Abstract
Ecoliteracy is the pedagogical grouping of environmental science, ecology and sustainability studies. This paper is a policy analysis of how principal training and evaluation standards may support a principal’s building-level efforts to establish and sustain an ecoliteracy mission and curriculum in US public K-12 schools. A comparative case study of leadership standards in Texas and Michigan was conducted to support the argument that school administrator training and evaluation standards in both states can lend formal, codified support to a sufficiently determined school leader’s efforts to center the school’s mission on ecoliteracy. The limitations of this support are also discussed.
Recommended Citation
Rincones-Delgado, Rodolfo and Feig, Anthony D.
(2018)
"Principles and Principals: Leveraging K-12 Principal Training and Evaluation Standards to Support Environmental, Ecological, and Sustainability Education,"
School Leadership Review: Vol. 13:
Iss.
2, Article 3.
Available at:
https://scholarworks.sfasu.edu/slr/vol13/iss2/3
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons
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