An Analysis of the Aspiring Principal Preparation Programs Provided by Florida School Districts PDF Download
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Author: Deborah E. Lawrence
Publisher: Universal-Publishers
ISBN: 1599423081
Category : Education
Languages : en
Pages : 223
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Book Description
The purpose of the study was to identify the basis of the aspiring principal preparation program (APPP) components Florida school districts provide to their aspiring principals and their relationship, if any, to the state and ISLLC Standards. A total of 50 school districts in Florida participated in this study. The research was guided by the following questions: To what extent do the Florida school districts provide a formal APPP to their current assistant principals? (b) Upon what are the formal APPPs for current assistant principals based: the Florida Principal Competencies (FPCs), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, or another source? (c) To what extent do the school district APPPs in the 67 Florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) Are there differences among the APPP components provided by Florida school districts of various sizes? The findings of the study were found through an examination of quantitative and qualitative data that were collected from the Florida Aspiring Principal Program Assessment (FLAPPA) survey and the school districts' APPP brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in Florida do provide an APPP for their aspiring principals, (b) the FPCs and the ISLLC Standards are a part of the bases of the components found in APPPs provided by Florida school districts, (c) Florida school districts do provide APPPs that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the APPP; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the APPP, (e) school districts in Florida recognized the need to modify and were in the process of modifying their APPPs according to the new Florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as APPP weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on Florida school districts redesign of their APPP components to identify whether or not the components are based upon the new Florida Leadership Standards, especially technology; and the ISLLC educational standards; and (b) further research on Florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an APPP, thus ensuring best practices in the APPP and improving the quality of their future principals.
Author: Deborah E. Lawrence
Publisher: Universal-Publishers
ISBN: 1599423081
Category : Education
Languages : en
Pages : 223
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Book Description
The purpose of the study was to identify the basis of the aspiring principal preparation program (APPP) components Florida school districts provide to their aspiring principals and their relationship, if any, to the state and ISLLC Standards. A total of 50 school districts in Florida participated in this study. The research was guided by the following questions: To what extent do the Florida school districts provide a formal APPP to their current assistant principals? (b) Upon what are the formal APPPs for current assistant principals based: the Florida Principal Competencies (FPCs), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, or another source? (c) To what extent do the school district APPPs in the 67 Florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) Are there differences among the APPP components provided by Florida school districts of various sizes? The findings of the study were found through an examination of quantitative and qualitative data that were collected from the Florida Aspiring Principal Program Assessment (FLAPPA) survey and the school districts' APPP brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in Florida do provide an APPP for their aspiring principals, (b) the FPCs and the ISLLC Standards are a part of the bases of the components found in APPPs provided by Florida school districts, (c) Florida school districts do provide APPPs that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the APPP; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the APPP, (e) school districts in Florida recognized the need to modify and were in the process of modifying their APPPs according to the new Florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as APPP weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on Florida school districts redesign of their APPP components to identify whether or not the components are based upon the new Florida Leadership Standards, especially technology; and the ISLLC educational standards; and (b) further research on Florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an APPP, thus ensuring best practices in the APPP and improving the quality of their future principals.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 498
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Book Description
Author: Arnold B. Danzig
Publisher: IAP
ISBN: 1641136952
Category : Education
Languages : en
Pages : 430
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Book Description
This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers—graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
Author: Susan M. Gates
Publisher:
ISBN: 9781977405166
Category : Education
Languages : en
Pages : 142
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Book Description
The authors examine how seven states are using state-level policy levers to improve the quality of school principals.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Author: Karen L. Sanzo
Publisher: IAP
ISBN: 1623967856
Category : Education
Languages : en
Pages : 307
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Book Description
The School Leadership Program (SLP) is a federal grant sponsored by the United States Department of Education. A hallmark of the grant is the connectivity between various agencies to provide quality leadership preparation and development programs for aspiring and current school leaders. These collaborative efforts involve community and educational stakeholders including districts, universities, city agencies, not-for-profit entities, foundations, private academic organizations, and others involved in the development of school leaders. Since its inception in 2002, over one hundred grants have been funded. This edited book’s purpose is to share innovative, research-based practices from the federally funded grants that are sustainable after the life of the grant and are able to be used throughout the field for preparing and developing aspiring and current school leaders. This book features the work of current and past grantees around their innovative practices and lessons learned about school leadership preparation and development, especially around the issue of sustainability of these practices upon completion of the grant. SLP Grantees share practical, usable lessons learned from their experiences with the grants, based on their research, project data, and practical experience.
Author: Valerie A. Storey
Publisher: IAP
ISBN: 1641135514
Category : Education
Languages : en
Pages : 282
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Book Description
Leading in Change: Implications for School Leadership Preparation in England and the United States considers the ways in which school leadership, and its preparation has changed and developed in response to a rapidly changing educational scenario over the past decade. Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors’ draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to ensure aspiring school leaders are successfully prepared to lead in a diversified and corporate school context. The book is divided into three sections. In the first section key topics covered include: • Relationship between school corporatization and leadership preparation in England and the United States • Comparative analysis of US charter schools and UK academy trusts Section two is focused on England. Key topics covered include: • System leadership and governance in networked systems • Role of a specialist leader • Role of social capital in the leadership of academy and free schools • Building leadership capacity • Women's leadership preparation in the independent sector Section three is focused on the United States. Key topics covered include: • Overview of current education reform, issues and challenges for school leadership • Historical analysis of standards for educational leadership preparation programs • Preparing charter school leaders, emerging challenges and opportunities • Role of a growth mindset in principal preparation programs • School leadership preparation and development in one state Leading in Change: Implications for School Leadership Preparation in England and the United States is essential reading for those who work, study, or research in k-12 school reform. Contributors examine the current research and best practices on present school leadership preparation programs in England and the US adding to the discourse on effective training methods for 21st century school leaders. Given the crucial importance of leadership for effective school performance, a number of strategies are proposed by chapter authors to help future school leaders operate successfully in demanding and changing times.
Author:
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 544
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Book Description
Author: Susan M. Gates
Publisher:
ISBN: 9781977401939
Category : School management and organization
Languages : en
Pages : 0
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Book Description
This report describes the implementation of The Wallace Foundation's Principal Pipeline Initiative and its effects on student achievement, other school outcomes, and principal retention.
Author: Linda Skrla
Publisher: Corwin Press
ISBN: 145220831X
Category : Education
Languages : en
Pages : 153
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Book Description
Use the power of equity audits to help eliminate achievement gaps and educational bias! Grounded solidly in theory and the use of data, this resource provides practical, easy-to-implement strategies for effectively using equity audits to ensure a high-quality education for all students, regardless of socio-economic class. Readers will discover how to increase equity awareness at school and district levels and remedy inequalities in teacher quality, program design, and student achievement by using: A set of “inequity indicators” for evaluating schools, generating essential data, and identifying problem areas Nine skill sets for improved equity-oriented teaching Charts, graphs, and support materials that can be customized for specific settings
