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Running Head: EDUC 742: COMPARATIVE CRITIQUE 1Rosa M JohnsonComparative Critique of Seven Articles EDUC 742 Liberty University 1
EDUC 742: COMPARATIVE CRITIQUE 2Abstract This comparative analysis paper will review seven articles related to the role of school leaders in public relations. Public relations is an integral part of the school experience not only for school leaders but for the students and families within the community the educational facility serves. School principals can support the success of communication and public relations within the school community or contribute to the demise of positive, collaborative interactions with community stakeholders. School leaders must be confident, knowledgeable, and determined to promote a learning experience that extends beyond the scope of a school day into the communitythat it serves.
EDUC 742: COMPARATIVE CRITIQUE 3The role and expectations of school principals have evolved over the years but preparation programs for principals have remained stagnant. Historically the role of the principals was to serve as disciplinarians and the teacher’s boss. In this capacity, the success of the principal and was based on the public perception and the accomplishments of the school’s highest achieving students (Lynch, 2012). Research suggests that principals as key decision makers, problem solvers, and agents of change at the school level are essential actors in a systems approach to education reform (Wallace Foundation, 2012). This concept leads to an important aspect of public relations at schools. Principals along with district leadership and educators must have a mutual understanding of educational goals and the plan for achieving them. The expansion of the role definition for principals is largely in response to federal and state mandates for schools to be the more accountable success of all students (Lynch, 2012). Many principals are challenged to meet the new mandates because graduate schools have lagged behind in preparing principals for their new role (Lynch, 2012). Although not all principals will be prepared through a formal program of instructions, Abaya & Normore (2010) ascertains that school leaders who promote collaborative improvement efforts with the community will gain much insight from their experience and make themselves aware of the community dynamics which will facilitate positive relationship-building opportunities and trusting networks. The following articles’ comparisons examine the importance of principals understand the diversity of student populations and the significance of acknowledging such differences when leading schools to success. When educators decide to enter the school principal arena, it is essential to expect the unexpected and to be prepared to serve as the leader of a multicultural student population. Principals will encounter and interact with individuals from many backgrounds and those with a variety of life experiences that may be unique, to say the least.