O How have your studies strengthened your understanding oI this outcome?

Educational institutions have embedded cultural norms. Society establishes acceptable

patterns oI relationships between individuals. Schools were the Iirst organization to
determine behaviors that children should learn and adults should demonstrate. The
economy depends on schools to educate students and prepare them Ior the job market.
School leaders monitor staII to determine iI individuals comply with their job
requirements. American culture is prevalent in schools in the United States (Spring,
2008). Educational institutions inIluence society.
Educational experiences aIIect personal belieIs about politics, culture, social norms, and
the economy. According to Spring (2008), school systems model issues that aIIect the
larger context. All organizations have the potential to encounter a member who is not
meeting the group`s expectations. Organizational leaders must choose the most
appropriate response to the situation. Administrators should join proIessional
organizations and interact with members oI the community to gain support Ior
educational programs and activities.
O How do Specialization Outcome 7 and ELLC Standard 6 align?
Standard 6 considers students and their Iamilies Irom a systemic point oI view.
Specialization Outcome 7 addresses community interactions, the policy making process,
and the historical context oI education. Both Standard 6 and Specialization Outcome 7
view the big picture oI education in society. Factors in the community or personal
circumstances inIluence a student`s readiness to learn and their academic perIormance.
Wilmore (2002) explained that school leaders should advocate Ior all students no matter
the 'socioeconomic background, race, ethnicity, gender, learning style, or any other
diIIerences (p. 92).
O What reIerences support your new understanding oI this outcome? (Please provide an
annotated bibliography Ior any books and articles reIerenced within your post. You may
use the Developing an Annotated Bibliography document to guide your work.)

Spring, J. (2008). The American school. From the Puritans to no child left behind (7th
ed.). New York: McGraw-Hill.

Spring (2008) reIers to the term 'ideological management to describe the eIIects oI
creating and distributing knowledge in schools. People with power and wealth shape
educational systems. This concept is the center oI other ideas that continues to inIluence
the current structure oI education in our country. ConIlicting concepts are prevalent in
various aspects oI our educational system. The bureaucratic model connects to religion
and patriotism because schools Iocused on certain ideas that were important to society.
Under the bureaucratic model students learned the values oI an industrial society. When
a group did not assimilate into the dominate culture individuals and groups were
discriminated against or segregated. Europeans, Native Americans, AIricans, and
Mexican Americans are a Iew oI the groups that institutions treated diIIerently because oI
their race, religion, or social status.

Wilmore, E. L. (2002). Principal leadership. applying the new educational leadership
constituent council (ELCC) standards. Thousand Oaks, CA: Corwin Press.

Wilmore (2002) described the distinction between knowledge and skills in Standard 6.
School leaders must know how to intervene in the legal and political system to meet the
needs oI schools and communities. Principals must determine the best methods Ior being
proactive and advocate Ior children. School leaders must stay inIormed oI current events.
It is best Ior administrators to track proposed bills and contact politicians to give their
input beIore the legislation becomes a law. School leaders must become knowledgeable
oI topics that inIluence education and take measures to advocate Ior policies that will
beneIit stakeholders in the school community.

O What areas within this outcome would you still like to learn, practice, or experience?
I plan to gain additional experience with acquiring and demonstrating advocacy skills. I
am beginning this process by joining a local child protection organization. I will attend
child protection training and become a Guardian as Litem.

O What artiIacts or evidence have you gathered to demonstrate accomplishment or
competency oI this program outcome?

Journal notes, training certiIicates, and documentation Irom interactions with community
members will serve as evidence oI my competency oI this outcome.

ReIerences
Spring, J. (2008). The American school. From the Puritans to no child left behind (7th ed.). New
York: McGraw-Hill.

Wilmore, E. L. (2002). Principal leadership. applying the new educational leadership
constituent council (ELCC) standards. Thousand Oaks, CA: Corwin Press.