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.

Reframing the Praxis of School Leadership Preparation through Digital Storytelling

2011 ◽  
Vol 6 (5) ◽  
pp. 145-161 ◽  
Author(s):  
Miguel Guajardo ◽  
John A. Oliver ◽  
Gregory Rodríguez ◽  
Mónica M. Valadez ◽  
Yvette Cantú ◽  
...  
Keyword(s):  
School Leadership ◽  
Digital Storytelling ◽  
Social Innovation ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Primary Data ◽  
Leadership Program ◽  
Social Constructs ◽  
Unit Of Analysis ◽  
Analysis And Synthesis

This article introduces a social innovation that contributes to the formation of educational leaders. Digital storytelling is employed as a process for data creation, analysis, and synthesis. Emerging educational leaders are guided through a process to better understand the experiences and social constructs that inform their identity. Through a dialogical and reflective mode this article employs a student's story, where the text of story emerges as the unit of analysis as it is embedded into the text as primary data. Technology complements the storytelling process to construct a digitalstory of self as the student embarks in a leadership program.

Communities of Practice Along the Texas-Mexico Border

2020 ◽  
pp. 78-97
Author(s):  
Jesus Abrego
Keyword(s):  
School Districts ◽  
Leadership Preparation ◽  
National Standards ◽  
Highly Qualified ◽  
Clinical Experiences ◽  
Preparation Program ◽  
University Leadership ◽  
Local School ◽  
Mexico Border ◽  
School Partnership

This chapter focuses on how one university leadership preparation program along the Texas-Mexico border made a deliberate and concerted effort to build a principal pipeline by establishing a local university school partnership with several local school districts along a border that is bilingual, bicultural, and binational. The preparation program focused on realigning to national standards, actively sought out collaborative feedback from district partners on the development of course assessments, the co-design of clinical experiences, establishing accessible in-district program scheduling, course instruction provided by highly qualified faculty, developing and implementing multiple program and course assessments, and established and implemented dispositions.

“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.

scholarly journals Making Preparation Practical

2018 ◽  
Vol 3 (1) ◽  
pp. 74-80
Author(s):  
James Marshall ◽  
Douglas Fisher
Keyword(s):  
Professional Development ◽  
School District ◽  
School Districts ◽  
School Leadership ◽  
Learning Experience ◽  
Instructional Leaders ◽  
State University ◽  
Preparation Program ◽  
San Diego State University ◽  
Development Applications

California faces an increasing shortage of well-prepared, competent school leaders. These future instructional leaders will be required to play critical roles to assure the success of the schools they will lead. San Diego State University, in collaboration with three partner school districts in the region, developed the five types of leaderly thinking model to represent a leader’s integration and application of the broad and disparate knowledge required to successfully lead a school. The model was designed to scaffold the design of administrative credential courses that accurately reflect the realities of school leadership. In doing so, the partners intend to provide candidates with experiences that reflect a leader’s true work and, through the authentic, practice-based learning experience, reduce the new administrator’s time to competence. This article presents the five types of thinking and highlights the implementation of this model into the preparation program. Additionally, it provides ideas to guide the model’s application in school district-based professional development applications.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

A review of program evaluations in an Australian independent school: Participants’ perspectives

2014 ◽  
Vol 58 (3) ◽  
pp. 262-277
Author(s):  
Jeanne Maree Allen ◽  
Julie Rimes
Keyword(s):  
Program Evaluation ◽  
Academic Integrity ◽  
Best Practice ◽  
Independent School ◽  
Evaluation Methods ◽  
Questionnaire Data ◽  
School Program ◽  
Program Evaluations ◽  
Documentary Analysis ◽  
Study Participants

This article reports on ways in which one Australian independent school seeks to develop and sustain best practice and academic integrity in its programs through a system of ongoing program evaluation, involving a systematic, cyclical appraisal of the school’s suite of six faculties. A number of different evaluation methods have been and continue to be used, each developed to best suit the particular program under evaluation. In order to gain an understanding of the effectiveness of this process, we conducted a study into participants’ perceptions of the strengths and weaknesses of the four program evaluations undertaken between 2009 and 2011. Drawing on documentary analysis of the evaluation reports and analysis of questionnaire data from the study participants, a number of findings were generated. These findings are provided and discussed, together with suggestions about ways in which the conceptualisation and conduct of school program evaluations might be enhanced.

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