Community college competencies for student educational leadership development and degree pathways

2021 ◽  
Vol 2021 (171) ◽  
pp. 45-55
Author(s):  
Lazaro Camacho ◽  
Jorge Burmicky ◽  
Diana Cervantes ◽  
Cristobal Salinas
Keyword(s):  
Community College ◽  
Leadership Development ◽  
Educational Leadership

Community college faculty connections with geoscience societies: Community engagement and leadership development

2021 ◽  
Vol 2021 (194) ◽  
pp. 79-93
Author(s):  
Sean Tvelia ◽  
Joy Branlund ◽  
Jacquelyn Hams ◽  
Eric M. D. Baer ◽  
Karen M. Layou ◽  
...  
Keyword(s):  
Community College ◽  
Leadership Development ◽  
Community Engagement ◽  
Community College Faculty ◽  
College Faculty

Educational leadership effectiveness: a Rasch analysis

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Claire Sinnema ◽  
Larry Ludlow ◽  
Viviane Robinson
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Design Methodology ◽  
Rating Scale ◽  
Leadership Effectiveness ◽  
Scale Model ◽  
Educational Leadership Practices ◽  
Future Direction ◽  
Practical Implications

Purpose The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the hypothesized progression of challenge presented by the items included in the tool. Design/methodology/approach Data were collected at two time points through a survey of the educational leadership practices of school principals (n = 148) and their teachers (n = 5,425). The survey comprised seven effectiveness scales relating to school-wide dimensions of leadership, and one scale relating to the effectiveness of individual principals’ leadership. We undertook validation of the hypothesized structure of the eight ELP scales using the Rasch rating scale model. Findings We established constructs that underpin leadership practices that are more and less effectively performed and determined the nature of their progression from those that are relatively routine through those that are more rigorous and challenging to enact. Furthermore, a series of analyses suggest strong goodness-of-model fit, unidimensionality, and invariance across time and educator group for the eight ELP scales Research limitations/implications This study focused on experienced principals - future studies could usefully include school leaders who are new to their role or compare leadership patterns of higher and lower performing schools. A useful future direction would be to investigate the predictive validity of the ELP tool. Practical implications Originality/value This study reveals the ELP is a useful tool both for diagnosing leadership effectiveness and, given that it is essentially stable over time, may prove useful for charting the effectiveness of leadership development interventions.

The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership

2017 ◽  
Vol 53 (5) ◽  
pp. 705-726 ◽  
Author(s):  
Michelle D. Young ◽  
Kathleen M. Winn ◽  
Marcy A. Reedy
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
School Leadership ◽  
Federal Policy ◽  
Critical Role ◽  
Elementary And Secondary Education ◽  
Federal Education Legislation ◽  
Leadership Pipeline ◽  
Education Act ◽  
Every Student Succeeds Act

Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the opportunity afforded by the focus on leadership in ESSA. Findings: Through the examination of federal policy and existing research in this arena, we review the level of attention paid to educational leadership within Elementary and Secondary Education Act, its reauthorizations, and other federal education legislation. ESSA provides an enhanced focus on educational leadership and acknowledges the importance of leaders in achieving federal goals for education. Furthermore, ESSA acknowledges the importance of developing a strong leadership pipeline and, thus, allows states and districts to use federal funds to support leadership development. In this article, we delineate this focus on leadership within ESSA and offer examples of how states are planning to support leadership development. Implications and Conclusion: The important role that school leadership plays in supporting student, teacher, and school-wide outcomes warrants its inclusion within federal education policy. However, the opportunity to realize ESSA’s intended goals around leadership development could be undermined by forces at both the state and federal levels.

Minding the gap: Filling a void in community college leadership development

2010 ◽  
Vol 2010 (149) ◽  
pp. 33-39 ◽  
Author(s):  
Dale F. Campbell ◽  
Syraj Syed ◽  
Phillip A. Morris
Keyword(s):  
Community College ◽  
Leadership Development ◽  
Community College Leadership ◽  
Gap Filling ◽  
College Leadership

Black Women’s Resiliency in Community College Leadership

2021 ◽  
Author(s):  
Simone A. F. Gause
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Leadership Development ◽  
Black Women ◽  
White Male ◽  
The United States ◽  
Theoretical Frameworks ◽  
Leadership Development Programs ◽  
Gendered Organizations ◽  
Faculty And Administrators

Black women leaders in higher education face a double bind of gender and racial disparity and biases within the education workforce and their institutions. The literature does not fully articulate Black women's considerations when pursuing community college presidencies and the strategies they use to overcome the hurdles and discrimination they encounter. This research expands the literature by using critical race and Black feminist thought as theoretical frameworks to examine the ascension and succession of eight Black women leading community colleges and how they circumvented barriers associated with the male-dominated position. Findings reveal how three elements of resiliency—emotional intelligence, authenticity, and agility—contest and challenge the oppressive nature of White male privilege in gendered organizations. This newfound perspective has implications for the recruitment, retention, and persistence of faculty and administrators, leadership development programs, and succession planning at community colleges across the United States.

The Principals' Center: A New Model for Educational Leadership Development

1985 ◽  
Vol 53 (4) ◽  
pp. 24-27
Author(s):  
Neal Kaunfer ◽  
Lali Ray
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
New Model
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