High School Administration

Ethical Dilemmas and Issues Facing High School Administration

Introduction

One of the key elements of education of adults is related to decisions made ??regarding the curriculum and, in particular, in specific areas formal education. But curriculum decisions are not purely technical decisions that specify the education programs. All educational activities in determining specific targets learning cannot be oblivious to the cultural, social context, the psychological dimension of course, the teaching and relationships established between individuals (teachers and students) and content, materials, time and objectives sought. In turn, in its own analysis of the education system and curriculum decisions are present legal rules or sanction indicate mandatory minimums, government programs and as a center for educational projects and curriculum that each teacher develops in the classroom.

As leaders, principals have a special responsibility to exercise authority in an ethical way. Coercion through bureaucratic authority will seldom have a positive, lasting effect. As leaders, principals Have a special Responsibility to Exercise Authority in an ethical way. As leaders, principals have a special responsibility to exercise authority in an ethical manner. Greenfield noted that much of the authority of the director is moral, that is, teachers must be convinced that the main point of view reflects the values ??they support. Coercion through bureaucratic authority rarely have a lasting positive effect.

One of the major ethical dilemmas that a High School Administration faces in this era is the development of curriculum. If anything characterizes the High School learning is mainly for the convenience of starting your own reality and experience, of the need for adult involvement in the training process, the applicative functionality of the proposed contents. All this is to opt for an open character encourage interdisciplinary and, as far as possible, self-learning processes and activities.

Origins

The term curriculum studies evolved during the past half century from its forerunner known as curriculum development, a term that emerged in the 1930s to designate a field that evolved at the beginning of the 20th century to facilitate curriculum for schools in the expanding project of universal schooling. They realized that if they simply served the will of schools, they were inadvertently supporting the will of those who made policy for schools. Such policy was thought to misrepresent public interests because it was conjured to fulfill the interests of the most wealthy and powerful members of society. Curriculum studies is a term that designates a shift of theory and practice as scholars sought understanding of curricula as phenomena of interest and societal import in contrast with sole concentration on service to leaders of practice in schools. By the early 1970s, widely recognized curricularists determined that their work should not primarily provide a basis for curriculum development in schools.

Curriculum Development

The formalization of curriculum development as a practice in the U.S. public schools can be traced to the early 20th century and the defining principles embodied in the work of John Franklin Bobbitt. His effort to connect the main activities of life to the actual conduct of the school represented an ...