Building a developmental culture of feedback

2018 ◽  
Vol 3 (2) ◽  
pp. 62-78
Author(s):  
Ellie Drago-Severson ◽  
Jessica Blum-DeStefano
Keyword(s):  
Educational Leadership ◽  
Professional Learning ◽  
Developmental Psychology ◽  
Longitudinal Research ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Developmental Approach ◽  
Content Type ◽  
Professional Capital

Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders. Findings The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration. Practical implications This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building. Originality/value Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

2011 ◽  
Vol 6 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Jennifer Friend ◽  
April Adams ◽  
George Curry
Keyword(s):  
Educational Leadership ◽  
Kansas City ◽  
Public Speaking ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
District Leaders ◽  
University Of Missouri ◽  
Breaking News ◽  
The University ◽  
Educational Leadership Preparation

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model

2001 ◽  
Vol 11 (4) ◽  
pp. 313-334 ◽  
Author(s):  
Raymond A. Horn
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Instructional Methods ◽  
Educational Leaders ◽  
Organizational Structures ◽  
Leadership Preparation ◽  
Cohort Model ◽  
Preparation Programs ◽  
Administrative Practices ◽  
Educational Leadership Preparation

The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice

2017 ◽  
Vol 13 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Van T. Lac ◽  
Katherine Cumings Mansfield
Keyword(s):  
Educational Leadership ◽  
Young People ◽  
Student Voice ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
School Governance ◽  
Preparation Programs ◽  
Schooling Experiences ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

The purpose of this article is to illustrate the value of educational leaders intentionally including students in shaping the policies and practices that affect young people’s schooling experiences. First, we share the literature on student voice and introduce Principal Orientations for Critical Youth Educational Leadership as a conceptual model, advocating ways leaders can engage young people in school governance. Second, we share an empirical example from our research that holds promise to build caring, equitable, and responsive classrooms and schools by centering students’ voices. Finally, we consider what our findings mean for educational leadership preparation programs.

scholarly journals Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
J. Eric Tubbs ◽  
H. E. Holliday
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
Real World ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
University Supervisors ◽  
Leadership Experiences ◽  
Regular Work ◽  
Practicum Experiences

The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are valuable to program developers in their future program redesign effort. Practicum experiences expose candidates to real-world school leadership experiences. Unfortunately, because of all kinds of conditional limitations, such practicum experiences can only be offered in conjunction with candidates' regular work in school. However, leadership practicum experiences can be well planned with a high collaboration of supervisors, mentors and candidates who have an invested interest in school improvement. In this study, what we learn from the differences of perceptions among supervisors, mentors and candidates is a caution to all stakeholders that we need to do a better job to prepare the next generation of school leaders. Supervisors, mentors and candidates need to form a coalition to explore other options, especially out-of-the-box strategies, to deliver a highly effective practicum program for potential educational leaders. 

Looking behind the Curtain

2018 ◽  
Vol 28 (3) ◽  
pp. 315-343 ◽  
Author(s):  
Eleanor Drago-Severson ◽  
Patricia Maslin-Ostrowski ◽  
Jessica Blum-Destefano
Keyword(s):  
Longitudinal Research ◽  
Qualitative Interviews ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Future Research ◽  
District Leaders ◽  
Social Emotional ◽  
Constructive Developmental Theory ◽  
Leadership Challenges ◽  
Constructive Developmental

This article extends mixed-methods longitudinal research with school and district leaders (2008–present) about their most pressing leadership challenges. Here—through in-depth, qualitative interviews—we explore how a subsample of 30 principals described and understood their internal experiences of addressing pressing challenges. More specifically, using an adaptive/ technical lens, social-emotional frameworks, and constructive-developmental theory, we illuminate how principals‘ social-emotional and developmental capacities influenced their leadership, and highlight findings with in-depth mini-cases. By focusing on the inner workings of principals’ leadership for managing change, this article offers implications for professional practice and school-wide change locally and globally, leadership preparation, policy, and future research.

Ethical leadership in education and its relation to ethical decision-making

2016 ◽  
Vol 54 (6) ◽  
pp. 647-660 ◽  
Author(s):  
Khalid Arar ◽  
Ibrahim Haj ◽  
Ruth Abramovitz ◽  
Izhar Oplatka
Keyword(s):  
Decision Making ◽  
Educational Leadership ◽  
Ethical Leadership ◽  
Ethical Decision Making ◽  
Educational Leaders ◽  
School Type ◽  
Content Type ◽  
Narrow Scope ◽  
Study Results ◽  
Leadership Dimensions

Purpose The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders. Design/methodology/approach Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages were calculated for each subscale. Findings Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority. Research limitations/implications This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope. Practical implications The study results may inform the developing ethical qualities in educational leadership. Originality/value The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.

Ontario school principals and diversity: are they prepared to lead for equity?

2017 ◽  
Vol 31 (5) ◽  
pp. 598-611 ◽  
Author(s):  
Stephanie Tuters ◽  
John Portelli
Keyword(s):  
Social Development ◽  
Educational Leaders ◽  
Social Situation ◽  
Leadership Preparation ◽  
School Level ◽  
Learning Needs ◽  
Content Type ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
The Usa

Purpose Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue. Design/methodology/approach This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to support their diverse student populations. Findings Results of the data analysis regarding the supports and training available to assist educational leaders in supporting the learning needs of diverse student populations demonstrate a serious lack of support. Very few actual resources exist for leaders, and most of those that do exist are connected to agencies outside of the education system, such as Settlement services. Research limitations/implications Recent research investigating the relationship between identities and educational experience and teaching points to the importance of in-depth and targeted approaches to teacher preparation, and leadership preparation to help provide teachers and leaders with the knowledge, dispositions, and skills required to support all students in their academic and social development (Cochran Smith et al., 2009). This study confirms such findings. Given the current situation in Ontario and much of North America, there is a great need for leadership preparation programming, and school-level resources that provide educational leaders with the knowledge and skills to support all students in their academic and social development, but also in helping educational leaders to understand and address the systemic nature and forms of discrimination which their students face daily. Practical implications With very few school boards requiring leaders to have a Masters’ degree in Education, and none having stipulations regarding course content. This leaves educational leaders unprepared to deal with the reality of their situations, leading to the perpetuation of inequities in Ontario schools. Originality/value Although sparse, previous research into the state of support and preparation for administrators and educators with regard to diverse student populations in Ontario revealed that little to no preparation or support exists (see e.g. Price, 2002). This study helps to fill that gap in existing research.

Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

2015 ◽  
Vol 53 (3) ◽  
pp. 416-438 ◽  
Author(s):  
Martha McCarthy
Keyword(s):  
United States ◽  
Educational Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
Political Climate ◽  
Preparation Programs ◽  
Content Type ◽  
The Us ◽  
Educational Leadership Preparation Programs

Purpose – The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders. Design/methodology/approach – The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead. Findings – Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper. Research limitations/implications – Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation. Practical implications – We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum. Originality/value – The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

Building professional capital within a 21st century learning framework

2017 ◽  
Vol 2 (1) ◽  
pp. 36-49
Author(s):  
Wanda Tong ◽  
Agnes Razniak
Keyword(s):  
Adult Learning ◽  
Teaching And Learning ◽  
Collaborative Leadership ◽  
Educational Leaders ◽  
Innovative Teaching ◽  
Content Type ◽  
Professional Capital ◽  
Effective Strategies ◽  
Learning Framework ◽  
School Based

Purpose The purpose of this paper is to analyze current literature on building professional capital, interpreted through the lens of Alberta educators. Through reflections on their field experiences, the authors aim to provide leaders with realistic strategies for developing professional capital, that rely on effective collaborative leadership, professional development (PD), and adult learning. These strategies can be incorporated in a variety of individualized school contexts. Design/methodology/approach Data are interpreted from literature to inform the inquiry into professional capital, focusing on defining effective strategies for attaining professional capital within publicly funded schools in the province of Alberta. Findings Insights are provided for school-based leaders in developing strategies to build professional capital as a means of twenty-first century skill attainment, which includes the transformation from a traditional mindset to innovative teaching and learning practices. Three important elements emerged from the literature review for educational leaders to consider in developing effective professional capital: collaborative leadership, PD, and adult learning. Research limitations/implications Lack of time and funding are most frequently reported as obstacles to implementing professional capital in schools. A number of effective strategies are presented to assist school-based leaders in tackling these hindrances. Originality/value In building professional capital, including human, social, and decisional capital effectively, leaders may embark on incorporating the three focal elements presented in this paper, with an awareness of their staff’s strengths, needs, and pedagogies.

Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership

2019 ◽  
Vol 57 (1) ◽  
pp. 2-20 ◽  
Author(s):  
Rachel Roegman ◽  
Sarah Woulfin
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
Theory And Practice ◽  
Preparation Programs ◽  
Content Type ◽  
Institutional Contexts ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
K 12

Purpose The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts. Design/methodology/approach This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs. Findings Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership. Research limitations/implications The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice. Practical implications Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways. Originality/value Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

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