ELCC Standard 3

A principal's ability to manage resources is vital to ensuring organizational eIIectiveness as

indicated in the Iollowing ELCC standards:
O 3.3a. Candidates use problem-solving skills and knowledge oI strategic, long-range, and
operational planning (including applications oI technology) in the eIIective, legal, and
equitable use oI Iiscal, human, and material resource allocation and alignment that
Iocuses on teaching and learning.
O 3.3b. Candidates creatively seek new resources to Iacilitate learning. (NBPEA, 2002).
In your initial post to this discussion, describe how, iI you were the principal oI the school, you
would accomplish these two elements oI ELCC Standard 3.0. Who would you involve? What
role would they play? Describe the role and responsibilities you would expect Irom the central
oIIice. What other key stakeholders would you involve and in what capacity? What would be the
expected outcome?
Learning environments are situations in which students and teachers share perceptions through
the perspective oI those who participate in the setting. Participants exchange inIormation and
data transIers in a method that observers might overlook and view as unimportant. Investigators
examine the connection between cognitive and aIIective learning outcomes oI students (Pickett
& Fraser, 2010). Learning styles are constantly changing.
Some districts are responding to limited Iunding by eliminating some programs. Schools are
removing physical education courses, athletic teams, and art courses Irom several high schools.
This practice sends the message that physical activity, sports, and creative expression are not a
priority. In some cases, students choose to remain in school because they participate in a sport or
art program. Physical education courses can assist with lowering the obesity rate among school
age children.
Members oI a school improvement committee consist oI educators, administrators, parents, and
members oI the school community. Team members align goals, objectives, a purpose, and a
process with the school`s vision (Sorenson, Goldsmith, Mendez, & Maxwell, 2011). Curriculum
development is an important activity in which to include educators. Principals should keep the
lines oI communication open between the school and central oIIice. Central oIIice members
might appreciate invitation to school events (Robbins & Alvy, 2009)
Scenarios provide an opportunity Ior students to simulate real world experiences (Cornish,
2004). Mathematical word problems and story prompts are two types oI learning activities that
use scenarios Ior students to respond. These types oI activities assist with developing and
enhancing critical thinking skills.


Strom, Strom, Wing, and Beckert (2009) conducted a study to determine the impact oI using the
Internet as a resource to motivate adolescents and increase learning. Nine hundred and IiIty-six
adolescent students Irom diIIerent regions oI Arizona participated in this survey by completing
an electronic poll and an interview. Only about thirty percent oI the learners indicated that they
spend time on the Internet to complete academic tasks. Over eighty percent oI learners who
participated in this survey admit that they use the Internet daily to locate reIerences or to
communicate with Iriends. Students have a desire to be online. Using the Internet to help teach
or review concepts is a strategy that could increase student motivation and learning.




















ReIerences

Cornish, Edward (2004). Futuring. The exploration of the future. Bethesda, Maryland: World
Futuring Society.
Pickett, L., & Fraser, B.. (2010). Creating and assessing positive classroom learning
environments. Childhood Education. annual theme 2010, 86(5), 321-326.
Robbins, P. M., & Alvy, H. B. (2009). The principals companion (3rd ed.). Thousand Oaks, CA:
Corwin Press.
Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals
guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.
Strom, P., Strom, R., Wing, C., & Beckert, T. (2009, June). Adolescent learning and the
internet: Implications Ior school leadership and student engagement in
learning. National Association of Secondary School Principals. NASSP
Bulletin, 93(2), 111-121.