Educational Leadership Program Effectiveness: Evaluation From Graduates and Their Principals (original) (raw)
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International Journal of Higher Education, 2015
In this study, faculty members of an educational leadership program, situated in a large urban university in the southeastern region of the United States, utilized focus group research to determine the perceptions of K-12 assistant principals regarding the effectiveness of an educational leadership program, and to provide recommendations for program leaders for program improvement to increase job preparedness for emerging school leaders. This qualitative study included collecting, transcribing, and analyzing data from two focus group interviews. The nine study participants had all graduated from an educational leadership program at the focus institution and were actively serving as assistant principals in the university service area. Researchers determined common themes and patterns from the data. Findings indicated that, while respondents felt generally well prepared by their university leadership program, they also identified challenges faced by assistant principals today as complex and consequential in nature. Respondents spoke of responsibilities beyond the realm of traditional program preparation that required the acquisition of skills learned through real life applications. The formal acquisition of knowledge that was theoretical, practical, and methodological was not minimized, but rather placed in cultural context, providing insight and implications for the leadership preparation program improvement.
International Journal of Educational Leadership Preparation, 2014
Administrators in K-12 education possess the ability to effectively model and ensure quality teaching for learning for students. In order to achieve this level of student success, educational leaders must be competent and visionary as well as display transformational leadership (DeVita, Colvin, Darling-Hammond, & Haycock, 2007). As high standards and stricter measures of accountability continue, it is critical that educational leadership programs provide experiences and skills that will prepare the leaders of tomorrow and assist in creating a qualified pool of applicants filled with trained professionals who know how to envision and implement the necessary functions of a school (Bottoms & O'Neill, 2001). The discrepancy and challenge will come in identifying what the essential skills, courses, and experiences for aspiring administrators should be and in maintaining a curriculum of such that is reflective of the ever-changing needs of school divisions (Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M., 2007). Leadership in schools should serve as the bridge which connects the various reform efforts through specific plans and measures for assessment (DeVita et al., 2007). Leithwood, Day, Sammons, Harris, and Hopkins (2006) concur that the main focus of leadership is using influence to direct the organization toward an established and shared vision. Though the vision of what a successful educational leader should be might be clear, the path toward assisting individuals develop this leadership capacity is murkier. Leithwood, et al. go on to state that not all individuals possess the same capacity for leadership potential and that there is an inherent need to identify those with this potential to recruit the highest level of educational leaders rather than settling for mediocrity. Once a program has recruited quality students, there may be an additional layer of dissonance between educational leadership university faculty and the school administrators who they work to shape in regard to what takes priority. As faculty design leadership preparation programs, they often utilize common curriculum, internship and field-based experiences, and mentoring. The curriculum and projects, however, tend to lack grounding in research, according to a study that examined syllabi from exemplar programs (Davis, Darling-Hammond, LaPointe, & Meyerson, 2007). Conversely, in a 2007 study examining 200 recent graduates of principal preparation programs, participants identified an overuse of theory without practical application and irrelevant content as two critiques of their program (Edmonds, Waddle, Murphy, Ozturgut, & Caruthers, 2007). These two studies from two different perspectives assess preparation at opposite ends of a spectrum of theory and practice. As those who seek to improve leadership preparation programs strive for innovation, it is important to take the difficult first-step of acknowledging that we may need to improve and align to a new version of K-12 school leadership than what history required. Hess and Kelley (2005) reported that, "The evidence indicates that preparation has not kept pace with changes in the larger world of schooling, leaving graduates of principal preparation programs illequipped for the challenges and opportunities posed by an era of accountability" (p. 35). This kind of investigation requires regular review as the skills, knowledge, and attitudes necessary will evolve over time. Work done since this 2005 study by organizations such as the University Council for Educational Administration Task Force on Evaluating Leadership Preparation Programs has provided a scaffold for programs to use to self-assess their program through short and long-term outcomes. These efforts have shown pockets of improvement that are reaching a larger scale
Council for Educational Administration (UCEA) and the Teaching in Educational Administration Special Interest Group (TEA-SIG) of the American Educational Research Association (AERA) recently formed a joint taskforce to study the preparation of leaders in educational administration. The taskforce has drawn together scholars in the field of educational leadership to assess the availability and quality of research on pre-service principal and superintendent preparation. It is also charged with establishing standards for research and recommending future directions for research in this area. While other members of the taskforce addressed issues of curriculum, pedagogy, and theories of educational leadership preparation, the work of Domain 7 of the taskforce was to examine the literature on current delivery models of educational leadership preparation programs, and to determine which aspects of delivery have been studied. We reviewed all available articles and chapters that dealt with the aspect of program delivery-both in educational administration at the PreK-12 level and in some selected other fields to provide instructive comparison. In this report we first synthesize the literature, then we make recommendations for further study.
Effectiveness of graduate programs in administrative and instructional leadership
Purpose -The purpose of this paper is twofold: to assess the effectiveness of the school building and school district leadership programs within the School of Education at a large private university and to find areas for improvement in these programs. Design/methodology/approach -This study utilized a qualitative grounded theory research strategy using a case study approach of two campuses of the university. Each case study utilized the same data collection methods and data analysis procedures in order to increase validity. Findings -The key findings revealed that the graduates emphasized the importance of professional support via a cohort structure, a sound program philosophy, and a comprehensive and coherent curriculum. Recruitment and administrative internships were two effectiveness criteria not emphasized by the participants. Thus, the findings suggest the program could be enhanced by the creation of leadership portfolios and quality administrative internships. These findings are also consistent with the transfer of learning theory. Research limitations/implications -Educational leadership preparation programs continue to be highly relevant fields of study as society places greater expectations on school leaders for meeting learning outcomes and educational standards. Increased calls for accountability have initiated more research on conditions and other factors that lead to enhanced student learning in these programs. To the extent that other universities have similar programs in place, the findings may benefit them in developing or improving their own program(s). Practical implications -The paper includes implications for the development of innovative programs in administrative and instructional leadership. The findings of this study suggest the program could be enhanced by the creation of leadership portfolios (digital and non-digital) as a culminating experience to summarize accomplishments, demonstrate competencies, and to serve as an authentic form of assessment, as well as the creation of quality administrative internships to provide students with reallife opportunities while they go through the program. Originality/value -This paper fulfils an identified need to study those program characteristics that have been shown to have the strongest relationship to school improvement.
Evaluating the Results of Innovative Practices in Educational Leadership Programs
North Carolina's legislature mandated changes in principal preparation programs and funded a program for Principal Fellows to receive loans for a full-time, 2-year program toward initial administrator licensure. This paper examines data from three innovative components in one university's program under that mandate: extended internships, simulation, and leadership portfolios. Data from the full-time extended internship indicated that Principal Fellows were very satisfied with the experience they gained and were better prepared for entry-level administrative positions than their part-time counterparts. They took on more challenging assignments, especially in areas like student discipline and teacher leadership. Full-time interns participating in the Springfield simulation (a 7-hour simulation of the Springfield School District at work) had the opportunity for individualized development of leadership skills, receiving feedback from experienced administrators and peers which en...
A Program Evaluation of a Leadership Academy for School Principals
2014
This program evaluation focused on mid-range outcomes of a leadership academy for school principals. The mixed-methods evaluation included interviews, principals’ instructional observation database, and teacher surveys. The Principal Academy program was designed to build principals’ knowledge of high-yield instructional strategies (Hattie, 2009), expertise with tools to collect classroom data that provide immediate feedback to teachers, and facilitate collaborative observation conferences to engage teachers in professional learning to improve classroom instructional practices. Participants in the study included Academy leaders and directors, principals, and identified teachers. Interviews revealed evidence of principals’ increased knowledge of intended instructional strategies and targeted professional learning for teachers associated with the instructional strategies. During the Academy, principals’ accuracy and rate of instructional observations increased. Teachers reporting highe...
2007
Principals play a vital role in setting the direction for successful schools, but existing knowledge on the best ways to prepare and develop highly qualified candidates is sparse. What are the essential elements of good leadership? What are the features of effective pre-service and in-service leadership development programs? What governance and financial policies are needed to sustain good programs? The School Leadership Study: Developing Successful Principals is a major research effort that seeks to address these questions. Commissioned by The Wallace Foundation and undertaken by the Stanford Educational Leadership Institute in conjunction with The Finance Project, the study examines eight exemplary pre-and in-service program models that address key issues in developing strong leaders. Lessons from these exemplary programs may help other educational administration programs as they strive to develop and support school leaders who can shape schools into vibrant learning communities.
Educational Leadership: Empowering Minds, Inspiring Success
Amazon, 2023
In the dynamic field of education, effective leadership is paramount to fostering a culture of growth, innovation, and success. Educational leaders serve as beacons of inspiration, guiding students, educators, and institutions toward their highest potential. They possess the remarkable ability to empower minds, ignite passion, and shape the future of education. With great pleasure, I introduce this book, "Educational Leadership: Empowering Minds, Inspiring Success." This comprehensive and insightful guide delves into the multifaceted world of educational leadership, offering a wealth of knowledge, strategies, and practical advice for aspiring and seasoned leaders alike. The authors of this book have harnessed their deep understanding of educational leadership and their vast experience in the field to create a resource that is both actionable and transformative. They navigate the intricacies of leadership styles, examining the strengths and limitations of each approach and showcasing their applications in educational settings. From transformational leadership to instructional leadership, from ethical leadership to servant leadership, this book comprehensively explores leadership styles that can help educational leaders excel in their roles. Beyond leadership styles, the book dives into critical topics such as promoting equity and inclusion, embracing technological advancements, navigating policy changes, managing limited resources, and fostering parent and community engagement. It also emphasizes the importance of emotional intelligence, self-reflection, and continuous professional growth for effective leadership. With each chapter, the authors provide actionable insights and practical strategies that leaders can implement to create meaningful change and empower students and educators. What sets this book apart is its unwavering focus on student success. The authors recognize leadership's significant impact on student outcomes and highlight the need for leaders to create a student-centered environment. Leaders can inspire minds and propel students toward excellence by fostering a culture of continuous improvement, promoting best practices in teaching and learning, and providing opportunities for student leadership and agency. As I reflect on the importance of educational leadership, I am reminded of leaders' profound influence on shaping the lives of individuals and the broader society. Educational leaders have the power to ignite a spark within students, instilling in them a love for learning, a thirst for knowledge, and the confidence to pursue their dreams. They create inclusive and supportive environments where students can thrive, excel, and contribute meaningfully to the world. I commend the authors for their dedication, expertise, and commitment to excellence in educational leadership. Their collective wisdom and insights will undoubtedly inspire and empower leaders to make a lasting impact in the lives of students and the educational community. To all the educational leaders, administrators, educators, and individuals passionate about creating positive change in education, I urge you to delve into the pages of this book. May it serve as a guiding light, empowering your journey and inspiring you to become the transformative leader our educational system needs. Together, let us embrace the noble mission of educational leadership and empower minds to achieve the extraordinary. Through our collective efforts, we can create a future where every student has the opportunity to flourish, succeed, and become the leader of tomorrow.