Ready to Lead

2019 ◽  
pp. 184-204
Author(s):  
Jess R. Weiler ◽  
Heidi B. Von Dohlen
Keyword(s):  
School Leaders ◽  
Core Competencies ◽  
Field Experiences ◽  
Leadership Preparation ◽  
Leadership Capacity ◽  
Preparation Program ◽  
Collaborative Dialogue ◽  
Leadership Standards ◽  
Integral Role ◽  
Principal Preparation Program

This chapter shares the way in which one principal preparation program builds and assesses leadership capacity through the use of a tool called Core Competencies for School Leaders or CCSL. The CCSL tool views competencies as actionable behaviors that can be observed and measured in both quantitative and/or qualitative ways. Competencies cross several leadership domains, determined primarily by established state and national leadership standards. The CCSLs provide relevant, contextually responsive, standard-based, and research informed field experiences. The authors purport the CCSLs and the wrap-around processes of which learning is dependent (e.g., reflection, collaborative dialogue, feedback), advance awareness, and capacity across leadership domains. Competencies serve to both build and evaluate leadership capacity. In conjunction with other research informed practices for leadership preparation, competencies can play an integral role in the development and growth of aspiring school leaders.

Enacting a Cycle of Inquiry Capstone Research Project in Doctoral-Level Leadership Preparation

2016 ◽  
pp. 1460-1481
Author(s):  
Shelby Cosner ◽  
Steve Tozer ◽  
Paul Zavitkovsky
Keyword(s):  
Doctoral Students ◽  
Leadership Preparation ◽  
Program Improvement ◽  
Research Experience ◽  
Preparation Program ◽  
Doctoral Level ◽  
Cycle Of Inquiry ◽  
Principal Preparation Program ◽  
The University ◽  
Professional Doctorates

Over the last decade, the doctorate in Urban Education Leadership at the University of Illinois at Chicago (UIC) has been redesigned to respond to two distinct but important challenges: (a) the challenge of creating greater distinction between the academic and professional doctorates, and (b) the challenge of improving the nature and quality of its principal preparation program. Within the context of a broader multi-year program improvement and redesign effort, program faculty designed and enacted an alternate Culminating Research Experience (CRE) for their doctoral students. This CRE emphasizes the leadership of cycles of inquiry for school-wide improvement over a two-year period of time and the subsequent analysis of this work using empirical and scholarly literature. The accounting provided in this article advances existing literature by making visible many of the important granular details associated with this CRE as well as considerations associated with its design and implementation within a doctoral-level leadership preparation program.

Obtaining Validation from Graduates on a Restructured Principal Preparation Program

2009 ◽  
Vol 19 (5) ◽  
pp. 533-558 ◽  
Author(s):  
Julia Ballenger ◽  
Betty Alford ◽  
Sandra Mccune ◽  
Donice Mccune
Keyword(s):  
Educational Administration ◽  
Research Effort ◽  
Leadership Preparation ◽  
Colleges Of Education ◽  
Preparation Program ◽  
Program Comparison ◽  
The Individual ◽  
Principal Preparation Program ◽  
Survey Responses ◽  
The University

Colleges of education have come under scrutiny in their preparation of principals. Even professors of education have joined in the criticism characterizing these programs as bankrupt, fragmented, and going down a road to nowhere (Norton, 2002). This article is part of a collaborative research effort of the University Council for Educational Administration, the goal of which is to engage the leadership preparation field more broadly in the individual and comparative study of each program's effectiveness and impact (Orr & Pounder, 2006). This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.

What’s Ethics Got to Do With It? Pedagogical Support for Ethical Student Learning in a Principal Preparation Program

2017 ◽  
Vol 12 (3) ◽  
pp. 239-272 ◽  
Author(s):  
Carol A. Mullen
Keyword(s):  
Educational Administration ◽  
Principal Preparation ◽  
Leadership Preparation ◽  
Leadership Education ◽  
Preparation Program ◽  
Full Member ◽  
Principal Preparation Program ◽  
Education In Ethics ◽  
The University ◽  
University Council

The article’s purposes are to review research on leadership education in ethics and examine a pedagogic intervention designed to raise consciousness about ethical leadership and learning within graduate school. A yearlong study—carried out in a principal preparation program that is a full member of the University Council for Educational Administration—is the basis of the development and impact of an ethics unit. Understandings of ethics regarding leadership preparation standards and social justice orientations for preservice cohorts are analyzed. Qualitative methods used are a targeted literature review and a document analysis of assignments. Directions for research, pedagogy, and practice end this discussion.

Enacting a Cycle of Inquiry Capstone Research Project in Doctoral-Level Leadership Preparation

2016 ◽  
pp. 162-183 ◽  
Author(s):  
Shelby Cosner ◽  
Steve Tozer ◽  
Paul Zavitkovsky
Keyword(s):  
Doctoral Students ◽  
Leadership Preparation ◽  
Program Improvement ◽  
Research Experience ◽  
Preparation Program ◽  
Doctoral Level ◽  
Cycle Of Inquiry ◽  
Principal Preparation Program ◽  
The University ◽  
Professional Doctorates

Over the last decade, the doctorate in Urban Education Leadership at the University of Illinois at Chicago (UIC) has been redesigned to respond to two distinct but important challenges: (a) the challenge of creating greater distinction between the academic and professional doctorates, and (b) the challenge of improving the nature and quality of its principal preparation program. Within the context of a broader multi-year program improvement and redesign effort, program faculty designed and enacted an alternate Culminating Research Experience (CRE) for their doctoral students. This CRE emphasizes the leadership of cycles of inquiry for school-wide improvement over a two-year period of time and the subsequent analysis of this work using empirical and scholarly literature. The accounting provided in this article advances existing literature by making visible many of the important granular details associated with this CRE as well as considerations associated with its design and implementation within a doctoral-level leadership preparation program.

Restructuring Educational Leadership Preparation: Identifying Needed Conditions

1994 ◽  
Vol 4 (1) ◽  
pp. 28-38 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Northern Colorado ◽  
University Of Northern Colorado ◽  
The University ◽  
Educational Leadership Preparation ◽  
Linkage Relationships

In this article, a description is presented of the strategy and steps that were followed at the University of Northern Colorado in restructuring its educational leadership preparation program. Details are provided concerning the ways in which changes were made, and how these changes were supported through attention to personnel issues, linkage relationships within the university, and linkages outside the university.

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