what is administrative function in education

What does an education administrator do?

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What is an Education Administrator?

Education administrators are responsible for managing and overseeing educational institutions, ensuring that they operate efficiently and effectively. They can work in various settings, including K-12 schools, colleges, universities, and education-related government agencies.

Education administrators play an important role in shaping the educational experience for students, managing budgets, developing curriculum standards, and implementing policies and procedures. They collaborate with teachers, staff, parents, and community members to create a positive learning environment, address academic challenges, and enhance the overall quality of education.

What does an Education Administrator do?

Duties and Responsibilities Education administrators have multifaceted roles and responsibilities within educational institutions. Their duties encompass various aspects of school management, ensuring the delivery of quality education, maintaining a positive school culture, and fostering an environment conducive to learning. Here are the key duties and responsibilities of education administrators:

• Developing Educational Goals: Education administrators establish the school's mission, vision, and educational goals in alignment with district or state standards.
• Strategic Planning: They create and implement strategic plans to improve student performance, enhance teaching methods, and address the school's long-term objectives.
• Curriculum Oversight: Administrators supervise the development, evaluation, and revision of the curriculum to ensure it meets educational standards and serves the students' needs. Instructional Leadership: They provide guidance to teachers on effective instructional strategies, educational resources, and assessment methods.
• Student Discipline: Administrators enforce disciplinary policies, ensuring a safe and respectful learning environment. They may handle disciplinary issues and collaborate with teachers, students, and parents to address behavioral concerns.
• Special Education Services: They oversee special education programs, ensuring students with disabilities receive appropriate accommodations and support.
• Teacher Evaluation: Administrators evaluate teachers' performance, conduct observations, and provide feedback for professional growth.
• Professional Development: They organize and facilitate workshops, seminars, and training sessions for teachers and staff to enhance their skills and knowledge.
• Budget Management: Administrators manage the school budget, allocating funds for staffing, supplies, facilities, and educational programs. They make financial decisions in the best interest of the school and its students.
• Resource Procurement: They coordinate the acquisition of educational materials, technology, and resources necessary for effective teaching and learning.
• Communication: Administrators maintain open communication with parents, informing them about school activities, student progress, and important policies.
• Community Partnerships: They establish partnerships with community organizations, businesses, and local government agencies to enhance educational opportunities and support services for students.
• Compliance: Administrators ensure the school adheres to federal, state, and district regulations, including testing protocols, safety guidelines, and reporting requirements.
• Data Analysis: They analyze student performance data to assess the effectiveness of educational programs and implement data-driven strategies for improvement.
• Emergency Response: Administrators develop and implement emergency response plans to address various crises, including natural disasters and security threats.
• Safety Protocols: They enforce safety protocols, such as lockdown drills and visitor policies, to maintain a secure environment for students, staff, and visitors.

Types of Education Administrators The education system is diverse, and as a result, there are various types of education administrators who fulfill specific roles within different levels of education. Here are some common types of education administrators:

• School Principals : Principals are responsible for the overall operation of their schools. They manage staff, create and maintain budgets, oversee curriculum implementation, and ensure a safe and productive learning environment for students.
• Librarians : In schools, librarians manage the school library, assist students with research, and promote information literacy. They often collaborate with teachers to integrate technology and research skills into the curriculum.
• Superintendents: Superintendents are the top executives in a school district. They develop district-wide policies, manage budgets, supervise principals, and work closely with school boards to ensure the effective functioning of the entire school district.
• Assistant Principals: They assist the principal in managing the daily operations of the school. They may be responsible for specific grade levels or departments and often handle disciplinary matters and student activities.
• College Deans: In higher education, deans oversee specific colleges within universities. They manage academic programs, faculty, budgets, and student services within their respective colleges.
• Academic Deans: Academic deans manage individual academic departments within colleges or universities. They are responsible for curriculum development, faculty supervision, and student academic support services.
• Provosts: In higher education, provosts are the senior academic administrators responsible for overseeing all academic programs, faculty, and research initiatives within a university.
• College Admissions Directors: They manage the admissions process in higher education institutions. They develop admission policies, oversee recruitment efforts, and make decisions regarding student admissions.
• Education Program Directors: They work in various educational settings, including school districts and universities, managing specific educational programs. This could include curriculum development, teacher training, or specialized educational initiatives.
• Special Education Directors: They oversee special education programs in school districts, ensuring that students with disabilities receive appropriate services and accommodations. They coordinate with teachers, parents, and support staff to provide specialized education.
• Career Services Directors: Found in higher education institutions, they manage career development services for students and alumni. They organize job fairs, offer career counseling, and connect students with employment opportunities.

Are you suited to be an education administrator?

Education administrators have distinct personalities . They tend to be enterprising individuals, which means they’re adventurous, ambitious, assertive, extroverted, energetic, enthusiastic, confident, and optimistic. They are dominant, persuasive, and motivational. Some of them are also artistic, meaning they’re creative, intuitive, sensitive, articulate, and expressive.

Does this sound like you? Take our free career test to find out if education administrator is one of your top career matches.

What is the workplace of an Education Administrator like?

Education administrators work in diverse educational settings, each with its own unique challenges and responsibilities. Here's a description of what the workplace of an education administrator can be like:

Schools (Elementary, Middle, and High Schools): Education administrators in K-12 schools work in a dynamic environment where they interact with teachers, students, parents, and support staff daily. They have offices within the school building but are often seen walking through classrooms, corridors, and common areas to ensure everything runs smoothly. Their work involves overseeing various school activities, managing staff, implementing educational policies, and handling disciplinary matters. The atmosphere is typically bustling, with a focus on creating a positive learning environment.

Colleges and Universities: In higher education institutions, education administrators, such as deans and provosts, work on college campuses. Their workplaces include administrative offices, often located within academic buildings. They collaborate closely with faculty, researchers, students, and other administrators. Higher education administrators participate in academic meetings, engage in strategic planning, and work on initiatives to enhance the educational experience for students. The atmosphere in colleges and universities is academic and research-oriented, fostering an environment of continuous learning and intellectual pursuit.

School District Offices: School district offices serve as the central administrative hubs for multiple schools within a district. District-level education administrators, such as superintendents and directors, work here. Their workplaces involve office spaces where they oversee district-wide policies, curriculum development, budgeting, and personnel management. District offices often have meeting rooms where administrators collaborate with school principals, teachers, and board members. The atmosphere is professional, with a focus on coordinating educational efforts across multiple schools.

Nonprofit Organizations and Government Agencies: Education administrators working in nonprofit organizations, educational research institutions, or government agencies might have office spaces in urban centers or government buildings. They are involved in policy development, research, program management, and advocacy efforts. Their workplaces can vary widely, ranging from collaborative open spaces to traditional office settings. The atmosphere is often focused on research, data analysis, and policy discussions, with a strong emphasis on improving the overall education system.

Online and Remote Work: With advancements in technology, some education administrators have the flexibility to work remotely. They use digital communication tools, video conferencing, and project management software to collaborate with colleagues and stakeholders. Remote work allows for a more flexible work-life balance, enabling administrators to contribute to educational initiatives from different locations.

Education Administrators are also known as: School Administrator Educational Leader

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Educational administrators oversee the day-to-day functions of schools at every level: day care centers and preschools, elementary and secondary schools, and colleges and universities. They provide leadership in times of crisis and lay out optimistic visions for the future of educational institutions.

If you’re passionate about the overall achievement of educational institutions and have a gift for leadership, the role of an educational administrator may be right for you.

At-a-glance: Educational administrators

Educational administrator job description.

Educational administrators work in schools, but not as teachers. They are responsible for overseeing the administrative duties at schools from preschool through post-graduate levels. An educational administrator ensures a safe and productive learning environment for the students and faculty at their institution.

Budgets, logistics, schedules, disciplinary actions, evaluations, and public relations fall under the purview of educational administrators. Administrators ensure teachers have the equipment and resources necessary to deliver educationally effective curriculum. They also have a hand in matters like planning events and implementing curriculum.

Educational administrators provide leadership and lay out optimistic goals and visions for the institutions they serve. They must ensure that their school follows regulations set by local, state, and federal authorities. Every person who works for a school, from teachers to custodial workers, reports to an educational administrator.

Typical Duties:

• Evaluate and standardize curriculum and teaching methodologies
• Recruit, hire, dismiss, and train staff
• Communicate with families
• Lead practices for achievement of high academic standards
• Meet with administrative communities, superintendents, and school boards as well as local, state, and federal agencies
• Monitor financial affairs, including budgets and purchasing of school expenses
• Conduct teacher and staff evaluations to ensure proper implementation of curriculum
• Represent and maintain school image and reputation
• Adjudicate appropriate discipline for delinquent students
• Support faculty with training, enrichment, and goal-setting
• Complete job functions on computers using online communications, spreadsheets, word processors, and other automated tools
• Communicate with parents regarding failing grades or disciplinary issues
• Supervise care of the facility for safety and quality of physical condition
• Ensure compliance with local, state, and federal standards
• Attend school-related events on weekends and evenings
• Prepare for the upcoming school year during the summer

Who makes a good educational administrator?

Someone who is:

• Attentive to details
• Compassionate and caring
• Empathetic and sociable
• Highly diplomatic
• Knowledgeable of school policies
• Adept at planning and organizing
• Skilled in identifying problems and brainstorming potential solutions
• Excellent at written and oral communication
• Comfortable working independently and collaboratively
• Passionate about connecting with teachers and students
• Experienced in classroom education

Educational administration in-depth

Educational administrators at varying levels.

Educational administrators have a variety of options regarding the educational level and faculty they will supervise. Some responsibilities and expertise will vary dependent on the position and institution of employment.

Child care administrators/directors

Child care administrators are in charge of preschools, nursery schools, day care centers, pre-kindergarten, and Head Start programs. They supervise the caregivers and teachers at preschools and child care centers. They are responsible for curriculum, hiring, budgets, and every other important aspect of institutions that care for children under age five.

K-12 administrators

Working in local or private school systems, K-12 educational administrators have roles such as principal, assistant or vice principal, technology administrator, curriculum administrator, and school district superintendent.

Principals, assistant or vice principals, and other administrators are responsible for the daily functioning and overall success of their schools. They lead elementary and secondary schools by managing teachers and support staff, overseeing budgets and curricula, and more.

Superintendents oversee all the schools and staff within a school district, much like a principal but on a larger scale, though they spend more time interacting with the school board and state officials than principals do.

Postsecondary administrators

People who become college-level educational administrators have a variety of options of where to work, from small private schools to large public universities. Administrators at the postsecondary level have roles as provosts or deans.

In addition to helping students choose the right courses and ultimately pick the right major, university educational administrators offer counseling on nearly every aspect of a student’s social and professional life. Some of the most common administrative jobs include:

• Admissions : attracting new students and deciding which students get admitted.
• Registrar : helping students with scheduling and registration; preparing transcripts and diplomas.
• Student affairs : developing non-academic programs and resolving issues with student housing, security, and other matters.
• Fundraising and development : Attracting donors to the school to support key programs.

Some postsecondary educational administrators must travel, especially if they work in admissions and fundraising. Often, they travel across the country to speak at high schools, meet with prospective students, and maintain links with alumni.

Education and certification requirements for educational administrators

• Education: Bachelor’s, master’s or doctorate degree
• Typical study time: 4-10 years

Educational administrative requirements vary by institution and from state to state.

Preschool and childcare administrators

To work as a child care administrator, a bachelor’s degree or higher is required. Experience of five or more years in child care or a related field is often preferred.

Requirements for K-12 administrators differ, depending on school policies and state regulations. While a bachelor’s degree and a teaching credential usually are the minimum requirements, most K-12 positions require a master’s degree in an education-related field and several years of teaching experience.

Some postsecondary administrators begin their careers as professors before becoming deans or provosts. In these cases, a doctorate in their chosen field, along with years of teaching experience, may qualify them for a position as an educational administrator. To be considered for many positions, a doctorate or at least a master’s degree in subjects related to higher education are required.

Graduate education programs guide students to cultivate executive leadership traits such as critical thinking, creative problem-solving, and informed decision-making. Coursework emphasizes communication and collaboration, teaching students how to make a virtue of complexity and embrace innovation, imagination, and invention.

Certification and licensing

Licensing requirements for education administrators vary according to school district and state regulations. Some states also require a school administrator license.

Most certification requirements include exams to test for administrative knowledge and an analysis of background. For more on specific state requirements, visit Teachingcertification.com.

Salary range and employment projections for educational administrators

Salary ranges for educational administrators vary according to state, school district, experience, and degree, as well as the education level of the institution of employment.

According to the Bureau of Labor Statistics, the median salary for preschool administrators is $47,940. The lowest 10% earn less than $30,900 and the highest 10% earn more than $83,730.

Recruiter.com states preschool and childcare administrators can earn a starting salary of $32,000 to $48,000, with the average salary being $46,100. Salaries can differ from $36,070 to $60,150 from state to state.

Here is a snapshot of preschool and childcare administrator salaries:

• Payscale.com: $39,464
• ZipRecruiter.com: $38,037
• Glassdoor.com: $47,442

According to the Bureau of Labor Statistics, the median salary for K-12 administrators is $95,310. The lowest 10% earn less than $61,490 and the highest 10% earn more than $144,950.

Recruiter.com states K-12 administrators can earn $64,000 to $96,000, with the average being $81,500. Depending upon location, starting salaries can differ from $60,760 to $109,850.

Here is a snapshot of K-12 administrator salaries:

• Teachercertificationdegrees.com: $90,410
• Payscale.com: $71,949
• Glassdoor.com: $118,986

According to the Bureau of Labor Statistics, the median salary for college and university administrators is $94,340. Junior/community college administrators earn an average of $90,440. The lowest 10% earn less than $54,680 and the highest 10% earn more than $190,600. Four-year college and university administrators earn an average of $95,910. The lowest 10% earn less than $61,490 and the highest 10% earn more than $144,950.

Recruiter.com states postsecondary administrators can earn $72,000 to $108,00 with the average being $93,400 annually. Starting salaries can range from $77,350 to $116,930.

Here is a snapshot of college and university administrator salaries:

• Teachercertificationdegrees.com: $88,580
• Payscale.com: $40,000 to $129,000
• Study.com: $111,210

Demand for qualified educational administrators is expected to rise in the years ahead thanks to an expanding education sector. According to the BLS, projected growth from 2018 to 2028 will vary by education level. Preschool administrators will grow 7%. Elementary and secondary administrators is projected to grow 11%. Postsecondary administrators will see a 7% increase.

Advantages and disadvantages

• Inspire faculty, staff, and students in meaningful ways
• Every day is different
• Protect children from harm
• Work in a learning-driven environment
• Encounter new challenges and devise creative solutions
• Leadership opportunities
• Opportunities to travel for work
• Innovative and creative work environment
• Intellectually stimulating
• Job security and benefits
• Higher salary than other educational employment
• Rewarding work with students
• An often stressful environment
• Bureaucratic challenges
• Less opportunity to work one-on-one with children
• Responsible for difficult decisions regarding disciplinary actions
• Lots of paperwork
• Many jobs require extensive education and advanced degrees
• Often required to attend activities in the evenings and on weekends

Professional development for educational administrators

There are many ways to pursue professional development as an educational administrator. Professional associations provide access to networking opportunities, training, conferences, and more. The following organizations can provide opportunities and educational programs for educational administrators:

• National Association of Secondary School Principals (NASSP)
• National Association of Elementary School Principals (NAESP)
• American Association of University Administrators (AAUA)
• Student Affairs Administrators in Higher Education (NASPA)
• School Superintendent Association (AASA)

Best of the web

The internet makes it easy to stay connected to prominent educational administrators. Here is a list of some favorites:

Favorite educational administrator websites and blogs

• Inside Higher Ed Blogs
• Connected Principals
• A Principal’s Reflections
• Education World
• Schneider B

Favorite educational administrator Twitter and Instagram feeds to follow

• NASSP: @NASSP
• NAESP: @naesp   thenaesp
• AAUA: @AAUA_News
• NASPA: @NASPAtweets   naspapics
• AASA: @aasahq
• David Geurin: @DavidGeurin
• Tom D’Amico: @TDOttawa
• Doug Schantz: @CheapScholar
• Tracy Dolezsar Glarvin: @DolezsarGlarvin
• Rock Star Principals: @RckStrPrincipal
• Joseph Childers: @jwchilders88
• Janni Aragon, PhD: @janniaragon
• Training Industry:  trainingindustr
• Madly Learning:  madlylearning
• To Write Love on Her Arms: twloha
• Glen Maleyko: superintendent.maleyko
• Growing Leaders: growingleaders

Ready to Research Degree Programs?

• Research Master Degree Programs
• Research EdD Degree Programs
• Research Bachelor Degree Programs
• Research Associate Degree Programs
• Research PhD Degree Programs
• Research Education Specialist Degree Programs
• Research ALL Degree and Certificate Programs

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Educational administrative roles and responsibilities ..

Faculty expectations in teaching, research/scholarship, and service and citizenship are described above in Section V. The educational administrative roles cataloged here are over and above typical citizenship activities and the only roles for which there is associated salary coverage for faculty. The percent salary coverage listed for each role are maximums and prorated if the duties of a role are shared. Not all roles will be filled at all times depending on the needs of the School. The Associate Deans for Education and Research and Faculty Advancement oversee faculty administrative roles.

Quality assurance in education is a critical process that includes promoting innovation in teaching and learning including, but not limited to, synchronous and asynchronous online teaching and novel uses of technology to enhance in-person teaching and learning, continuous quality improvement of teaching and learning including the development, collection and analysis of appropriate performance metrics, and building a culture of excellence in teaching that rewards the best and supports the rest. It also includes on-boarding of new primary and adjunct faculty, ongoing training and support for teaching faculty including programs such as peer coaching. These activities are best managed within departments. The work could be taken up by the chair, associate chair, allocated to a faculty member, managed by program staff or some combination.

A. Associate chairs

Associate chairs work closely with their respective department chairs in all aspects of leadership and management of department faculty and staff in advancing the mission of the school and the department. The particular mix of responsibilities may vary depending on the agreement between the chair and associate chair regarding how to best meet the needs of their particular department. The responsibilities of associate chairs include assisting the department chair in duties as assigned, and may include the following:

• meeting with chair regularly to manage strategic initiatives and operational priorities including personnel, space and infrastructure
• faculty and staff recruitment, mentoring and retention
• supporting faculty in appointment and promotion
• constituting and managing school-wide and departmental committees
• overseeing the administration and governance of educational programs within the department
• overseeing and expanding the department research agenda and portfolio
• managing departmental events
• developing and implementing strategies for communication and research translation
• representing the department at events within and outside of the school
• working with departmental and central staff on course rotations and additional instructional support requests
• leading new initiatives in education, research/scholarship and practice at the chair’s request
• managing administrative tasks for the department
• preparing nominations of faculty, staff and students for awards
• serving as acting chair when the chair is unavailable
• providing periodic reports on department functions, as requested

Associate chair(s): 20% FTE per department, allocated to one or more to perform associate chair duties  

B. Program directors

Program directors oversee graduate studies within a degree program (PhD, DrPH, MA, MS, MPH). Working with program faculty, department and SPH leadership, the director shares responsibility for managing and improving graduate education within a program. The responsibilities include:

• overseeing the administration and governance of graduate studies within the program
• participating in Accepted Student Days, Prospective Student Information Sessions, and other recruitment and yield events (expected of all faculty as part of service and citizenship)
• overseeing admissions to the program (except MPH and MS PHR admissions which are handled by an Admissions Committee comprised of faculty from all departments)
• serving as a point of contact for graduate students enrolled in the program
• acting as the liaison among the graduate students, program faculty, and SPH administration
• serving as the program’s representative on SPH governance committees, as appropriate
• identifying and managing funding opportunities for students, as appropriate
• communicating relevant matters to the program faculty or its committees as needed; informing the faculty of policies and deadlines, as appropriate; and forwarding recommendations, nominations, and other information from the faculty to the appropriate SPH and university administrators
• receiving, reviewing, and monitoring the progress of student applications and petitions
• adjudicating requests for transfer credit and waivers (in consultation with appropriate faculty)
• orienting and advising graduate students with respect to program and degree requirements until a permanent adviser is selected and assist in that selection as necessary
• ensuring compliance with accreditation requirements
• submitting curricular changes to the Education Committee for approval
• approving program requirements for annual bulletin deadlines
• reviewing teaching schedules to ensure availability of course offerings
• enforcing policies and regulations of the university, SPH and the degree program
• overseeing maintenance of student program records and regular student evaluation processes (including following up on student issues identified by the Satisfactory Academic Progress committee, as appropriate)
• providing periodic reports on the program to SPH as requested

The MPH director is additionally responsible for serving as the point of contact for the part-time student organization, and for overseeing requirements for certificates, course scheduling, the practicum and the integrated learning experiences. The director is a standing member of the Education Committee.

The Online MPH director is additionally responsible for working with instructional designers and other staff at BU Virtual and the SPH Education Office, including the OL MPH program manager and the Director of Student Success, to oversee the growth and success of the program. The director is a standing member of the Education Committee.

The MPH dual degree director is responsible for managing dual degree programs (MD/MPH, JD/MPH, MBA/MPH, MSW/MPH, MS/MPH), and for working closely with faculty and staff in partner schools to create opportunities for collaboration. The director is additionally responsible for working with the MPH director, program faculty, departments across the University, and SPH leadership. The director is a standing member of the Education Committee.

The Director of Undergraduate Programs is responsible for managing the BA/MPH and BS/MPH programs and the minor in public health, working with faculty and staff in partner schools to create opportunities for collaboration. The director is additionally responsible for working with the MPH director, program faculty, departments across the University, and SPH leadership. The director is a standing member of the Education Committee.

The MS in Population Health Research (PHR) director is additionally responsible for overseeing the design and implementation of specializations embedded within the program, research seminars, mentored research experiences, and collaborating with faculty across multiple departments. The director is a standing member of the Education Committee.

The DrPH program director is a standing member of the Education Committee.

MPH director: 30% FTE, one person school-wide

OLMPH Director: 20% FTE, one person school-wide

DrPH program director: 20% FTE, one person school-wide

PhD program directors: 15% FTE, one per program

MPH dual degree director: 15% FTE, one person school-wide

MS PHR director: 15% FTE, one person school-wide

Undergraduate programs: 15% FTE, one person school-wide

       MA/MS biostatistics directors: 10% FTE, one per program

Training grant PI: 10% FTE, institutional support for PI

C. MPH Certificate Leads

MPH certificate leads oversee the design and implementation of functional and context certificates embedded within the program collaborating with the MPH director and program faculty.

Responsibilities of functional certificate leads include:

• drafting competencies for the certificate
• identifying courses that meet certificate goals
• mapping course assessments to competencies
• drafting requirements of the integrated learning experience (ILE) and devising a rubric for assessing satisfactory completion of the ILE
• serving as a point of contact for MPH students enrolled in the certificate
• attending meetings of certificate leads
• communicating relevant matters (e.g., program updates, advising guidelines) to the certificate faculty as needed; informing the faculty of policies and deadlines, as appropriate
• hosting certificate events for certificate faculty and students
• overseeing and assessing the ILE for each student in the certificate; serving as faculty of record for PH845 in fall, spring and summer sessions
• host practicum information sessions for certificate students
• coordinating with Career Services staff on certificate-related career panels (identifying potential panelists), and participating in career information sessions
• submitting changes to certificate requirements to the Education Committee for approval
• communicating relevant events, research, and media to certificate faculty and students
• enforcing policies and regulations of the university, SPH and the certificate

Responsibilities of context certificate leads include:

• participate in practicum information sessions for certificate students
• communicating relevant matters (e.g., program updates, advising guidelines) to the certificate faculty
• submitting any certificate changes to the Education Committee for approval

MPH certificate leads: 5% FTE, one per context certificate 10% FTE, one per functional certificate 15% FTE, one per functional certificate with >100 enrolled

D. Writing Director

The writing director is responsible for developing programming to support faculty, staff and students in writing. The writing director is supported centrally by staff in the office of graduate student life who oversee the peer coaching program. Responsibilities of the writing director include:

• developing and disseminating resources for faculty, staff and students to support and improve public health writing
• serving as the liaison with staff in the BU libraries and communicating relevant updates to faculty and staff at SPH
• working closely with the core course and other faculty to advise on writing assignments and rubrics and teaching tailored writing sessions in the core curriculum
• teaching writing sessions in the core curriculum and other courses, upon request
• serving as the liaison between faculty, staff in the Office of Graduate Student Life and the peer coaches
• training and supporting the peer coaches on writing and providing feedback to students
• managing relationships with writing centers at Boston University
• promoting BUSPH as a leader in supporting student writing in schools and programs of public health

Writing director: 10% FTE, one person school-wide

E. Staff support for educational administrative roles

Program directors and certificate leads are supported centrally by the staff in the:

• Admissions office – who manage enrollment marketing, recruiting events, processing of applications, notifications of admission, rejection or deferral;
• Career services and practicum office – who deliver professional development activities (e.g., Career PREP, practicum advising, Career Fair, Practicum Expo, etc.), provide career counseling and advice (e.g., practicum information sessions), and manage the academic requirements of the MPH practicum;
• Education office – who support evaluation of new educational initiatives, assist with program modifications, accreditation requirements, and data requests;
• Office of graduate student life – who provide support for graduate students in all aspects of personal and professional development;
• Registrar’s office – who oversee course scheduling, student registration, student and program adherence to SPH, university and federal policies, and academic integrity.

Program directors and certificate leads are also supported by departmentally-based staff in many aspects of program administration, including but not limited to: admissions, student advising and community building events, student oversight, and data requests. The work of program directors and certificate leads are also supported by the Education Committee, Admissions Committee, Enrollment Committee, Practicum Committee, Doctoral Programs Committee, and the MS Programs Committee (see Section II.4).

University of Bridgeport News

What Does an Education Administrator Do?

Educational administrators make it possible for teachers to do what they do best: teach. When a school or school district is overseen by a motivated and caring administrator, teachers, staff, students, and parents all benefit. At the moment, however, many school districts in the U.S. have vacancies for principals and other administrative roles. At the same time, they’ve reported a lack of qualified applicants to fill these vacancies. For teachers who are ready to change careers and become a positive agent for change, this is the right time to consider becoming an education administrator.

Responsibilities of an Education Administrator

Education administrators are professionals who can be found working at every educational level. At a high level, school and education administrators manage the running and functioning of schools and school districts. They may hire and supervise teachers and fellow administrators, create and manage budgets, direct educational programming, design curriculum, and oversee recordkeeping. When employed by a school or school district, administrators may be assigned to work on committees such as academic boards or governing bodies.

More specifically, education administrators are often responsible for the following tasks, and more:

• Evaluating and standardizing their school or school district’s curriculum
• Communicating with families
• Planning institutional events
• Conducting evaluations of teaching staff
• Supporting faculty members with training and providing guidance through goal-setting and enrichment
• Ensuring that a school or school district is in compliance with local, state, and federal education standards
• Monitoring the financial affairs of their institution

Examples of Education Administrator Jobs & Duties

There are a variety of roles that an education administrator can fill, each with their own specialized job duties. Here are just a few jobs that education administrators might consider in the field:

1. Assistant Principal

Assistant principals work closely with their school’s principal and board members to design, define, and enforce school policies and guidelines. They may oversee student activities and support services. They are also responsible for personnel management and community relations.

2. Principal

Principals are responsible for overseeing all high-level operations of a school. They manage an administrative team, backed by their assistant principal. They also oversee the teaching staff and work to create a safe learning environment for students, as well as a supportive work environment for teachers.

3. Curriculum Director

Curriculum directors manage and design the curriculum for a school district. Curriculum directors introduce new curriculum to teachers and ensure that they’re trained on its content. They also guarantee that a school district’s curriculum fulfills its state’s educational standards.

Why Become an Education Administrator?

If you’re here, you’ve likely considered whether or not you should become an education administrator. A good candidate for this position should be compassionate, attentive to details, good at planning and organizing, empathetic, experienced in classroom teaching, and skilled in identifying and solving problems. However, having the personality and skills for the job isn’t enough. You have to be highly motivated.

School administrators have the ability to impact the learning outcomes of students and the job satisfaction of teachers. They are able to ensure that teachers have the resources they need to effectively present curriculum. They can provide leadership in times of crisis and help guide schools and school districts toward bright futures. The ideal future education administrator should be driven by an ambition to make a difference. This motivation should drive you to pursue your 092 Certificate- a requirement in Connecticut .

How Do You Become an Education Administrator in CT?

In order to become an education administrator in Connecticut, one must meet the following requirements:

Hold a master’s degree from an accredited and state approved teacher certification program

Complete 18 semester hours of graduate credit beyond a master’s degree (including credits in the 092 Certificate program )

Fulfill 50 months of successful teaching experience in a Connecticut school

Have no fewer than 36 clock hours of specialized study in special education, which includes study in the growth and development of exceptional children, including handicapped, gifted, and talented children as well as children who may need special education

Achieve a passing score on the Connecticut Administrator Test (CAT)

These requirements must be met in order to earn endorsement for intermediate administration.

Is an Education Administrator Job Worth It?

If you want to work as a school administrator in Connecticut, you will need to complete a 092 Certificate training program. But, is enrolling in an 092 program and eventually becoming an education administrator worth it? Here are two key facts to consider.

Career Advancement

The 092 Certificate offers candidates both career mobility and advancement. While the world needs skilled and enthusiastic teachers, the teaching profession offers little in the way of upward mobility. The 092 Certificate lays the foundation for educators to become intermediate level administrators and, if they wish to pursue further endorsements, to eventually become superintendents.

Salary Increase

As an educational administrator, you will inevitably earn a higher salary. The proof is in the numbers. Elementary school teachers earn an annual average salary of $60,660 per year, while secondary school teachers earn only $2,000 more, on average. By contrast, education administrators earn an average salary of $98,490 per year . If you’re interested in earning more money while helping to create positive change in your school and school district, earning an 092 Certificate in Connecticut is the way to do it.

In today’s ever changing educational landscape, teachers and students both face unique challenges. School administrators are equipped and empowered to ensure that both stakeholders feel supported while at school. If you’re motivated to create a positive learning environment, mold and elevate your school’s curriculum, support students in need of special education, and improve the learning outcomes of students, then this career may be a good fit. If so, the first step is to earn an 092 Certification.

Are you ready to earn your 092 Certification in CT? Learn about the Educational Administration and Supervision (092) program at University of Bridgeport.

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The Oxford Encyclopedia of Educational Administration

The Oxford Encyclopedia of Educational Administration  provides a global overview of the expansive, ever-evolving body of research in educational administration and leadership, considered across educational contexts. The field of educational administration is truly complex and, in the work of effectively leading schools, administrators must address pressures from governments, community members, educators, unions, and students, among other groups. The encyclopedia serves as a distillation of the vast streams of research being generated in the field, as well as a source of critical analysis that will help practitioners and scholars to make better sense of the competing interests that they encounter in their daily work. All of the articles appear online as part of the Oxford Research Encyclopedia of Education .

Editor in Chief

Rosemary Papa, Educational Leaders Without Borders

Associate Editors

Alberto Arenas, University of Arizona

Fenwick English, University of North Carolina at Chapel Hill

Rosna Bt Awang Hashim, Universiti Utara Malaysia

Jay Heffron, Soka University of America

Yaşar Kondakçı, Middle East Technical University

Iliana Reyes, University of Arizona

Anna Saiti, Harokopio University

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 28 April 2024

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What Is Educational Administration? A Comprehensive Guide

In the broadest sense, educational administration is the leadership of people, space, time, and resources at all levels within a school system. 

Educational administration is defined as an academic discipline that deals with the policy and practice of managing organizations that provide education.  

The concept and philosophy of educational administration make it an appealing choice for professionals looking to work in education.

Education should be managed in all forms, whether it’s a formal classroom, a formal community center, or a school playground.

Educational administration is also a necessity that should be embraced by those passionate about education. This blog post examines educational administration as a career and the roles played by administrators in education. 

What Is Educational Administration?

Educational administration is a field that specifically pertains to the management and leadership of educational institutions at all levels.  

It involves performing such tasks as implementing policies and procedures, overseeing budgeting for staff salaries, and making sure that best practices get implemented in the classroom.

Among the responsibilities of this department are; the management of schools and school systems, including initiatives to improve teacher effectiveness, boost student achievement, and more.

It is also a function of the educational sector related to running a school or school system. They help enhance organizational efficiency, clarify relationship issues (governmental, local community, staff, parents, and students), improve employee satisfaction and commitment, and provide quality educational opportunities for all students.

Educational administration deals with two main aspects of schools; 

• The hiring of teachers and other staff 
• And the management and executive duties involved in running a school system.

Who Is an Educational Administrator?

An educational administrator is an individual who oversees the delivery of educational services at a school or institution, such as a principal, supervisor, or chief officer of a school district. 

The educational administrator is the head of an institution’s education department and is responsible for the school’s policies. Also, educational administrators help ensure that teachers complete their work properly and effectively. 

Also, their duties typically include evaluating teacher performance, managing budgets, and other non-teaching duties. This type of job requires strong interpersonal skills, and the ability to lead and manage people.  

What Is the Importance of Educational Administration?

A solid administration is essential to the smooth running of a school. Without it, conflicting rules and regulations, and a lack of communication, could result in chaos in the classrooms and playground. 

Also, a qualified educational administrator ensures all policies are adhered to and that teachers, parents, governors, and children alike are aware of what to expect from them.

In addition, one notable contribution of educational administration to the enhancement of curriculum and instruction has been the development of school-based management frameworks.

Among its importance is the use of deliberate planning, organizing, and managing processes to; 

• Improve student learning 
• Establish policies 
• Provide necessary resources
• Develop staff that has professional capabilities, qualifications, and effectiveness; 
• Create sound working relationships with families, community organizations, state and federal agencies, and other organizations.

All these roles contribute to the improvement of education.

What Are the Benefits of Educational Administration?

You have a chance to become part of a dynamic team, with the opportunity to work in different schools and contribute to a successful education for all. 

Also, there is plenty of support to use if you need it, with training available in areas like school improvement planning, special educational needs, and parent liaison.

Listed below are some benefits of educational administration and being an administrator. 

1. Helping Students to Reach Their True Potential 

Administrators help students to reach their true potential. They also provide the essential foundations necessary for building a successful educational system. 

Educational administrators help run schools and make sure they run efficiently while providing a safe environment for all children to study in. 

2. You Can Help Improve Literacy Rates 

An educational administrator helps improve literacy rates in children by setting policies regarding children’s education.

In addition, they evaluate teachers and analyze student achievement to narrow the gap between successful learners and struggling students. 

They also advocate for a high-quality educational system, which is important because education shapes the future earnings potential of both students and teachers. These duties are done by school principals, superintendents, assistant principals, etc.

3. Develop a Positive Learning Environment 

School administrators develop and maintain a positive learning environment in schools. They establish goals and objectives, manage the school’s affairs, and help improve student achievement. Teachers and parents also work with them to enhance and educate students.

A school principal, for example, manages the finances and schedules of the school, making sure that its resources get used wisely to enhance the educational experience for everyone.

4. Coordinate Efforts to Support Student Learning 

Supporting student learning is the responsibility of educational administrators. They ensure that equitable opportunities exist for all students regardless of race or income, fostering successful and healthy school communities.

This multidisciplinary field includes principals, assistant principals, and other education administrators.

5. Act as Liaison between the School, the Community, and the Administration 

Educational administrators act as liaisons between the school, the community, and the administration. This is a challenging role because they must manage multiple demands and expectations. 

As a liaison, they need to understand the needs of all constituent groups while also facilitating communication among them. Educational administrators have a reputation for being the glue that keeps everything together. 

If community members work with education administrators, it can benefit the whole system.

6. Educational Administration Help Develop School Policies

The main responsibility of an educational administrator is to administer the policies of a school or district, providing leadership and guidance to the teachers that are in the school. 

Also, these school policies could include certain discipline procedures, teacher hiring practices, measures to ensure a safe environment for students, or providing special accommodations for students with disabilities.

To aid in developing school policies, educational administrators may research their effects on students and schools.

They also maintain a safe and clean environment for students and represent interested groups.

7. Provide Professional Development Opportunities for All Staff Members 

To promote the staff’s professional development and their students’ learning, the education administration supports staff members’ professional development. 

Also, educational administration includes support strategies for teachers throughout their entire professional life span. Evidence shows that educators who have had access to formal opportunities for continuing development have a high level of commitment to the profession. 

They also tend to maximize their potential and make significant contributions to the learning process. 

8. Promote Positive Relationships with Staff, Parents, and Community Members

It is helpful for students’ overall development when positive relationships among teachers, parents , and community members exist.

Educational administration helps officials communicate with the community and establish and maintain communication systems with parents. 

Also, the administration promotes a team-oriented environment where staff can feel comfortable working together to keep students safe.

What Are the Challenges Faced in Educational Administration?

Stricter management constraints and increased accountability have led to more challenges administrators face today. 

Furthermore, the increased rate of turnover and the replacement of experienced administrators due to retirement or other reasons have contributed to the different challenges facing today’s educational administration.

In addition, some of the challenges faced in education administration include creating an environment conducive to learning, ensuring student enrollment, training teachers, identifying course materials, and motivating students.

Multiple aspects make up the job description of an educational administrator, including; self-motivation, the ability to lead a team and community, the ability to set up effective collaboration, and the ability to multitask. 

Educational administrators must have patience, emotional maturity, and an empathy gene, in addition to a professional demeanor. There are tight deadlines and demanding expectations placed on educational leaders and strict policies related to student testing.

Administrators with these attributes can overcome the challenges that affect educational administration and manage the school system effectively.

Is educational administration a good career?

Yes, educational administration is a rewarding career.

The role of an educational administrator can be both challenging and rewarding, especially if you are the right person for the job. Furthermore, it is a great way to achieve career stability.

As a profession, it attracts individuals who relish being in control of all aspects of a school, whether directly or indirectly. Benefits include serving the community and assisting with developing the future leaders of tomorrow.

How much does an educational administrator earn?

The 90th percentile of school administrators earns about $84,000 annually , while the average school administrator earns $58,000 annually. 

The salary for an educational administrator depends on factors like the district size, state, qualifications, and responsibilities.

Does a teacher earn more than an educational administrator?

No, a teacher does not typically earn more than an educational administrator.

An educational administrator is usually the head of an entire district or an individual school with ultimate decision-making power in the academic atmosphere in their jurisdiction. 

A teacher, however, has no power to alter what is taking place in a school.

Educational administration is a broad career path that involves working closely with educationally-related departments within the school.

Educational administrators may work in elementary, secondary, post-secondary, vocational, or continuing education schools. 

Additionally, in all of these roles, they perform administrative tasks such as hiring and firing faculty, ordering and budgeting for supplies or curriculum materials, or developing parent outreach and school policies.

Finally, while educational administration is vital to the education system, the job is never complete without teachers. Yes, teachers play a greater role in all students’ academics than administrators. 

Although teachers need to get more qualifications and certifications to become administrators, they are crucial to the development of students. Here are reasons why teachers are vital to education and why they should receive the proper valuation.

I hope you found this article helpful. Thanks for reading.

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Educational Administration: Theory, Research, and Practice

Journal of Educational Administration

ISSN : 0957-8234

Article publication date: 1 February 2008

Goldwyn, S. (2008), "Educational Administration: Theory, Research, and Practice", Journal of Educational Administration , Vol. 46 No. 1, pp. 123-127. https://doi.org/10.1108/09578230810849862

Emerald Group Publishing Limited

Copyright © 2008, Emerald Group Publishing Limited

With current changes in local, state, and federal policies focusing on the relationship between educational leadership and student achievement, it is no surprise that understanding what is being taught in principal preparation and other educational leadership programs has come under scrutiny. The ever‐changing role and increased pressures placed upon principals has made it imperative that these preparation programs use materials that prepare today's school leaders to meet the new challenges they must face. The book Educational Administration: Theory, Research, and Practice by Wayne K. Hoy and Cecil G. Miskel, serves as a great overview into this changing world of educational leadership. The text, in its eighth edition, takes a conceptual overview that administrators can apply to the field despite numerous ongoing policy changes. Meanwhile revising this particular edition by including new knowledge, a new topic on instructional decision‐making, the inclusion of case studies and highlights at the end of each chapter allows this book to be innovative and updated.

The text looks at a number of different issues directly relevant to school leadership and frames each of these topics within three critical elements of educational science: the role that theory serves in the field, how this theory relates to and guides research, and the complex relationship between these two facets and practice itself. The text focuses on three underlying assumptions about the field of educational administration: first, there is a fair amount of knowledge about educational administration as an organization that is neglected by those in the field; second, that schools should be viewed as open systems to best organize and apply the theory and research relative to schools; and third, that using sound theory and research guides strong administrative practice. These three assumptions present an overview of the elements of educational leadership that allow for effective management, problem‐solving, and decision making.

Each of the chapters tackles a specific concept relative to schools. The authors present both a theoretical and conceptual framework of that particular topic and provide relevant research examples. Each chapter concludes with a case study specifically related to educational leadership, complete with questions to guide your thinking. The overall driving theme of the book focuses on the integration and application of theory‐driven research into practice. Hoy and Miskel (2008) present the chapters in a manner that models this association, focusing on theory and research, and then makes the connection to practice through the use of case studies.

The first chapter, “The school as a social system”, focuses on the school as an organization. It looks at the history of organizational theory, focusing on the social groups within an organization, by looking at three organizational systems perspectives: rational systems, natural systems, and open systems. Hoy and Miskel (2008) view schools as open systems throughout the text, defining open systems as systems that lend itself to the inclusion of elements of both natural and rational features, and that in open systems, organizational behaviors are a combination of the structure of the organization and the individual needs of its members.

Additionally, in this chapter Hoy and Miskel (2008) transition to the premise of the book: looking at the school as a formal organization through a social system model. A social system is (p. 22) “characterized by an interdependence of parts, a clearly defined population, differentiation from its environment, a complex network of social relationships, and its own unique culture”. Hoy and Miskel (2008) highlight the key elements of social systems, including that they are peopled, political, structural, and sanction‐bearing. Of these principles, Hoy and Miskel (2008) identify structure, individual needs, politics, the technical core of teaching and learning, outcomes, and the internal and external feedback loops as the most important elements of the school as a social system. Setting up this background provides the reader with a rationale for the subsequent chapters in this book.

The next chapter, “The technical core”, focuses on the teaching and learning process. According to Hoy and Miskel (2008) , the technical core is the function of organizational actions that produce the outcomes. For example, teaching is the action used to produce learning. This chapter addresses both theoretical perspectives as well as teaching techniques of the behaviorist approach, cognitive approach and constructivist approach.

In chapter three, “Structure in schools”, the authors focus on the patterns of structure that are applied to schools. The authors look at bureaucratic patterns on schools, recognizing that the different elements of a bureaucracy are present in schools. However, the authors speculate that these models neglect important features that are critical to schools as an organization. Instead, Hoy and Miskel (2008) assert that schools are a combination of bureaucratic and professional patterns. They further dichotomize these patterns, claiming that through the various combinations of these patterns four types of schools will emerge: Weberian, authoritarian, professional, and chaotic. The authors make an excellent point in examining how schools fluctuate between these school types, claiming that ideally schools should fall in the professional structures, but likely they will fluctuate between chaotic and authoritarian. This chapter also deals with how structures create schools that are enabling or hindering as organizations. Finally, this chapter looks at Mintzberg's perspectives on structure and how these are applied to schools.

Chapters four and five both focus on the human aspect of the organization of schools. Chapter four, “Individuals in schools” looks at those individuals who are members of the school team, as well as how their individual needs motivate and affect their behavior. Drawing on theoretical perspectives from Maslow and Herzberg and other theories relative to motivation, Hoy and Miskel (2008) discuss the various physiological and emotional needs that the drive the constituents' beliefs about causality, outcomes, efficacy, capability, and goal setting. Additionally, this chapter touches on how these different needs, beliefs, and goals impact intrinsic and extrinsic motivation. Chapter five, “Culture and climate in schools”, expands on this idea of individual needs. This chapter asserts that there is a reciprocal relationship between individual needs and organizational culture. The authors define organizational culture as a combination of shared norms, shared beliefs and values, tacit assumptions, and address the different cultures that are present in schools, including cultures of efficacy, collegial trust, and academic optimism.

Hoy and Miskel would be remiss to overlook the authority and politics present in schools. They address this facet of schools in their chapter “Power and politics in schools”. This chapter focuses not only on the different forms of authority in schools, but additionally looks at administrative behaviors in schools. Perhaps this is one of the most important chapters in the text, as it draws on information from both the different types of authority that administrators can assume (charismatic, traditional, legal, formal, functional, or informal) as well as subordinate responses to these forms of power. Hoy and Miskel touch on the need for balance by administrators, both in the triangulation of authority, ideology and expertise, as well as the balance between politics and power. Finally, this chapter touches on the interaction between conflict management styles and problem solving among organizational culture.

Chapter seven fits nicely with the discussion of internal and external coalitions in the previous chapter. “External environments of schools” addresses the impact of environmental influences on the culture and behaviors of the school. Viewing schools as an open system, Hoy and Miskel put forward that schools are highly dependent on their external environment. Hoy and Miskel (2008) present three theoretical perspectives on the interaction with the environment: information theory, resource‐dependence theory, and institutional theory. Each of these theories is highly relevant to schools, as different schools will be dealing with their environments in a number of different ways. The focus in addressing these theories appears to be talking about ways that the administrator can minimize the impact that these relationships with external environments for minimal impact on organizational autonomy and effectiveness.

“School effectiveness, accountability, and improvement” deals with a topic that is critical to the success of schools: school reform. This chapter focuses primarily on school effectiveness as it is measured by accountability systems. It touches on standards based assessments, professional development surrounding these procedures, and comprehensive, systemic reform. Though this chapter takes a theoretical approach to understanding this prominent aspect of educational administration as opposed to a practical approach, it addresses content that is critical to the success of administrators.

“Decision making in schools” and “Shared decision making: empowering teachers” again are two chapters that go well together. Collectively, these two chapters address the patterns of decision making that leaders, both formal and informal, engage in schools. It speaks to the integration between values, culture, and beliefs and the decision‐making procedures. Additionally, there is a discussion of moving into the shared decision making process by including teachers and other informal leaders into this process. Again taking a theoretical approach as opposed to a practical one, these two chapters focus heavily on the relationship between decision‐making processes and the school as an organization as a whole.

“Communication in schools”, focuses primarily on communication networks that emerge naturally and prescriptively in schools. It is an extremely important chapter, dealing with the different communication techniques that have been successful and the importance of proper communication. Not only focusing on communication within the organization, this chapter also addresses communication with external influences on the organization.

The final chapters, “Leadership in schools” and “One last time: a review of the school as a social system” essentially serve as a culmination of the previously discussed topics. They focus on the role of the educational leader within the school using a social systems perspective. They also address what different things influence the educational leader, and important considerations that the educational leader must address.

Though the book is set up in such a way to include research and practice, this is primarily a theory‐based text. Despite this theory‐driven approach, the authors do a nice job of giving a comprehensive overview of the school as an organization. The inclusion of widely accepted theory equips those interested in educational leadership with both traditional and innovative perspectives necessary for a widespread understanding of the role of the administrator in schools. This book is most suitable for researchers, professors of educational leadership, and students in the field. The authors rely heavily on theory‐based research, and take a somewhat basic approach to ensure thorough understanding of concepts. This book provides an overview of a number of important topics relative to school administration/leadership making Educational Administration: Theory, Research, and Practice a book that ought to be a compulsory addition to any leadership preparation program.

Hoy , W.K. and Miskel , C.G. ( 2008 ), Educational Administration: Theory, Research, and Practice , McGraw Hill Higher Education , Boston, MA .

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Basic Functions of Administration: Planning, Organizing, Directing and Controlling

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By planning is meant to predetermine who will do which task at what place and how. The administrators have to take due steps for the successful execution of the functions of the school from time to time. Planning means choosing the best out of various alternative objectives, processes, policies and programmes. The significance of planning lies in arranging specialist training programmes and different roles of different personnel as attached to the educational institution and also the functions that are undertaken in realizing such objectives and aims. In ...

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Administrative Planning, Higher Education Institutions

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Institutional research ; New public management ; Strategic planning

Administrative planning is not (yet) a well-defined, recognizable, and bounded set of processes or activities that consistently belong together in a single, identifiable administrative functional area. There is no unified naming convention for the activities found in higher education institutions’ administrative planning offices across the world and nor is there one name for the offices where administrative planning activities are located. Activities defined by some institutions as administrative planning are in some other institutions under the responsibility of other roles or functions. While administrative planning activities can be identified as distinct from other administrative activities using some criterion, they are located differently in institutions and so defy a functional definition (Strike et al. 2017 ). Terenzini (1993) took the view that in the USA the activity he identified as...

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Wilsdon, James. 2017. Responsible metrics. In Higher education strategy and planning: A professional guide , ed. Tony Strike, 247–253. Abingdon: Routledge.

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Strike, T. (2018). Administrative Planning, Higher Education Institutions. In: Shin, J., Teixeira, P. (eds) Encyclopedia of International Higher Education Systems and Institutions. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9553-1_590-1

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What do Education Administrators Do

Successful operation of an educational institution requires competent administrators. Education administrators provide instructional leadership and manage the day-to-day activities in schools, preschools, day care centers, and colleges and universities. They also direct the educational programs of businesses, correctional institutions, museums, and job training and community service organizations.  Education administrators set educational standards and goals and establish the policies and procedures required to achieve them. They also supervise managers, support staff, teachers, counselors, librarians, coaches, and other employees. They develop academic programs, monitor students’ educational progress, train and motivate teachers and other staff, manage career counseling and other student services, administer recordkeeping, prepare budgets, and perform many other duties. They also handle relations with parents, prospective and current students, employers, and the community. In a smaller organization such as a small day care center, one administrator may handle all these functions. In universities or large school systems, responsibilities are divided among many administrators, each with a specific function.  Educational administrators who manage elementary, middle, and secondary schools are called principals. They set the academic tone and work actively with teachers to develop and maintain high curriculum standards, formulate mission statements, and establish performance goals and objectives. Principals confer with staff to advise, explain, or answer procedural questions. They hire and evaluate teachers and other staff. They visit classrooms, observe teaching methods, review instructional objectives, and examine learning materials. Principals must use clear, objective guidelines for teacher appraisals, because principals’ pay often is based on performance ratings. Principals also meet with other administrators and students, parents, and representatives of community organizations. Decisionmaking authority increasingly has shifted from school district central offices to individual schools. School principals have greater flexibility in setting school policies and goals, but when making administrative decisions, they must pay attention to the concerns of parents, teachers, and other members of the community. Principals also are responsible for preparing budgets and reports on various subjects, such as finances, attendance and student performance. As school budgets become tighter, many principals have become more involved in public relations and fundraising to secure financial support for their schools from local businesses and the community. Principals ensure that students meet national, State, and local academic standards. Many principals develop partnerships with local businesses and school-to-work transition programs for students. Principals must be sensitive to the needs of a rising number of non-English-speaking students and a culturally diverse student body. In some areas, growing enrollments are a cause for concern, because they lead to overcrowding at many schools. When addressing problems of inadequate resources, administrators serve as advocates for the building of new schools or the repair of existing ones. During the summer months, principals are responsible for planning for the upcoming year, overseeing summer school, participating in workshops for teachers and administrators, supervising building repairs and improvements, and working to make sure that the school has adequate staff for the upcoming school year. Schools continue to be involved with students’ emotional welfare as well as their academic achievement. As a result, principals face responsibilities outside of academics. For example, many schools have a large number of students from single-parent families, families in which both parents work outside the home or students who are teenage parents. To support these students and their families, some schools have established before- and after-school child care programs or family resource centers, which also may offer parenting classes and social service referrals. With the help of community organizations, some principals have established programs to combat increases in crime, drug and alcohol abuse, and sexually transmitted diseases among students. Assistant principals aid the principal in the overall administration of the school. Some assistant principals hold the position for only a few years, during which time they prepare for advancement to principal; others are assistant principals throughout their careers. They are primarily responsible for scheduling student classes and ordering textbooks and supplies. They also coordinate transportation, custodial, cafeteria, and other support services. They usually handle student discipline and attendance problems, social and recreational programs, and matters of health and safety. In addition, they may counsel students on personal, educational, or vocational matters. With the advent of site-based management, assistant principals play a greater role in academic planning by helping to develop new curricula, evaluating teachers, and dealing with school-community relations—responsibilities previously assumed solely by the principal. The number of assistant principals that a school employs may vary with the number of students. Administrators in school district central offices oversee public schools under their jurisdiction. This group of administrators includes those who direct subject-area programs such as English, music, vocational education, special education, and mathematics. They supervise instructional coordinators and curriculum specialists and work with them to evaluate curricula and teaching techniques and to develop programs and strategies to improve them. Some administrators may oversee career counseling programs. Others may administer testing that measures students’ abilities and helps to place them in appropriate classes. Some may direct programs such as school psychology, athletics, curriculum and instruction, and professional development. With site-based management, administrators have transferred the primary responsibility for many of these programs to the principals, assistant principals, teachers, instructional coordinators, and other staff in the schools. In preschools and child care centers, which are usually much smaller than other educational institutions, the director or supervisor of the school or center often serves as the sole administrator. The director’s or supervisor’s job is similar to that of other school administrators in that he or she oversees the school’s daily activities and operation, hires and develops staff, and ensures that the school meets required regulations and educational standards. In colleges and universities, provosts, also known as chief academic officers, assist presidents, make faculty appointments and tenure decisions, develop budgets, and establish academic policies and programs. With the assistance of academic deans and deans of faculty, provosts also direct and coordinate the activities of deans of individual colleges and chairpersons of academic departments. Fundraising is the chief responsibility of the director of development and also is becoming an essential part of the job for all administrators. College or university department heads or chairpersons are in charge of departments that specialize in particular fields of study, such as English, biological science, or mathematics. In addition to teaching, they coordinate schedules of classes and teaching assignments; propose budgets; recruit, interview, and hire applicants for teaching positions; evaluate faculty members; encourage faculty development; serve on committees; and perform other administrative duties. In overseeing their departments, chairpersons must consider and balance the concerns of faculty, administrators, and students. Higher education administrators also direct and coordinate the provision of student services. Vice presidents of student affairs or student life, deans of students, and directors of student services may direct and coordinate admissions, foreign student services, health and counseling services, career services, financial aid, and housing and residential life, as well as social, recreational, and related programs. In small colleges, they may counsel students. In larger colleges and universities, separate administrators may handle each of these services. Registrars are custodians of students’ records. They register students, record grades, prepare student transcripts, evaluate academic records, assess and collect tuition and fees, plan and implement commencement exercises, oversee the preparation of college catalogs and schedules of classes, and analyze enrollment and demographic statistics. Directors of admissions manage the process of recruiting, evaluating, and admitting students, and work closely with financial aid directors, who oversee scholarship, fellowship, and loan programs. Registrars and admissions officers at most institutions need computer skills because they use electronic student information systems. For example, for those whose institutions present college catalogs, schedules, and other information on the Internet, knowledge of online resources, imaging, and other computer skills is important. Athletic directors plan and direct intramural and intercollegiate athletic activities, overseeing the publicity for athletic events, preparing budgets, and supervising coaches. Other increasingly important administrators direct public relations, distance learning, and technology.

Work Environment

Education administrators hold leadership positions with significant responsibility. Most find working with students extremely rewarding, but as the responsibilities of administrators have increased in recent years, so has the stress. Coordinating and interacting with faculty, parents, students, community members, business leaders, and State and local policymakers can be fast paced and stimulating, but also stressful and demanding. Principals and assistant principals, whose duties include disciplining students, may find working with difficult students challenging. They also are increasingly being held accountable for their schools meeting State and Federal guidelines for student performance and teacher qualifications. About 35 percent of education administrators worked more than 40 hours a week; they often supervise school activities at night and on weekends. Most administrators work year round, although some work only during the academic year.

Education & Training Required

Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals or gain experience in other administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor. In most public schools, principals, assistant principals, and school district administrators need a master’s degree in education administration or educational leadership. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, some principals and assistant principals hold only a bachelor’s degree, but the majority of principals have a master’s or doctoral degree. Educational requirements for administrators of preschools and child care centers vary with the setting of the program and the State of employment. Administrators who oversee preschool programs in public schools often are required to have at least a bachelor’s degree. Child care directors who supervise private programs typically are not required to have a degree; however, most States require a preschool education credential, which often includes some postsecondary coursework. College and university academic deans and chairpersons usually advance from professorships in their departments, for which they need a master’s or doctoral degree; further education is not typically necessary. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelor’s degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. A Ph.D. or Ed.D. usually is necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work. Advanced degrees in higher education administration, educational leadership, and college student affairs are offered in many colleges and universities. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. The National Council for Accreditation of Teacher Education (NCATE) and the Educational Leadership Constituent Council (ELCC) accredit programs designed for elementary and secondary school administrators. Although completion of an accredited program is not required, it may assist in fulfilling licensure requirements.

Certifications Needed

Most States require principals to be licensed as school administrators. License requirements vary by State, but nearly all States require either a master’s degree or some other graduate-level training. Some States also require candidates for licensure to pass a test. On-the-job training, often with a mentor, is increasingly required or recommended for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State. Principals in private schools are not subject to State licensure requirements. Nearly all States require child care and preschool center directors to be licensed. Licensing usually requires a number of years of experience or hours of coursework or both. Sometimes, it requires a college degree. Often, directors also are required to earn a general preschool education credential, such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition, or some other credential designed specifically for directors. One credential designed specifically for directors is the National Administration Credential, offered by the National Child Care Association. The credential requires experience and training in child care center management.  There usually are no licensing requirements for administrators at postsecondary institutions.

Other Skills Required

To be considered for education administrator positions, workers must first prove themselves in their current jobs. In evaluating candidates, supervisors look for leadership, determination, confidence, innovativeness, and motivation. The ability to make sound decisions and to organize and coordinate work efficiently is essential. Because much of an administrator’s job involves interacting with others, a person in such a position must have strong interpersonal skills and be an effective communicator and motivator. Knowledge of leadership principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a necessity for many of these workers as computers are used to perform their basic job duties and they may be responsible for coordinating technical resources for students, teachers, and classrooms.

How to Advance

Education administrators advance through promotion to higher level administrative positions or by transferring to comparable positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions. Like any job, one of the keys to advancement is to continue to increase your knowledge and education.  Some training courses to consider can be found at Exam-Labs .

Job Outlook

Employment is projected to grow about as fast as the average for all occupations. Job opportunities should be excellent due to a large number of expected retirements and fewer applicants for some positions.

Preschool and child care program administrators had median annual wages of $59,940. The middle 50 percent earned between $51,290 and $74,680. The lowest 10 percent earned less than $45,910 and the highest 10 percent earned more than $97,150. 

Elementary and secondary school administrators had median annual wages of $103,880. The middle 50 percent earned between $88,360 and $122,830. The lowest 10 percent earned less than $75,580 and the highest 10 percent earned more than $144,250.

Postsecondary school administrators had median annual wages of $100,670. The middle 50 percent earned between $78,940 and $133,860. The lowest 10 percent earned less than $65,050 and the highest 10 percent earned more than $180,500.

Salaries of education administrators depend on several factors, including the location and enrollment level of the school or school district. Benefits for education administrators are generally very good. Many get 4 or 5 weeks of vacation every year and have generous health and pension packages. Many colleges and universities offer free tuition to employees and their families.

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Updated Biden administration rules will soon affect students across US: What to know

Students and school employees across America will be impacted in the fall by new changes to a rule that affects all federally-funded schools.

Practically, it's a sweeping update to how schools will have to handle sex discrimination and abuse cases. Politically, it's a part of a power struggle between the Trump and Biden administrations.

What's new? The Biden administration released a new set of rules this week overhauling the Trump administration's Title IX rules – which gave more rights to alleged perpetrators of sexual assault and harassment. The new rules also stipulate further protections for LGBTQ+ students as well as parenting and pregnant students.

What is Title IX? Title IX is a civil rights law that bans sex discrimination against students, employees and others at public schools, colleges and universities that receive federal funding.

What were some of the old rules? For cases of sexual assault, they stipulated that schools only had to investigate claims that met a certain threshold of sex discrimination and were made through a formal reporting process. It also raised the bar of proof for sexual misconduct on college campuses. They prohibited investigations of cases that occurred off campus.

Why does the change matter? Critics argued the Trump-era rules prevented people accused of sexual harassment, assault or discrimination from facing repercussions. Supporters contended the rules rightly strengthened due-process protections for accused students or faculty members.

Biden's new Title IX rules will affect people on the nation's school campuses starting in August.

What happened this week?

The Biden administration's new set of guidance overhauls Trump-era rules that in part narrowed which and how schools could investigate sex discrimination cases. President Joe Biden in his 2020 presidential campaign vowed to overturn the changes made under Education Secretary Betsy DeVos.

The new rules expand the definition of sexual assault and harassment. That means schools could investigate more cases of discrimination, abuse or harassment filed by people on school campuses under the scope of the law.

College student survivors will no longer be required to attend live hearings or go through cross examinations. And people will be given the right to "prompt and equitable grievance procedures," the rule reads.

LGBTQ+ students will be guaranteed protection under the law if they are discriminated against for their gender identity or sexual orientation.

Pregnant and parenting students who might receive unwanted sexual attention, shame or punishment at schools will also be granted more protections from sex discrimination in the admissions process and on campus.

“These final regulations build on the legacy of Title IX by clarifying that all our nation’s students can access schools that are safe, welcoming, and respect their rights," said U.S. Secretary of Education Miguel Cardona.

Who is impacted by the changes to Title IX?

The rule changes have a wide range of effects on students, among the most notable examples:

• Sexual assault survivors : The new rules will have sweeping effects on survivors of sexual misconduct and those accused of crimes. Among the changes: The definition of sexual assault will be expanded in K-12 schools and colleges.
• LGBTQ+ students : Biden's Title IX update stipulates protections from sex discrimination based gender identity for the first time.
• Pregnant and parenting students : The new regulations extend the definition of "sex-based harassment" to include pregnant people on campuses.

Ruling on transgender student participation in sports remains unsettled

The Biden administration did not rule on whether transgender and nonbinary students can participate on the sports teams that align with their gender.

The administration released a proposed rule in April 2023 that said schools and colleges largely could not ban nonbinary and transgender students from sports teams in the new Title IX rules.

Contact Kayla Jimenez at [email protected] .  Follow her on X at @kaylajjimenez.

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Biden Administration Releases Revised Title IX Rules

The new regulations extended legal protections to L.G.B.T.Q. students and rolled back several policies set under the Trump administration.

By Zach Montague and Erica L. Green

Reporting from Washington

The Biden administration issued new rules on Friday cementing protections for L.G.B.T.Q. students under federal law and reversing a number of Trump-era policies that dictated how schools should respond to cases of alleged sexual misconduct in K-12 schools and college campuses.

The new rules, which take effect on Aug. 1, effectively broadened the scope of Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. They extend the law’s reach to prohibit discrimination and harassment based on sexual orientation and gender identity, and widen the range of sexual harassment complaints that schools will be responsible for investigating.

“These regulations make it crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Miguel A. Cardona, the education secretary, said in a call with reporters.

The rules deliver on a key campaign promise for Mr. Biden, who declared he would put a “quick end” to the Trump-era Title IX rules and faced mounting pressure from Democrats and civil rights leaders to do so.

The release of the updated rules, after two delays, came as Mr. Biden is in the thick of his re-election bid and is trying to galvanize key electoral constituencies.

Through the new regulations, the administration moved to include students in its interpretation of Bostock v. Clayton County, the landmark 2020 Supreme Court case in which the court ruled that the Civil Rights Act of 1964 protects gay and transgender workers from workplace discrimination. The Trump administration held that transgender students were not protected under federal laws, including after the Bostock ruling .

In a statement, Betsy DeVos, who served as Mr. Trump’s education secretary, criticized what she called a “radical rewrite” of the law, asserting that it was an “endeavor born entirely of progressive politics, not sound policy.”

Ms. DeVos said the inclusion of transgender students in the law gutted decades of protections and opportunities for women. She added that the Biden administration also “seeks to U-turn to the bad old days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice.”

While the regulations released on Friday contained considerably stronger protections for L.G.B.T.Q. students, the administration steered clear of the lightning-rod issue of whether transgender students should be able to play on school sports teams corresponding to their gender identity.

The administration stressed that while, writ large, exclusion based on gender identity violated Title IX, the new regulations did not extend to single-sex living facilities or sports teams. The Education Department is pursuing a second rule dealing with sex-related eligibility for male and female sports teams. The rule-making process has drawn more than 150,000 comments.

Under the revisions announced on Friday, instances where transgender students are subjected to a “hostile environment” through bullying or harassment, or face unequal treatment and exclusion in programs or facilities based on their gender identity, could trigger an investigation by the department’s Office for Civil Rights.

Instances where students are repeatedly referred to by a name or pronoun other than one they have chosen could also be considered harassment on a case-by-case basis.

“This is a bold and important statement that transgender and nonbinary students belong, in their schools and in their communities,” said Olivia Hunt, the policy director for the National Center for Transgender Equality.

The regulations appeared certain to draw to legal challenges from conservative groups.

May Mailman, the director of the Independent Women’s Law Center, said in a statement that the group planned to sue the administration. She said it was clear that the statute barring discrimination on the basis of “sex” means “binary and biological.”

“The unlawful omnibus regulation reimagines Title IX to permit the invasion of women’s spaces and the reduction of women’s rights in the name of elevating protections for ‘gender identity,’ which is contrary to the text and purpose of Title IX,” she said.

The existing rules, which took effect under Mr. Trump in 2020, were the first time that sexual assault provisions were codified under Title IX. They bolstered due process rights of accused students, relieved schools of some legal liabilities and laid out rigid parameters for how schools should conduct impartial investigations.

They were a sharp departure from the Obama administration’s interpretation of the law, which came in the form of unenforceable guidance documents directing schools to ramp up investigations into sexual assault complaints under the threat of losing federal funding. Scores of students who had been accused of sexual assault went on to win court cases against their colleges for violating their due process rights under the guidelines.

The Biden administration’s rules struck a balance between the Obama and Trump administration’s goals. Taken together, the regulation largely provides more flexibility for how schools conduct investigations, which advocates and schools have long lobbied for.

Catherine E. Lhamon, the head of the department’s Office for Civil Rights who also held the job under President Barack Obama, called the new rules the “most comprehensive coverage under Title IX since the regulations were first promulgated in 1975.”

They replaced a narrower definition of sex-based harassment adopted under the Trump administration with one that would include a wider range of conduct. And they reversed a requirement that schools investigate only incidents alleged to have occurred on their campuses or in their programs.

Still, some key provisions in the Trump-era rules were preserved, including one allowing informal resolutions and another prohibiting penalties against students until after an investigation.

Among the most anticipated changes was the undoing of a provision that required in-person, or so-called live hearings, in which students accused of sexual misconduct, or their lawyers, could confront and question accusers in a courtroom-like setting.

The new rules allow in-person hearings, but do not mandate them. They also require a process through which a decision maker could assess a party or witness’s credibility, including posing questions from the opposing party.

“The new regulations put an end to unfair and traumatic grievance procedures that favor harassers,” Kel O’Hara, a senior attorney at Equal Rights Advocates. “No longer will student survivors be subjected to processes that prioritize the interests of their perpetrators over their own well being and safety.”

The new rules also allow room for schools to use a “preponderance of evidence” standard, a lower burden of proof than the DeVos-era rules encouraged, through which administrators need only to determine whether it was more likely than not that sexual misconduct had occurred.

The renewed push for that standard drew criticism from legal groups who said the rule stripped away hard-won protections against flawed findings.

“When you are dealing with accusations of really one of the most heinous crimes that a person can commit — sexual assault — it’s not enough to say, ‘50 percent and a feather,’ before you brand someone guilty of this repulsive crime,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression.

The changes concluded a three-year process in which the department received 240,000 public comments. The rules also strengthen protections for pregnant students, requiring accommodations such as a bigger desk or ensuring access to elevators and prohibiting exclusion from activities based on additional needs.

Title IX was designed to end discrimination based on sex in educational programs or activities at all institutions receiving federal financial assistance, beginning with sports programs and other spaces previously dominated by male students.

The effects of the original law have been pronounced. Far beyond the impact on school programs like sports teams, many educators credit Title IX with setting the stage for academic parity today. Female college students routinely outnumber male students on campus and have become more likely than men of the same age to graduate with a four-year degree.

But since its inception, Title IX has also become a powerful vehicle through which past administrations have sought to steer schools to respond to the dynamic and diverse nature of schools and universities.

While civil rights groups were disappointed that some ambiguity remains for the L.G.B.T.Q. students and their families, the new rules were widely praised for taking a stand at a time when education debates are reminiscent to the backlash after the Supreme Court ordered schools to integrate.

More than 20 states have passed laws that broadly prohibit anyone assigned male at birth from playing on girls’ and women’s sports teams or participating in scholastic athletic programs, while 10 states have laws barring transgender people from using bathrooms based on their gender identity.

“Some adults are showing up and saying, ‘I’m going to make school harder for children,” said Liz King, senior program director of the education equity program at the Leadership Conference on Civil and Human Rights. “It’s an incredibly important rule, at an incredibly important moment.”

Schools will have to cram over the summer to implement the rules, which will require a retraining staff and overhauling procedures they implemented only four years ago.

Ted Mitchell, the president of the American Council on Education, which represents more than 1,700 colleges and universities, said in a statement that while the group welcomed the changes in the new rule, the timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time.”

“After years of constant churn in Title IX guidance and regulations,” Mr. Mitchell said, “we hope for the sake of students and institutions that there will be more stability and consistency in the requirements going forward.”

Zach Montague is based in Washington. He covers breaking news and developments around the district. More about Zach Montague

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

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Biden’s new Title IX rules protect LGBTQ+ students, but avoid addressing transgender athletes

FILE - Demonstrators advocating for transgender rights and healthcare stand outside of the Ohio Statehouse on Jan. 24, 2024, in Columbus, Ohio. The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday, April19, 2024, by the Biden administration. Notably absent from Biden’s policy, however, is any mention of transgender athletes. (AP Photo/Patrick Orsagos, File)

FILE - House Education and the Workforce Committee Chair Rep. Virginia Foxx R-N.C., speaks on Capitol Hill in Washington, April 17, 2024. The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday, April19, 2024, by the Biden administration. Foxx said the new regulation threatens decades of advancement for women and girls. (AP Photo/Jose Luis Magana, File)

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The rights of LGBTQ+ students will be protected by federal law and victims of campus sexual assault will gain new safeguards under rules finalized Friday by the Biden administration.

The new provisions are part of a revised Title IX regulation issued by the Education Department, fulfilling a campaign pledge by President Joe Biden. He had promised to dismantle rules created by former Education Secretary Betsy DeVos , who added new protections for students accused of sexual misconduct.

Notably absent from Biden’s policy, however, is any mention of transgender athletes.

The administration originally planned to include a new policy forbidding schools from enacting outright bans on transgender athletes, but that provision was put on hold. The delay is widely seen as a political maneuver during an election year in which Republicans have rallied around bans on transgender athletes in girls’ sports.

Instead, Biden is officially undoing sexual assault rules put in place by his predecessor and current election-year opponent, former President Donald Trump. The final policy drew praise from victims’ advocates, while Republicans said it erodes the rights of accused students.

The new rule makes “crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Education Secretary Miguel Cardona said.

“No one should face bullying or discrimination just because of who they are, who they love,” Cardona told reporters. “Sadly, this happens all too often.”

Biden’s regulation is meant to clarify schools’ obligations under Title IX , the 1972 sex discrimination law originally passed to address women’s rights. It applies to colleges and elementary and high schools that receive federal money. The update is to take effect in August.

Among the biggest changes is new recognition that Title IX protects LGBTQ+ students — a source of deep conflict with Republicans.

The 1972 law doesn’t directly address the issue, but the new rules clarify that Title IX also forbids discrimination based on sexual orientation or gender identity. LGBTQ+ students who face discrimination will be entitled to a response from their school under Title IX, and those failed by their schools can seek recourse from the federal government.

Many Republicans say Congress never intended such protections under Title IX. A federal judge previously blocked Biden administration guidance to the same effect after 20 Republican-led states challenged the policy .

Rep. Virginia Foxx, a Republican from North Carolina and chair of the House Education and the Workforce Committee, said the new regulation threatens decades of advancement for women and girls.

“This final rule dumps kerosene on the already raging fire that is Democrats’ contemptuous culture war that aims to radically redefine sex and gender,” Foxx said in a statement.

In the last few years, many Republican-controlled states have adopted laws restricting the rights of transgender children , including banning gender-affirming medical care for minors. And at least 11 states restrict which bathrooms and locker rooms transgender students can use, banning them from using facilities that align with their gender identity.

But the rule makes clear that treating transgender students differently from their classmates is discrimination, putting the state bathroom restrictions in jeopardy, said Francicso M. Negron Jr., an attorney who specializes in education law.

The revision was proposed nearly two years ago but has been slowed by a comment period that drew 240,000 responses, a record for the Education Department.

Many of the changes are meant to ensure that schools and colleges respond to complaints of sexual misconduct. In general, the rules widen the type of misconduct that institutions are required to address, and it grants more protections to students who bring accusations.

Chief among the changes is a wider definition of sexual harassment. Schools now must address any unwelcome sex-based conduct that is so “severe or pervasive” that it limits a student’s equal access to an education.

Under the DeVos rules, conduct had to be “severe, pervasive and objectively offensive,” a higher bar that pushed some types of misconduct outside the purview of Title IX.

Colleges will no longer be required to hold live hearings to allow students to cross-examine one another through representatives — a signature provision from the DeVos rules.

Live hearings are allowed under the Biden rules, but they’re optional and carry new limits. Students must be able to participate from hearings remotely, for example, and schools must bar questions that are “unclear or harassing.”

As an alternative to live hearings, college officials can interview students separately, allowing each student to suggest questions and get a recording of the responses.

Those hearings were a major point of contention with victims’ advocates, who said it forced sexual assault survivors to face their attackers and discouraged people from reporting assaults. Supporters said it gave accused students a fair process to question their accusers, arguing that universities had become too quick to rule against accused students.

Victims’ advocates applauded the changes and urged colleges to implement them quickly.

“After years of pressure from students and survivors of sexual violence, the Biden Administration’s Title IX update will make schools safer and more accessible for young people, many of whom experienced irreparable harm while they fought for protection and support,” said Emma Grasso Levine, a senior manager at the group Know Your IX.

Despite the focus on safeguards for victims, the new rules preserve certain protections for accused students.

All students must have equal access to present evidence and witnesses under the new policy, and all students must have equal access to evidence. All students will be allowed to bring an advisor to campus hearings, and colleges must have an appeals process.

In general, accused students won’t be able to be disciplined until after they’re found responsible for misconduct, although the regulation allows for “emergency” removals if it’s deemed a matter of campus safety.

The American Council on Education, which represents higher education institutions, praised the new guidelines. But the group criticized the Aug. 1 compliance deadline. The timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time,” ACE said in a statement.

The latest overhaul continues a back-and-forth political battle as presidential administrations repeatedly rewrite the rules around campus sexual misconduct.

DeVos criticized the new rule, writing on social media site X that it amounts to “ an assault on women and girls .” She said the new procedures for handling sexual assault accusations mark a return to “days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice,” she wrote.

The DeVos rules were themselves an overhaul of an Obama-era policy that was intended to force colleges to take accusations of campus sexual assault more seriously. Now, after years of nearly constant changes, some colleges have been pushing for a political middle ground to end the whiplash. ___

Associated Press writers Geoff Mulvihill, Annie Ma and Moriah Balingit contributed to this report.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

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Biden administration adds Title IX protections for LGBTQ students, assault victims

Tovia Smith

"Our nation's educational institutions should be places where we not only accept differences, but celebrate them," U.S. Education Secretary Miguel Cardona, seen in the East Room of the White House in August 2023, said of the new Title IX regulation. Brendan Smialowski/AFP via Getty Images hide caption

"Our nation's educational institutions should be places where we not only accept differences, but celebrate them," U.S. Education Secretary Miguel Cardona, seen in the East Room of the White House in August 2023, said of the new Title IX regulation.

The Biden administration released rules Friday that protect the rights of LGBTQ students and change the way schools can respond to allegations of sexual assault and misconduct. It's a long-awaited answer to campaign promises made by President Biden to reverse Trump-era regulations he said were silencing survivors.

The Education Department's updates to Title IX , the 1972 law prohibiting sex discrimination in federally funded school programs, are expected to go into effect Aug. 1.

Under the new rules, in-person, court-like proceedings for allegations of sexual assault — including cross-examination of alleged victims — are no longer required. That rolls back Trump administration protections for accused students that victims' advocates say retraumatized survivors and discouraged reporting. Schools will now have the flexibility to question witnesses in live hearings or in separate meetings. If a school chooses to hold a live hearing, alleged victims have the right to attend remotely.

The Biden administration also broadened the definition of what counts as sexual harassment, so more cases might qualify as serious enough to require a school investigation. That reverses Trump-era regulations that had narrowed harassment to what is "objectively offensive."

"Our nation's educational institutions should be places where we not only accept differences, but celebrate them. Places that root out hate and promote inclusion, not just because it's the right thing to do, but because our systems and institutions are richer for it," Education Secretary Miguel Cardona said on a call with reporters Thursday.

Perhaps most contentious, the new rules also officially broaden the interpretation of Title IX to cover pregnant, gay and transgender students.

"Title IX requires more, and these final regulations provide it," said Catherine Lhamon, Education Department assistant secretary for civil rights, who also served in the same position in the Obama administration.

Under the new interpretation, it could be a violation of Title IX if schools, for example, refuse to use the pronouns that correspond with a student's gender identity.

Republican Rep. Virginia Foxx, chairwoman of the House Committee on Education and the Workforce, blasted the updated regulation, saying "it dumps kerosene on the already raging fire that is Democrats' contemptuous culture war that aims to racially redefine sex and gender."

The Biden administration's changes avoid the controversial question of whether schools can ban transgender athletes from competing on women's and girls' teams. Officials have proposed a separate rule on that issue, which they say is still in the works, but offered no timeline.

The new regulations drew predictably mixed reviews.

"After years of pressure from students and survivors of sexual violence, the Biden administration's Title IX update will make schools safer and more accessible for young people, many of whom experienced irreparable harm while they fought for protection and support," Emma Grasso Levine, a senior manager at the advocacy group Know Your IX , said in a statement to NPR.

But critics say the changes violate due process rights for accused students.

"The Department of Education should recognize that removing procedural protections for students is the exact opposite of fairness," Will Creeley, legal director at FIRE, the Foundation for Individual Rights and Expression, said on social media . "And by expanding the definition of sexual harassment, the new regulations threaten expressive rights."

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Educational administration and legal issues

Educational administrators must navigate a myriad of legal considerations in their daily decision-making and leadership practices. From ensuring compliance with education laws and regulations to addressing legal risks and liabilities, educational administrators play a critical role in promoting legal compliance, safeguarding students' rights, and maintaining the integrity of educational programs and services.

In this blog, we will explore the legal landscape in education and how it affects educational administration.

The crucial role of educational administrators

Educational administrators do much more than administrative tasks . They shape the direction, effectiveness, and success of educational institutions at all levels, from preschools to universities. Their responsibilities encompass a wide range of managerial, leadership, and administrative functions that are essential for the smooth operation and continuous improvement of educational programs and services.

Charting a course for community and school success

Educational administrators provide leadership and strategic direction for their institutions. They develop and articulate a clear vision that aligns with educational standards and the needs of the community. They handle issues like low budgets, large student-teacher ratios, and student poverty. They provide solutions that will lead to positive change and growth, which include implementing school policies, integrating new curricula, and allocating resources. 1

Cultivating a culture of collaboration and growth that helps support teachers and the community

Educational administrators foster a positive organizational culture and climate that supports teaching, learning, and professional growth. They promote collaboration, communication, and teamwork among faculty, staff, students, and parents, creating a sense of belonging and shared purpose within the educational community. 1

Ensuring legal compliance for student well-being

Educational administrators are responsible for ensuring compliance with legal and regulatory requirements at the local, state, and federal levels while meeting the needs of students and educators. These requirements apply to the school facilities, curricula, instruction, and overall environment. Administrators ensure classrooms are clean and safe for students and teachers. They are responsible for hiring qualified teachers and for making sure students receive an education that follows the appropriate standards. 2

KU Course Connection: ELPS 752: Education Law

The Education Law course surveys the wide variety of legal questions and problems that relate to educational policy and practice. Education law is a complex topic that encompasses law related to school finance, rights of teachers, and implications of these on students. The course prepares school administrators and other educators to perform their duties in accordance with state and federal law and with respect for the legal rights of students, teachers, parents, and patrons. It is also appropriate for law students with an interest in the topic.

Legal foundations of education

The legal foundations of education provide the framework for ensuring that all students have access to quality education and that educational institutions operate within legal boundaries. At the core of these foundations is the constitutional framework for education, which varies from country to country.

Federal level

In the United States, the Constitution does not explicitly mention education. The 10th Amendment reserves powers not delegated to the federal government to the states, including the authority over education. 3

Federal laws still significantly govern education by establishing standards, regulations, and funding mechanisms for educational institutions. In the United States, federal laws provide funding and guidelines for K-12 education. One of these laws is the Individuals with Disabilities Education Act (IDEA), which “makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.” 4

Court decisions, such as Brown v. Board of Education , have shaped constitutional interpretations related to education, particularly regarding issues of segregation and equal educational opportunities. However, there is no federal right to education. The court decisions and policies that have positively impacted education have led us more to an idea that all children have the right to an equal education regardless of race, income, location, etc., guaranteed by the U.S. Constitution. 3

State level

The regulation of education is largely left up to state and local governments. State laws vary widely but often address issues such as curriculum standards, teacher certification, and school funding. Recently, states have passed various laws regarding cultural and societal issues. These laws have been made to dictate what teachers can say and teach and many of them involve race and gender. 5

Key legal issues in educational administration

Educational administrators face a variety of legal issues that shape their decision-making and management practices within educational institutions. Key legal issues in educational administration include:

• Student rights and discipline: Educational administrators must navigate legal considerations related to student rights, such as freedom of speech, privacy, and due process. They are responsible for implementing disciplinary policies and procedures that adhere to legal standards while ensuring a safe and supportive learning environment for all students 6
• Special education and IDEA compliance: Administrators must ensure compliance with the Individuals with Disabilities Education Act (IDEA) and other laws governing special education services. This includes providing appropriate accommodations, services, and support to students with disabilities, 4 as well as ensuring the development and implementation of Individualized Education Programs (IEPs) in accordance with legal requirements
• Teacher employment and labor laws: Educational administrators must adhere to federal and state labor laws governing teacher employment, including hiring practices, contracts, tenure, and dismissal procedures. They are responsible for ensuring compliance with laws related to wages, working conditions, and employee rights 7
• School finance and funding: Public school districts receive funding from local, state, and federal governments through taxes, grant programs, and other means. Administrators are responsible for equitable distribution of resources, compliance with funding formulas and regulations, and budgetary constraints. They must be transparent in financial management and reporting 8
• Bullying and harassment policies: Administrators are responsible for implementing and enforcing policies and procedures to address bullying, harassment, and discrimination in schools. They must comply with federal and state laws, such as Title IX and state anti-bullying statutes, to ensure a safe and inclusive learning environment for all students 9

Empowering high school students: Advocacy and support

High school students occupy a unique position within the public school system, facing a variety of challenges and opportunities as they pursue their education and prepare for the future. Educational administrators, including school principals and school officials, play a crucial role in ensuring that high school students receive the support and resources they need to thrive academically, socially, and emotionally.

One important aspect of supporting high school students involves understanding and addressing the ethical and legal issues that affect their educational experience. This includes safeguarding student's constitutional rights, promoting academic freedom, and upholding principles of ethical decision-making within the school environment. Educational administrators must navigate complex legal frameworks, such as the Student Succeeds Act and state regulations, to create inclusive and equitable learning environments that foster student achievement and school success.

Furthermore, school districts and educational organizations have a responsibility to advocate for policies and practices that prioritize the needs of high school students. This may involve collaborating with school boards and community stakeholders to address issues such as school safety, bullying prevention, and access to extracurricular activities. By championing the rights and well-being of high school students, educational administrators contribute to the overall success and vitality of the educational system.

Future trends and evolving legal issues

Educational policies significantly influence the practices and operations of schools, shaping various aspects of teaching, learning, and school administration. As education continues to evolve, several future trends and emerging legal issues are expected to shape the landscape of education law.

For instance, in early 2020, the global education landscape experienced a seismic shift due to the onset of the COVID-19 pandemic, leading to the widespread adoption of distance learning as schools grappled with unprecedented challenges.

This rapid integration of technology to facilitate student-teacher connectivity during the crisis merely expedited existing trends in educational technology . Significant investments have been made in recent years, totaling billions of dollars, to modernize classrooms with advanced educational technology.

Curriculum and civil rights

Increasing diversity, equity, and inclusion initiatives in schools may lead to legal debates and disputes over affirmative action policies, transgender rights, religious freedoms, and other civil rights issues. States have always had more power over schools, but it wasn’t until recently we saw mass use of this power. States are enforcing laws regarding banned books, lessons on race and gender, and the rights of certain students.

These laws bring into question violations of civil rights and freedom of speech and how these rights extend to students but not teachers. Moral, societal, and cultural issues have seemed to leak into education and “at least 64 laws have passed in half the country reshaping what students can learn and do at school, restricting what teachers can say about race, American history, and/or constrain lessons on gender identity, sexuality and LGBTQ issues.” 10

Several lawsuits throughout the country have been filed on behalf of teachers, school districts, and parents regarding these new policies in schools. For the most part, states and local governments have the final say in the policies they decide to integrate into their schools, but those policies still need to comply with the U.S. Constitution. How these lawsuits are ruled will be a real testament to the future of education.

Using emerging technology to enhance educational experiences

Another area of growing concern is technology in education . As technology continues to play an increasingly prominent role in education, there is growing concern that these implementations are going too fast, and security and privacy measures are being overlooked. 11 While technology can enhance lessons and be a vital resource in education, educators can face a range of legal issues related to technology integration, data privacy, intellectual property rights, and digital citizenship.

Ensuring compliance with laws such as the Family Educational Rights and Privacy Act (FERPA) and the Children’s Online Privacy Protection Act (COPPA) is essential for protecting students’ personal information and maintaining data security in educational settings. There are some exceptions to FERPA that allow teachers to use technology without parental permission. The technology must have “a legitimate educational interest and limits the resharing of information.” 12 AI tools might not fall under the FERPA exception, and schools need to do extensive research before exposing students to these tools. Even if the school deems a tool is safe to use, they must get parental permission. 12

The role of the National Education Association

The National Education Association (NEA) plays a pivotal role in advocating for the rights and interests of educators across the United States. As the largest professional organization representing educators, the NEA is committed to promoting the welfare of teachers, advancing the quality of education, and advocating for policies that benefit both educators and students.

Through its advocacy efforts, the NEA influences education policy at the national level, working to ensure equitable access to quality education for all students. By supporting ongoing professional learning, advocating for fair and ethical practices, and championing the well-being of educators, the NEA contributes significantly to the improvement of the public school system and the enhancement of student learning outcomes.

Empowering educational administrators through ongoing professional learning and professional development

Ongoing professional learning and development are essential for educational administrators to stay abreast of emerging trends, best practices, and legal requirements in the field of education.

As stewards of the school environment, administrators must continually refine their skills, deepen their knowledge, and engage in ethical decision-making to effectively lead their school districts and foster a supportive school culture. Through participation in educator preparation programs, workshops, seminars, and conferences, administrators can enhance their leadership abilities, improve student outcomes, and create a positive school environment conducive to student success.

In the end, by prioritizing ongoing professional learning and development, educational administrators can help cultivate a culture of excellence, empower school personnel, and ensure that ethical and legal issues are addressed proactively within the school community.

Unlock your full potential in educational leadership

Ready to make a difference in education through a better understanding of the complex world of education and legal issues? Don't wait to apply to the comprehensive online master's program in educational administration at the University of Kansas School of Education and Human Sciences for your opportunity to excel.

KU's program helps those who want to make a difference gain the expertise and skills needed to lead with confidence and address critical issues facing educational administrators today.

Connect with a KU admissions outreach advisor now to explore your options and take the first step toward becoming an educational administration leader.

• Retrieved on April 5, 2024, from linkedin.com/pulse/crucial-role-educational-leadership-shaping-future-dr-kim-moore-cttpe
• Retrieved on April 5, 2024, from indeed.com/career-advice/finding-a-job/what-is-educational-administration
• Retrieved on April 5, 2024, from teachingchannel.com/k12-hub/blog/constitutional-right-education/
• Retrieved on April 5, 2024, from sites.ed.gov/idea/about-idea/
• Retrieved on April 5, 2024, from washingtonpost.com/education/2022/10/18/education-laws-culture-war/
• Retrieved on April 5, 2024, from findlaw.com/education/student-conduct-and-discipline/discipline-and-punishment-constitutional-rights-of-students.html
• Retrieved on April 5, 2024, from findlaw.com/education/teachers-rights/teachers-rights-basics.html
• Retrieved on April 5, 2024, from pgpf.org/budget-basics/how-is-k-12-education-funded
• Retrieved on April 5, 2024, from justice.gov/crt/title-ix
• Retrieved on April 5, 2024, from washingtonpost.com/education/2023/03/17/legal-challenges-gender-critical-race-theory/
• Retrieved on April 5, 2024, from news.bloomberglaw.com/privacy-and-data-security/student-data-guardrails-draw-scrutiny-as-digital-learning-grows
• Retrieved on April 8, 2024, from govtech.com/education/k-12/cite23-ai-tools-raise-new-legal-questions-for-k-12

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