominick P. Ferello
National Louis University
Dr. Jeffrey Blume

There is more to going to college than academics. An exiting student must also possess high social emotional intelligence in order to attain success in their chosen field. This article discusses the advent of social emotional intelligence and strategies that may be used by institutions of higher learning to prepare these students for the challenges ahead.

Higher Learning, Emotional Intelligence, Social Emotional Intelligence, Educational Environment, Counseling
The term Emotional Intelligence was first coined by two psychologists during the 1990s. John Meyer and Peter Salovey introduced the academic community to this concept in an article they had written for a small academic journal. Meyer and Salovey (1990) defined emotional intelligence as a keen sense of social awareness that is coupled with the ability to understand and monitor one’s own emotions as well as the emotions of others. An individual who possesses a high emotional intelligence will then use the identified and observed emotions to react appropriately to the situation at hand. When utilized consistently, emotional intelligence can support better student decision making on social and academic issues. Continue reading »

by Stuart Ives Carrier
associate professor, National Louis University

Since the dawn of the 21st century and the enactment of the No Child Left Behind Act (NCLB), [2002], education leaders at school and district levels have seen their work profoundly reframed by national policies with sharply elevated expectations, accountability, and pressures on district officers, principals, teachers and school children.

NCLB was replaced in 2015 by the Every Student Succeeds Act (ESSA), which assured sustained leadership accountability while emphasizing higher state-driven academic standards focused on the expanded scope of preparing American students for success in two tracks: college preparation and career readiness.

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by Marie Whelan, Ed.D.
chief HR officer, Hillsborough County Public Schools & adjunct professor, National Louis University

The role of the school principal has evolved over the past century from school manager dealing with the status quo to innovative instructional leader. The role has shifted from following up on requirements and keeping order to demonstrating collaborative instructional practices that ensure all learners demonstrate mastery of rigorous learning benchmarks. ¹

Today’s new leaders are expected to be equipped with a new skill set to ensure our new generation of learners will be competitive in a global society. ²  The adjectives to describe the effective principal is an exhaustive list that leaves only the fearless to meet the challenge.

Numerous studies have been conducted and millions of dollars spent studying these new leadership expectations and how to best support these evolutionary leaders to meet the daily challenges in the role as effective school principal.

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by Susan Moxley, Ed.D.
adjunct professor, National Louis University

The new normal for a school district is to operate and progress in a world of constant change. In fact, it is coming at leaders at a rapid pace which makes it challenging to keep up and maneuver through the change process in a proactive way. Too many times, leaders find themselves in a spiraling circle of reaction after reaction, trying to get out of the reactive mode. Wrapping your arms around the change process is challenging as best. This deals with a management process that is critical to getting the right work done.

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by Jonathan Grantham, Ed.D.
deputy superintendent of Marion County Public Schools and adjunct professor at National Louis University

A topic that has always fascinated me within leadership is power. I know that might sound a bit strange, but I always wanted to know how power was earned and how leaders can use their positions of power to truly make positive change.

I have witnessed people, throughout my 21-year career, misuse their power. I have watched it corrupt people. I have seen power destroy organizational culture. I have observed power destroy personal relationships. However, I have seen people use power beautifully as well.

I have worked for people who truly understood the significance of their position and enabled others to lead and think freely. I have been fortunate enough to closely witness district leaders honor their colleagues and share their power. I have watched superintendents trust in their people and empower others around them. This brief discussion is intended to define power, to identify where power comes from, to discuss the ugly terms of power, to embrace the appropriate ways to use power, and to use power to lead and guide others to positive success.

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