Developing An Open Group Strategy Through Sunday School Leadership Training

A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.

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Research on the Performance Measurement of High School Leadership Training Camps

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.468-471.2335 ◽

2012 ◽

Vol 468-471 ◽

pp. 2335-2340

Author(s):

Chang Chun Tsai ◽

Cheng Jung Lee

Keyword(s):

Training Program ◽

School Leadership ◽

Balanced Scorecard ◽

Leadership Training ◽

Descriptive Analysis ◽

Factors Affecting ◽

High School Leadership ◽

Human Resource Training ◽

One Way Anova ◽

Program Data

This paper thus applies Balanced Scorecard to construct performance measures according to the stated goals and actual results of the training program. Data collected through a questionnaire survey is analyzed using descriptive analysis, one-way ANOVA, and factor analysis to explore factors affecting the performance of the training program, differences caused by environmental and individual factors, and the causes of these differences. Finally, suggestions on the application of the proposed measures to analyze the effectiveness of human resources training are provided. These suggestions can be a basis for the future implementation or improvement of human resource training programs.

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Intellectual histories of school leadership: implications for professional preparation

Acta Didactica Norge ◽

10.5617/adno.3988 ◽

2016 ◽

Vol 10 (4) ◽

pp. 27-47 ◽

Cited By ~ 1

Author(s):

Helen Gunter

Keyword(s):

Social Science ◽

School Leadership ◽

Intellectual History ◽

Leadership Training ◽

Leadership Preparation ◽

Professional Preparation ◽

The Past ◽

Science Projects ◽

History Of

Det skiftet som har funnet sted i England når det gjelder innholdet i og organiseringen av skolelederopplæringen, danner utgangspunktet for en presentasjon av et teoretisk rammeverk som kan hjelpe oss til å forstå utviklingen av skoleledelse som intellektuelt felt over tid. Rammeverket er basert på forskning om skoleledelse i en engelsk kontekst i løpet av de siste ti årene og består av fem kategorier som er gjensidig knyttet sammen: Kunnskapstradisjoner, kunnskapsformål, kunnskapsdomener, kontekster og nettverk. Ved hjelp av disse kategoriene identifiseres sentrale trender i utviklingen av skoleledelse som intellektuelt felt i England. Avslutningsvis vises det til implikasjoner om, med og for profesjonen og for videre forskning både i England i andre kontekster.Nøkkelord: skoleledelse, forskningsfeltets intellektuelle historie, ledelsestrening, ledelsesutdanningAbstractThe shift from professional preparation for headship to leadership training in England is the site for the presentation and deployment of a framework for constructing intellectual histories of school leadership. The framework has been developed based on research undertaken in the past decade through conducting independently funded social science projects. The reading of field outputs combined with fieldwork data has produced a five-part framework that examines knowledge traditions, purposes, domains, contexts and networks. In using this framework to examine the intellectual history of the field in England I identify certain key trends in England, where I consider the implications of this about, with and for the profession and for further research both in England and in other contexts.Keywords: school leadership, intellectual histories, leadership training, leadership preparation

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Developing Mentoring Teams For Sunday School Leadership

10.2986/tren.049-0424 ◽

2004 ◽

Author(s):

G. Terry MARTINAZ

Keyword(s):

School Leadership ◽

Sunday School

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Leadership Preparation and the Career Paths of Black Principals

Education and Urban Society ◽

10.1177/00131245211001905 ◽

2021 ◽

pp. 001312452110019

Author(s):

Risha R. Berry ◽

Robert Martin Reardon

Keyword(s):

School Leadership ◽

Leadership Training ◽

Leadership Preparation ◽

Schools And Staffing Survey ◽

Black And White ◽

Equal Chance ◽

Black Principals ◽

Administrative Experience ◽

White Principals ◽

Informal Process

Leadership training and administrative experience are key components of sponsored mobility as the candidate’s participation in district- or school-sponsored training for aspiring school principals combined with the opportunity to avail of administrative experiences effectively constitute a pipeline to the principalship. The literature reveals that principals are the primary sponsor of teachers entering into the principalship pipeline. We conceptualize two of the above key areas (leadership training & administrative experience) as components of contest mobility and the other two (participation & opportunity) as components of sponsored mobility. Contest mobility encompasses academic credentialing and management experience and assumes every candidate has an equal chance and the same opportunity as any other candidate to contest for a school leadership position. These actions are not sponsored by the candidate’s district or school. In contrast, sponsored mobility encompasses the informal process used to facilitate transition to leadership for some teachers, but not for others. We use restricted data from the 2011 to 2012 Schools and Staffing Survey (SASS) to discern whether there were differences between Black and White principals’ exogenous contest mobility and endogenous sponsored mobility prior to the attainment of their principalships.

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School leadership preparation in Malaysia

Educational Management Administration & Leadership ◽

10.1177/1741143216662922 ◽

2016 ◽

Vol 45 (6) ◽

pp. 1002-1019 ◽

Cited By ~ 7

Author(s):

Ashley Yoon-Mooi Ng

Keyword(s):

School Leadership ◽

Leadership Training ◽

School Principals ◽

Leadership Roles ◽

Ministry Of Education ◽

Educational Management ◽

High Performing ◽

Central Direction ◽

Materials Used ◽

Training Programmes

This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.

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