Preparing turnaround leaders for high needs urban schools

2017 ◽  
Vol 55 (1) ◽  
pp. 85-102 ◽  
Author(s):  
Chad R. Lochmiller ◽  
Colleen E. Chesnut
Keyword(s):  
Principal Preparation ◽  
School Setting ◽  
Full Time ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
Turnaround Leadership ◽  
Turnaround School ◽  
Principal Preparation Program ◽  
The Impact

Purpose The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/methodology/approach The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti. Findings The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process. Research limitations/implications The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy. Originality/value The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.

Leaders Changing how they Act by Changing how They Think: Applying Principles of an Anti-Racist Principal Preparation Program

2018 ◽  
Vol 120 (14) ◽  
pp. 1-26 ◽  
Author(s):  
Mark A. Gooden ◽  
Bradley W. Davis ◽  
Daniel D. Spikes ◽  
Dottie L. Hall ◽  
Linda Lee
Keyword(s):  
School Leadership ◽  
Principal Preparation ◽  
Preparation Program ◽  
Racial Equity ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Cultural Racism ◽  
Leadership Beliefs ◽  
Principal Preparation Program ◽  
The Impact

Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.

scholarly journals The Essential Role of Integrating Technology Content and Skills into University Principal Preparation Programs

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Robert Moody ◽  
Kathy Dale ◽  
Mike Slattery ◽  
Regi Wieland
Keyword(s):  
Principal Preparation ◽  
School Administrators ◽  
Just In Time ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Goods And Services ◽  
Integrating Technology ◽  
Before School ◽  
University Leaders ◽  
The Impact

"Just-in-time" delivery of goods and services was the call to action phrase of the 1990's, but in the 21st Century, just-in-time is too late. University leaders in principal preparation programs must not only respond to the call of the field, but also anticipate the needs even before school administrators recognize the content and skills necessary with which to lead. As building principals become increasingly accountable for integrating technology into instruction and infrastructure, principal preparation programs are more accountable to prepare principals to succeed in their leadership roles, acknowledge the impact of principals on student achievement and teacher performance, and accept our responsibility to reinvent preparation programs instead of just reforming them.

Architecture of innovative internship coaching models within US principal preparation programs

2020 ◽  
Vol 9 (2) ◽  
pp. 187-204
Author(s):  
Kimberly Kappler-Hewitt ◽  
Heidi Von Dohlen ◽  
Jess Weiler ◽  
Bonnie Fusarelli ◽  
Barbara Zwadyk
Keyword(s):  
Principal Preparation ◽  
Case Study Research ◽  
Future Research ◽  
Structured Interviews ◽  
Preparation Programs ◽  
Content Type ◽  
Collective Case Study ◽  
Coaching Model ◽  
Principal Preparation Programs ◽  
The Usa

PurposeThe purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA. The researchers used coaching architecture in this context to include the assignment of coaches to interns, dosages, and enactment of evaluation and confidentiality.Design/methodology/approachThe researchers used a qualitative, collective case study research design that included semi-structured interviews of program directors and coaches from each of five programs, totaling 19 interviews that lasted from 30 min to an hour and 15 min each.FindingsCommonalities among architectures of principal intern coaching designs included coaching assignment by geography, frequency and format of coaching sessions and length of the internship. All five programs recommend continuing coaching into initial years of administration. Points of distinction pertained to the utilization of external versus internal coaches, confidentiality and evaluation by coaches.Research limitations/implicationsThis study may inform coaching models for principal preparation programs within similar contexts. Because all five programs are grant-funded within one US state, generalizability and transferability cannot be assumed.Practical implicationsThe authors provide design considerations for coaching programs, as well as policy considerations and directions for future research.Originality/valueWhile coaching is increasingly used in leadership preparation programs, there is a paucity of research regarding the nature of coaching models, especially in terms of their architecture. The researchers examine, compare, and contrast coaching model architecture, raising important considerations for coaching designs.

Systems Thinking Among Enrollees in a Principal Preparation Program

2018 ◽  
Vol 13 (3) ◽  
pp. 259-282 ◽  
Author(s):  
Haim Shaked ◽  
Chen Schechter
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Interpersonal Relationships ◽  
Systems Thinking ◽  
Principal Preparation ◽  
Preparation Program ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Leadership Curriculum ◽  
Principal Preparation Program

Principal preparation programs are criticized for failing to produce school leaders who can successfully face the growing complexity of today’s educational leadership. Inasmuch as the literature highlighted systems thinking as beneficial for complex situations, this study aimed to explore how preservice principals, enrolled in a systems thinking course as part of their principal preparation program, would identify practical opportunities to apply systems thinking principles in school leadership. Findings showed that preservice principals considered the characteristic of leading wholes as helpful for instructional leadership (curriculum and community) and the characteristic of adopting a multidimensional view as useful for interpersonal relationships and decision making. Implications and further research are discussed.

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships

2020 ◽  
pp. 105268462098036
Author(s):  
Sheri S. Williams ◽  
Russ Romans ◽  
Frank Perrone ◽  
Allison M. Borden ◽  
Arlie Woodrum
Keyword(s):  
Principal Preparation ◽  
Lessons Learned ◽  
Future Research ◽  
Preparation Program ◽  
Preparation Programs ◽  
University Partnerships ◽  
Principal Preparation Programs ◽  
Principal Preparation Program ◽  
Quality School

The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.

Dynamics of affordability and immigration in the Canadian housing market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vikkram Singh
Keyword(s):  
Low Income ◽  
Negative Impact ◽  
Policy Formulation ◽  
Housing Affordability ◽  
Immigrant Integration ◽  
Full Time ◽  
Content Type ◽  
Assistance Programs ◽  
Essential Contribution ◽  
The Impact

Purpose This study aims to make two major contributions. First, given the literature gap in housing unaffordability for different immigrant groups in Canada, it makes an essential contribution to the literature. To the best of the knowledge, this study is the first study of its kind to examine housing unaffordability by examining different immigrant groups. Second, differences in unaffordability can help understand the decline in welfare, as it can have financial implications and a negative impact on health outcomes. Third, this study’s findings are valuable for policy formulation to improve immigrant integration and ease the housing unaffordability crisis. Design/methodology/approach This study examines the determinants of housing affordability to investigate differences among various immigrant groups in Canada. A bivariate logit model using public microdata from the Canadian census estimates the determinants of moderate and severe unaffordability. Additionally, the separation of tenants and owners provides insights into the dynamics of unaffordability. The results show significant differences between immigrant groups with higher levels of unaffordability among Asian immigrants. The insights can help devise and implement housing assistance programs to address the challenges arising from the post-COVID-19 pandemic phase. Findings The results indicate that unaffordability declines with increasing age, education and full-time employment. Gender dynamics are evident, with women faring worse than men regarding the likelihood of extreme housing unaffordability. Households face a greater likelihood of unaffordability in more populous provinces and larger census metropolitan areas that struggle with the high cost of living, racial disparities and low income. Immigrants, especially from Asia, Africa and the Middle East, continue to struggle with chronic and severe unaffordability issues. The impact is much more severe for those renting, exemplifying the strain it is taking on the financial health of recent immigrants. Originality/value Given the literature gap in housing unaffordability for different immigrant groups in Canada, it makes an essential contribution to the literature. To the best of the knowledge, this study is the first study of its kind to examine housing unaffordability by examining different immigrant groups.

A systematic review of principal time use research

2021 ◽  
Vol 59 (2) ◽  
pp. 215-232
Author(s):  
Craig Hochbein ◽  
Abby Mahone ◽  
Sara Vanderbeck
Keyword(s):  
Systematic Review ◽  
Time Use ◽  
Time Management ◽  
Supporting Evidence ◽  
Management Skills ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
History Of ◽  
Positive Correlations

PurposeTo advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.Design/methodology/approachA systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.FindingsFindings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.Practical implicationsFuture studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.Originality/valueThis systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

Successful, coasting and low-performing school principals in Israel: an explanatory model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorit Tubin ◽  
Talmor Rachel Farchi
Keyword(s):  
School Improvement ◽  
Second Phase ◽  
Preparation Programs ◽  
Content Type ◽  
Institutional Legitimacy ◽  
Low Performing Schools ◽  
Principal Preparation Programs ◽  
Principal Mentoring ◽  
Successful School ◽  
School Schedule

PurposeThe purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.Design/methodology/approachThis is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.FindingsThe explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.Originality/valueTheoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

Loyalties divided or identities as resources? The role of external relational identification in facilitating socialization

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Anzollitto ◽  
Danielle Cooper
Keyword(s):  
Undergraduate Students ◽  
Well Being ◽  
Initial Study ◽  
Conservation Of Resources ◽  
Full Time ◽  
Resource Base ◽  
Socialization Process ◽  
Content Type ◽  
Relational Identification ◽  
The Impact

PurposeAlthough research regarding socialization processes recognizes the importance of organizational identification for newcomer adjustment outcomes, it has less frequently considered the impact of newcomer identification with targets external to the organization. This study aims to investigate whether relational identification with identities external to the organization can be beneficial for socialization outcomes, a relationship the authors describe through the conservation of resources theory. At a time when newcomers are expending resources and may not have a support system inside the organization, important identities may foster success through building a resource base of support available to the newcomer.Design/methodology/approachTwo studies were conducted with newcomers, both groups responded to multi-wave surveys. The authors conducted an initial study with undergraduate students (n = 45) in their first semester of college and a second study with working individuals employed full time in their first year in a new organization (n = 148).FindingsRelational identification with identities external to the organization is positively related to job engagement through the dual mediation of social support and psychological well-being. The results indicate that these external resources encourage well-being and free newcomers to invest in becoming physically, emotionally and cognitively engaged with their new jobs.Practical implicationsThe results suggest that organizations may wish to take care in helping newcomers maintain strong relational identities outside the organization while becoming connected with their new organization.Originality/valueThe findings suggest that external relational identities are a neglected and important element influencing the socialization process.

Abusive supervisors and employees who cyberloaf

2020 ◽  
Vol 30 (3) ◽  
pp. 789-809 ◽  
Author(s):  
Upasnaa A. Agarwal ◽  
James B. Avey
Keyword(s):  
Psychological Contract ◽  
Abusive Supervision ◽  
Psychological Contract Breach ◽  
Full Time ◽  
Cross Sectional ◽  
Contract Breach ◽  
Content Type ◽  
Mediating Role ◽  
Cross Sectional Design ◽  
The Impact

PurposeThe purpose of this study is to examine the effects of abusive supervision on cyberloafing behavior, to test the mediating role of PsyCap in this relationship and the extent to which these relationships are moderated by psychological contract breach.Design/methodology/approachA total of 394 full-time managers across different Indian organizations served as the sample for this study.FindingsThe results revealed that the abusive supervision and PsyCap are significantly correlated with cyberloafing, the relationship between abusive supervision and cyberloafing is partially mediated by PsyCap and the impact of abusive supervision and PsyCap on cyberloafing is moderated by psychological contract breach such that the effects of abusive supervision and PsyCap on cyberloafing are stronger when employees perceive high psychological contract breach.Research limitations/implicationsA cross-sectional design and use of self-reported questionnaires are a few limitations of this study.Originality/valueThis is one of the first studies examining cyberloafing in response to abusive supervision and one of the few attempts to examine the effects of abusive supervision on individual resources (PsyCap) in response to workplace mistreatment. This study is also the first to examine these phenomena in the Indian context.

Sign in / Sign up

Export Citation Format

Share Document