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.

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.

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.

Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

2012 ◽  
Vol 3 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Steve J. Rios ◽  
Daniel Reyes-Guerra
Keyword(s):  
Principal Preparation ◽  
Minority Group ◽  
Educational Leaders ◽  
Race To The Top ◽  
Department Of Education ◽  
Master's Program ◽  
Preparation Program ◽  
Chi Square ◽  
Principal Preparation Program ◽  
Initial Statistical Analysis

This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.

School Leadership of a One-to-One Laptop Initiative

2019 ◽  
Vol 30 (4) ◽  
pp. 356-374 ◽  
Author(s):  
Natalie B. Milman
Keyword(s):  
School Leadership ◽  
Teaching And Learning ◽  
Positive Impact ◽  
School Leaders ◽  
The United States ◽  
Laptop Initiative ◽  
Limited Bandwidth ◽  
Teachers And Students ◽  
One To One ◽  
The Impact

This qualitative case study examined school leaders’ roles, perceptions, and challenges leading a one-to-one (1:1) laptop initiative in a coeducational, independent middle, and high school in the United States. The findings revealed how the school leaders led the school’s 1:1 laptop initiative through collaborative, yet differentiated roles and responsibilities. Together, they established the school’s vision, planned and implemented the initiative, supported teachers and students, reflected on their practice, and made changes as needed. Generally, the school leaders regarded the 1:1 laptop initiative as having a positive impact on teaching and learning by increasing student collaboration and access to information, as well as fostering teachers’ reconceptualization of their practice. However, the impact on student achievement was inconclusive; they explained it was too early to gauge its impact. Challenges the school leaders experienced involved limited bandwidth, printing problems and students’ off-task behaviors. They addressed them as they would any nontechnology challenge through problem-solving, shared decision-making, and fidelity to the school’s mission and goals.

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.

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