This article presents findings of a study to determine attitudes of American teachers enrolled in graduate human relations and supervision and teacher evaluation courses taken as part of a program preparing them to become school administrators. They were given instruction on the New Bloom’s Taxonomy and asked to consider the Bill of Rights for the Planet as a possible catalyst for the teaching of creativity; they were then asked to provide their re-actions to these guiding research questions: 1) To what extent are currently mandated or suggested curriculums allowing the teaching of creativity in their respective grade levels or subjects? and 2) How would they assist teachers under their supervision, once becoming administrators, to structure local curriculums and lessons to include the teaching of creative solutions to issues? Sub-research questions included: 1) How would you define creativity in teaching? 2) What do you consider to be barriers to creativity? and 3) As a future school administrator, what do you anticipate you will do to enhance creativity in your building? Based on their responses to the previous mentioned prompts, it was concluded that teachers are not using creativity to a high level in their currently mandated or suggested curriculums. There was strong indication that these future administrators felt that it was part of their responsibility to make sure their teachers used creativity in the classroom. To have creativity there needs to be a foundation to build upon and the willingness of teachers to accept more than one answer for a problem

Academic leadership directly helps faculty members, administrative leaders, and professional support persons improve the quantity and quality of student learning. Those who regularly lead decision-making and action-taking processes in curriculum, instruction, and assessment of student learning can be called academic leaders. This article focuses on the need for improved academic leadership and examines models suggested by the Curriculum Leadership Institute, Southern Regional Education Board, and the Boston School Leadership Institute.

Editorial. ORIGINS: The Advocate was begun in the 1970s by ATE-K Executive Director and past President Stu Ervay, who initially intended it to be similar to the Phi Delta Kappan in terms of format and content. The Kappan included articles that stimulated innovative thinking and possible action in America's schools. The Advocate was meant to do the same thing for Kansas' teacher education.

No abstract

Today's schools face challenges that go beyond those of the 20th Century, in addition to the more recent impact of No Child Left Behind. Common core standards and stipulations found in the recent Every Student Succeeds Act (ESSA) call for new academic programs and ways for teachers to implement them. Integral to the ESSA are techniques for achieving social equity, equality of learning opportunity, and "wraparound support systems for vulnerable communities." The community support systems concept can include what sociologists call the social bond theory. For schools and teachers to make those goals achievable within classrooms will require more emphasis on project-based teaching and learning.