Research in Learning and Teaching in Educational Leadership
1st Edition
Published on 1. January 2014
145 pages
978-1-62396-510-5 (ISBN)
Description
This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL SIG of AERA). The research includes superintendent preparation, a grow-your-own principal program, and an investigation into the instructional leadership practices of principals with respect to special education.
The LTEL SIG brings together professors and graduate students of educational leadership and administration, discipline specialists, educational theorists, curriculum developers, instructional technology specialists, learning specialists, educational researchers, classroom experts, practitioners, policy makers, and others concerned with Learning and Teaching in Educational Leadership.
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Liz Hollingworth | Arnold B. Danzig
Research in Learning and Teaching in Educational Leadership
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Content
- Front Cover
- Research in Learning and Teaching in Educational Leadership
- A Volume in UCEA Leadership
- Series Editors: Michelle D. Young, University of Virginia Liz Hollingworth, University of Iowa
- CONTENTS
- 1. Introduction: Learning and Teaching in Educational Leadership
- 2. Perceptions of Illinois School District Superintendents Regarding the Efficacy of Their Superintendent Preparation
- 3. Principal Succession Planning: How One School District Successfully Improves the Quality and Quantity of Principal Candidates
- 4. Principals' Knowledge of Special Education Policies and Procedures: Does It Matter in Leadership?
- 5. Future Directions for Research in Learning and Teaching in Educational Leadership
- UCEA Leadership
- Michelle D. Young and Liz Hollingworth, Series Editors
- Research in Learning and Teaching in Educational Leadership
- Edited by
- Liz Hollingworth University of Iowa
- and
- Arnold Danzig San Jose State University
- Information Age Publishing, Inc.
- Charlotte, North Carolina www.infoagepub.com
- About the LTEL SIG Kottkamp Award
- CHAPTER 1
- Introduction
- Learning and Teaching in Educational Leadership
- Arnold Danzig
- ABSTRACT
- What's in a Name? Teaching in Educational Administration (TEA) to the Learning and Teaching in Educational Leadership (LTEL) Special Interest Group
- Administration to Leadership
- Leadership Effects: Interdependence and Indirect Influences
- Focus on Learners as a Requirement of Educational Leadership
- Research on Educational Leadership: Person, Contexts, or Both
- Relationship to Learner-Centered Leadership
- Conclusion: Promoting Doctoral Research on Educational Leadership
- References
- CHAPTER 2
- Perceptions of Illinois School District Superintendents Regarding the Efficacy of Their Superintendent Preparation
- Arthur J. Fessler and Donald G. Hackmann
- Abstract
- Review of Research on the Superintendency and Superintendent Preparation
- Leadership for Learning
- Superintendent Licensure, Standards, and Preparation
- Research on the Superintendency
- Research Questions and Methods
- 1. Did superintendents perceive their superintendent preparation was effective in preparing them for their positions, and to what extent did their training emphasize the content of the leadership standards?
- 2. To what extent do superintendents perceive that leadership standards are important to their professional practice?
- 3. Do superintendents who received their superintendent endorsements after No Child Left Behind (NCLB) implementation place more emphasis on the content of the leadership standards than those trained prior to NCLB implementation?
- 4. To what extent are superintendents' perceptions about the emphasis on leadership standards in preparation programs related to their perceptions of the importance of these standards when performing their duties?
- 5. What changes do superintendents recommend to superintendent preparation programming?
- Findings
- Preparation for the Superintendency and Emphasis of Leadership Standards
- Importance of Leadership Standards to Superintendent Practice
- Programs' Emphasis of Standards Based Upon NCLB Implementation Date
- Comparison of Standards' Emphasis in Training to Importance in Performance
- Recommended Changes to Superintendent Preparation Programs
- Discussion and Implications
- Superintendents Generally Are Satisfied With the Quality of Their Training
- Differing Perceptions of Males and Females
- Curriculum Content in Superintendent Preparation and Absence of a Focus on Learning
- Prioritizing the Superintendents' Areas of Responsibility
- Recommendations
- Recommendations for School Districts
- Recommendations for Policymakers and Professional Organizations
- Recommendations for Leadership Preparation Programs
- Conclusion
- References
- Table 2.1. Demographic Profile of Respondents
- Table 2.2. Reliability Results for Emphasis and Importance Ratings Using Cronbach's Alpha
- Table 2.3. Emphasis and Importance Ratings for Functions Within Standards
- Table 2.3. (Continued)
- Table 2.4. Mean Emphasis Scores on Standards by Gender
- Table 2.5. Independent Sample t Test Results: Mean Emphasis Scores on Standards by Gender
- Table 2.8. Mean Emphasis Scores for Standards by NCLB Time of Endorsement
- Table 2.6. Mean Importance Scores on Standards by Gender
- Table 2.7. Independent Samples t Test Results: Mean Importance Scores on Standards by Gender
- Table 2.9. Pearson r Results for Emphasis and Importance
- Table 2.10. Paired Sample t Test Results Comparing Emphasis Scores to Importance
- Table 2.11. Recommended Revisions to Illinois Superintendent Preparation Programs
- CHAPTER 3
- Principal Succession Planning
- How One School District Successfully Improves the Quality and Quantity of Principal Candidates
- Shawn Joseph and Virginia Roach
- Abstract
- The Challenge: Finding High Quality Principals to Lead Schools
- Promising Practice: Developing a "Grow Your Own" District-Run Principal Training Program
- The Northwest School District Leadership Development Program
- 1. Long-term and planned: At the secondary level, new administrators begin as an assistant student administrator or an assistant principal 1 (AP1) and progress to an assistant principal 2 (AP2). Selected candidates can move to an assistant principal ...
- 2. Focused on student achievement: Each participant develops a professional development plan that is based upon evidence of student learning. In addition, there are trainings which include content to help participants develop an understanding of teac...
- 3. Job-embedded: All participants of the program are placed in a full-time administrative position and the principal where they are placed is the primary trainer. The participant's professional development plan is aligned with their assigned school...
- 4. Customized, but aligned with district goals: Training for each participant balances meeting the individual needs of the participant and the needs of the organization.
- 5. Supportive of reflective practice: The trainings are designed to develop reflective practitioners who can plan, act, and reflect. AP1 and AP2 participants have a development team that consists of the assistant principal or intern, the school princ...
- 6. Provides opportunities to work, discuss, and problem solve with peers: Participants are required to attend monthly seminars with a cohort of peers. Cohort groups participate in skill building, analyze case studies and critical incidents, and excha...
- Research Questions for the Study
- 1. What factors led school authorities to the decision to develop the secondary principal preparation program?
- 2. What resources (financial, facilities, human) were made available in the initial design of the secondary principal preparation program?
- 2a. What resources (financial, facilities, human) were made available over time to implement the secondary principal preparation program?
- 3. To what extent do the structures of the secondary principal preparation program reflect current research about effective principal preparation programs?
- 4. Is the program being implemented as designed?
- 5. Is the secondary leadership development program perceived to be an effective aspiring principal training program?
- 6. What areas of the secondary principal preparation program did participants see as strengths or as needing improvement?
- Conceptual Framework for Study
- Context
- 1. Role of the principal
- (a) Perceived forces that led to the need for a school district to develop a training program
- (b) Demographic data of principals during the time of program development
- (c) Attrition rates of principals during the time of development
- 2. Principal shortages experienced by the district
- (a) Perceived root causes of shortage during the time of program development
- 3. Perceived shortcomings of traditional preparation programs at the time of program development
- 4. "Grow Your Own Programs"
- (a) Perceived benefit of developing a district-level training program at the time of program development.
- Input
- Process
- Product
- Methodology and Study Design
- Findings
- Context Evaluation
- Input Evaluation
- Process Evaluation
- Product Evaluation
- Program Strengths as Reported by Various Stakeholders
- Areas of Improvement as Reported by Stakeholders
- Summary of Findings
- Discussion of Findings
- Implications and Recommendations for Practice
- Recommendations for School Districts Interested in Creating "Grow Your Own" Programs
- Recommendations for State Departments of Education
- Recommendations for Graduate Schools of Education
- NOTE
- References
- Table 4.1. Site Demographics
- Table 4.2. Demographics of the Participants
- CHAPTER 4
- Principals' Knowledge of Special Education Policies and Procedures
- Does it Matter in Leadership?
- Lindsay Jesteadt and Meredith Mountford
- Abstract
- Purpose of the Study
- Research Questions
- 1. What knowledge do Florida principals possess in the areas of special education policies and procedures, as defined by the Individuals with Disabilities Education Improvement Act of 2004?
- 2. What was the primary method (i.e., college coursework, district in- services, self-learning, on the job) by which principals purport to have learned the majority of special education policies and procedures?
- (a) Do principals who receive formal training (i.e., any level of college coursework in any program area) in special education have a greater level of overall knowledge in the area of special education policies and procedures than principals who did ...
- (b) Is there a relationship between the principals' knowledge levels in the area of special education policies and procedures, as defined by the six principles of IDEA 2004, and the method by which they received the majority of their knowledge for ...
- (c) Do principals who have prior teaching experience in the field of special education have a greater level of overall knowledge in the area of special education policies and procedures than principals who did not have prior teaching experience in th...
- (d) Is the level of overall knowledge in the area of special education policies and procedures similar among principals across different school sizes, as measured by school enrollment?
- (e) Is the level of overall knowledge in the area of special education policies and procedures similar among principals across community types (i.e., rural, suburban, and urban)?
- Conceptual Framework: Social Justice and Ethical Reasoning
- Social Justice
- Ethical Reasoning: Justice, Care, Critique, and Profession
- Review of Literature
- Principals' Knowledge of Special Education
- ISLLC Standards for Educational Leadership
- 1. reflect the centrality of student learning
- 2. acknowledge the changing role of the school leader
- 3. recognize the collaborative nature of school leadership
- 4. improve the quality of the profession
- 5. inform performance-based systems of assessment and evaluation for school leaders
- 6. demonstrate integration and coherence
- and
- 7. advance access, opportunity, and empowerment for all members of the school community (The Council of Chief State School Officers, 2008, p. 8).
- 1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
- 2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
- 3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
- 4. An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
- 5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
- 6. An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context (p. 14).
- Florida's Principal Leadership Standards
- William Cecil Golden School Leadership Development Program
- Research Design and Methods
- Site and Population Characteristics
- Sampling Procedures
- Instrumentation
- Instrument Validity and Usability
- Data Collection
- Data Analysis and Findings
- Descriptive Statistics
- Principals' Knowledge of Special Education Policies and Procedures
- Where Principals Acquired Their Knowledge of Special Eduation Policies and Procedures
- Statistical Analyses
- Formal Training
- Method of Learning
- Prior Teaching Experience
- School Size and Community Type
- Discussion of Findings
- Knowledge of Special Education Policies and Procedures
- Methods of Knowledge Acquisition
- Amount of Coursework
- Career Path
- Conclusions
- Social Justice
- Ethical Reasoning in Educational Leadership
- Ethic of justice
- Ethic of Critique
- Ethic of Care
- Ethic of the Profession
- Implications
- REFERENCES
- Table 4.3. Background of Participants
- Table 4.4. Training and Education of Participants
- Table 4.5. In-Service, Workshop, and Conference Training of Respondents
- Table 4.6. Form of Greatest Assistance for Special Education Needs of Respondents
- Table 4.7. Item Analysis Results for Hypothetical Scenarios
- Table 4.8. Item Analysis Results of Where Principals Report to Have Received Knowledge
- Table 4.9. ANOVA for Principals' Knowledge of Special Education Policies and Procedures by Number of Special Education Courses Taken
- Table 4.10. ANOVA for Principals' Knowledge of Special Education Policies and Procedures, as Defined by the Six Areas of IDEA 2004, by Method of Knowledge Acquisition
- Table 4.11. Methods By Which Principals Report To Have Received Knowledge
- Figure 5. 1. Components of a complete program evaluation.
- CHAPTER 5
- Future Directions for Research in Learning and Teaching in Educational Leadership
- Liz Hollingworth
- Abstract
- Research in Learning and Teaching in Educational Leadership
- Educational Leadership Program Evaluation
- Common Themes: The Internship Experience
- Common Literature Informing Research on Leadership Preparation
- Final Thoughts
- NOTE
- References
- About the Authors
- Back Cover
