Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools

2021 ◽  
pp. 194277512110184
Author(s):  
Kristine J. Melloy ◽  
Amie Cieminski ◽  
Todd Sundeen
Keyword(s):  
Special Education ◽  
Graduate Students ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
The Body ◽  
Preparation Programs ◽  
Knowledge And Skills ◽  
Inclusive Schools ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.

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 Community Redefined: School Leaders Moving from Autonomy to Global Interdependence through Short-Term Study Abroad

2011 ◽  
Vol 21 (1) ◽  
pp. 254-274 ◽  
Author(s):  
Janis B. Fine ◽  
Krista W. McNamara
Keyword(s):  
Educational Leaders ◽  
Leadership Preparation ◽  
Global Learning ◽  
Global Knowledge ◽  
Short Term ◽  
Term Study ◽  
Preparation Programs ◽  
Short Term Study ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

This paper will present a framework for how to use global learning to develop in today’s educational leaders the conceptualization and disposition to bring about the revolutionary changes that eliminate marginalizing practices in schools. By providing a global framework to guide this development, tomorrow’s educational leaders will be provided with the learning they need to address the problems they will face in the future. Such a strategy aims to revitalize educational leadership preparation programs and increase student engagement by showing the relevance of global knowledge to education’s most urgent social, ethical, and civic challenges.

scholarly journals How Exemplary Educational Leadership Preparation Programs Hone the Interpersonal-Intrapersonal (i2) Skills of Future Leaders

2019 ◽  
Vol 7 (2) ◽  
pp. 1-11 ◽  
Author(s):  
Bryan A. VanGronigen ◽  
Kathleen M.W. Cunningham ◽  
Michelle D. Young
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Coach Leadership ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

John P. Kotter argues that business schools continue to prepare leaders for 20th century needs, as they typically teach students how to manage an organization, rather than how to lead one. In this article, we explore how Kotter’s assertion applies to educational leadership preparation programs. We examine the ways a purposive sample of exemplary programs structure and implement learning experiences for aspiring educational leaders. Leveraging our findings from these cases and the literature on transformational learning and leadership, we argue that today’s programs should include “powerful learning experiences” that challenge and coach leadership candidates to build the skills and capacities necessary to both manage and lead organizations. If educational leaders are the “driving subsystem” for school improvement efforts, then leadership preparation must move aspiring leaders beyond technical competence and toward the more transformational aspects of leading.

Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices

2016 ◽  
pp. 913-929
Author(s):  
Lou L. Sabina ◽  
Katherine A. Curry ◽  
Edward L. Harris ◽  
Bernita L. Krumm ◽  
Vallory Vencill
Keyword(s):  
Doctoral Programs ◽  
Doctoral Program ◽  
Leadership Preparation ◽  
Lessons Learned ◽  
Cohort Model ◽  
Preparation Programs ◽  
System 2 ◽  
Domestic Practices ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

This chapter discusses the successes, strengths, and lessons learned during a five-year international Ed.D. program, which took place from 2007 to 2012 in Belize through a partnership with the Consortium for Belize Educational Cooperation. The objectives of the chapter are to (1) provide a brief history and explanation of the program including an overview of the Belize educational system, (2) explain how the program filled a need for both our institution and the country of Belize, (3) discuss the strengths and lessons learned in this cohort model for international educators, (4) offer a framework for other educational leadership preparation programs that might attempt international cohort-model doctoral programs, and (5) suggest implications for improving domestic practices through faculty and student participation in an international doctoral program.

Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices

2017 ◽  
pp. 765-781
Author(s):  
Lou L. Sabina ◽  
Katherine A. Curry ◽  
Edward L. Harris ◽  
Bernita L. Krumm ◽  
Vallory Vencill
Keyword(s):  
Doctoral Programs ◽  
Doctoral Program ◽  
Leadership Preparation ◽  
Lessons Learned ◽  
Cohort Model ◽  
Preparation Programs ◽  
System 2 ◽  
Domestic Practices ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

This chapter discusses the successes, strengths, and lessons learned during a five-year international Ed.D. program, which took place from 2007 to 2012 in Belize through a partnership with the Consortium for Belize Educational Cooperation. The objectives of the chapter are to (1) provide a brief history and explanation of the program including an overview of the Belize educational system, (2) explain how the program filled a need for both our institution and the country of Belize, (3) discuss the strengths and lessons learned in this cohort model for international educators, (4) offer a framework for other educational leadership preparation programs that might attempt international cohort-model doctoral programs, and (5) suggest implications for improving domestic practices through faculty and student participation in an international doctoral program.

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.

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

2019 ◽  
Vol 15 (4) ◽  
pp. 303-329 ◽  
Author(s):  
David E. DeMatthews ◽  
Stephen Kotok ◽  
Amy Serafini
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
Students With Disabilities ◽  
Leadership Practices ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Beliefs And Values ◽  
Inclusive Schools ◽  
Research Questions ◽  
Successful Principals

This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.

Professing Educational Leadership: Conceptions of Power

2002 ◽  
Vol 12 (6) ◽  
pp. 693-720 ◽  
Author(s):  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
School Settings ◽  
Educational Leadership Preparation Programs ◽  
The Relationship ◽  
Educational Leadership Preparation

This article focuses on power, its conception, and its enactment during decision making. Its purpose is to lay the groundwork for the intentional infusion into educational leadership preparation programs of classroom experiences that develop, encourage, and support leaders who attend to social justice issues while making decisions related to children. The article begins with a discussion of two modern conceptions of power and a mixed version of the two, followed by an exploration of the relationship between conceptions of power and the enactment of power in decision making. The second part of the article is in the form of a case that has been designed to draw attention to some of the difficulties administrators encounter when they try to understand and use power with others rather than over others. The case study is based on actual events that have occurred in public school settings. The final part of the article contains a self-reflective experience designed to facilitate the exploration of an individual's conceptualization of the term power.

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