The Impact of Personal and Program Characteristics on the Placement of School Leadership Preparation Program Graduates in School Leader Positions

2016 ◽  
Vol 52 (4) ◽  
pp. 643-674 ◽  
Author(s):  
Edward J. Fuller ◽  
Liz Hollingworth ◽  
Brian P. An
Keyword(s):  
School Leadership ◽  
Leadership Preparation ◽  
School Leader ◽  
Preparation Program ◽  
Program Characteristics ◽  
The Impact

School leadership preparation and development in Kenya

2015 ◽  
Vol 29 (3) ◽  
pp. 355-367 ◽  
Author(s):  
Gladys Asuga ◽  
Scott Eacott ◽  
Jill Scevak
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Return On Investment ◽  
Student Outcomes ◽  
Leadership Preparation ◽  
Content Type ◽  
International Trends ◽  
School Leadership Development ◽  
The Impact ◽  
Current Provision

Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.

State of States: Landscape of University-Based Pathways to the Principalship

2020 ◽  
pp. 105268462098036
Author(s):  
Erin Anderson ◽  
Sajjid Budhwani ◽  
Frank Perrone
Keyword(s):  
School Leadership ◽  
Postsecondary Education ◽  
Leadership Preparation ◽  
The United States ◽  
Student Aid ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Education Data ◽  
The Impact

This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.

“Hold on! I’ll Just Google It!”: Critical Conversations Regarding Dimensions of Diversity in a School Leadership Preparation Program

2018 ◽  
Vol 21 (1) ◽  
pp. 78-99 ◽  
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Significant Role ◽  
Educational Administration ◽  
Graduate Program ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Graduate Assistants ◽  
K 12 ◽  
Systems Of Domination

This case outlines a dilemma encountered by faculty and graduate assistants in a K-12 educational administration graduate program. The case offers a detailed illustration of tensions arising when faculty were asked to increase “diversity” within their program. Faculty uncover disrupting institutional systems of domination that often play a significant role in understanding how to prepare leaders to serve in authentic and meaningful ways. Implications for the development of social justice–oriented school leaders included an intentional examination of these issues.

A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

2016 ◽  
Vol 53 (2) ◽  
pp. 255-288 ◽  
Author(s):  
Philip Hallinger ◽  
Edwin M. Bridges
Keyword(s):  
Systematic Review ◽  
Educational Leadership ◽  
School Leadership ◽  
Doctoral Students ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Leadership Preparation ◽  
Future Research ◽  
Leader Preparation ◽  
The Impact

Problem: Problem-based learning (PBL) was introduced into the parlance of educational leadership and management almost 30 years ago. During the ensuing decades, a global community of professors, doctoral students, and curriculum designers has built upon early models with the goal of increasing the impact of school leadership preparation. This systematic review of the literature addressed three questions: (1) What is the scope and composition of the literature on PBL in educational leadership preparation and development? (2) What have we learned about the implementation and effects of PBL in educational leadership? (3) What directions should future research take in this domain? Method: For the review, we employed quantitative analysis and critical synthesis of 73 sources on the use of PBL in school leadership preparation and development published between 1989 and 2016. Findings: The literature on problem-based leadership preparation in education consisted primarily of descriptive studies of how PBL has been used in individual programs and courses. Progress was identified in terms of developing suitable learning strategies and curriculum designs for educational leadership programs. However, when compared with the literature on PBL in other professional fields, the research literature in this domain remains immature. Significance: This is the first published review of research on the use of PBL in school leader preparation and development. Implications: The authors highlight a need for more rigorous empirical research not only on PBL but also other innovative approaches to leader preparation in education.

scholarly journals An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

2017 ◽  
Vol 11 (11) ◽  
Author(s):  
Karen Sanzo
Keyword(s):  
Program Evaluation ◽  
Content Analysis ◽  
School Districts ◽  
School Leadership ◽  
Leadership Preparation ◽  
Evaluation Methods ◽  
Preparation Program ◽  
Evaluation Tools ◽  
Leadership Program ◽  
Innovative Leadership

This article presents a content analysis of the 2013 School Leadership Program (SLP) grants. SLP projects provide a unique opportunity for participants in the field to explore innovative leadership preparation and development and their impact on program participants, schools, school districts, and students. The article begins with an overview of the SLP, the changing field of leadership preparation, and current research in the field. Findings then reveal a range of evaluation tools, methods, and data, the presence of myriad evaluators participating in the projects, and little focus on external dissemination of program evaluation methods beyond the scope of the projects. Suggestions for research to extend the field are provided.

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.

From Ground to Distance: The Impact of Advanced Technologies on An Innovative School Leadership Program

2011 ◽  
Vol 6 (5) ◽  
pp. 216-233 ◽  
Author(s):  
Susan Korach ◽  
Lyndsay J. Agans
Keyword(s):  
School Leadership ◽  
Principal Preparation ◽  
Teaching And Learning ◽  
Evaluation Framework ◽  
Online Discussions ◽  
Online Program ◽  
Preparation Program ◽  
Advanced Technologies ◽  
Principal Preparation Program ◽  
The Impact

An educational leadership preparation program for the 21st Century not only makes use of innovations in teaching and learning, but pushes the educational experience forward through the effective use of advanced technologies. This idea frames the delivery methodology for a blended online principal preparation program. The blended online program was designed upon the foundation of an existing innovative classroom-based principal preparation program. The technology enhanced program relied on three instructional technologies: high-participation threaded online discussions through Blackboard, the use of digital portfolios for project management and evaluation, and the establishment of online communities of inquiry and supportive networks. Since the classroom-based and blended online principal preparation programs share a common evaluation framework and project design, this consistency offers a unique opportunity to explore the impact of the utilization of advanced technologies in the delivery of a professional preparation program. Initial findings reveal that program participants in the blended online program report similar outcomes as those in the classroom-based program. The power of the field-based inquiry projects and the implementation and impact of the technologically advanced delivery system are discussed along with implications for program development.

scholarly journals Mixed Study on the Impact of a Technology-Based Retirement Preparation Program: Tech-Retired. Protocol Study

2021 ◽  
Vol 20 ◽  
pp. 160940692110034
Author(s):  
María del Carmen Miranda-Duro ◽  
Laura Nieto-Riveiro ◽  
Patricia Concheiro-Moscoso ◽  
Betania Groba ◽  
Marta Carracedo-Vázquez ◽  
...  
Keyword(s):  
Healthy Aging ◽  
Action Plan ◽  
Preparation Program ◽  
Participatory Action ◽  
Retirement Preparation ◽  
Quasi Experimental ◽  
Euroqol 5D ◽  
Group Interviews ◽  
Protocol Study ◽  
The Impact

Background: Despite the increase in the older-adults’ population and recognizing retirement as one of the most changeable life stages, most Spanish people do not perform a retirement preparation program. The adaptation and preparation for retirement are needed to ensure adequate active and healthy aging. Objectives: The study aims to know about the experience with the retirement process of a retired people’s group and understand the impact on their quality-of-life and behavior change of a Personalized Retirement Preparation Program using technological devices. Participants: People retired who have enjoyed paid employment and have never done a preparation program for retirement. Methods: The present study is a mixed design consisting of a Participatory-Action-Research and a quasi-experimental study. The qualitative tools used were semi-structured individual, group interviews, and field diary, and the quantitative tools were the sociodemographic variables sheet and the EuroQol-5D-5 L scale. Action plan development: It was developed with 26 participants divided into three groups, during five presential sessions, and using technological resources. Data analysis: It consists of the comparison pre-post action plan along with analysis of the interview transcriptions with a parallel convergent analysis between qualitative and quantitative data. Ethics: The Research Ethics Committee of Galicia has approved the protocol.

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