Author: Edward L. Hicks
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 153
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Book Description
School districts across the nation are grappling with the issue of high principal turnover coupled with a decrease in number of experienced applicants to fill vacancies (Guterman, 2007; Hall, 2008; Johnson, 2005; United States Department of Education, 2010; Villani, 2008). In addition, college preparation programs are being called into question as to whether they are producing educational leadership graduates prepared for the multifaceted rigors of the principalship (Hudson, 2009). As a result, local districts are discovering that being licensed as a principal provides little surety that a new inductee will be able to perform optimally in his or her leadership role. Central District (a pseudonym for the school district that is the focus of this study) is not immune to the trend of increased numbers of novice principals assuming leadership positions within schools with more than half of its principals being identified as novice (defined in this study as having fewer than three years of experience in the principalship). The central purpose in this problem of practice study was to design a professional development program for the induction of novice principals that would suit best the needs of novice principals within Central District and contribute to breaking the cycle of principals becoming discouraged or failing within their first few years and leaving the principalship. The research process within this study involved both quantitative and qualitative phases in order to gather both numerical and perceptual data. Data was gathered from three primary sources; novice principals (those with less than three years of experience), principals categorized as experienced (greater than three years of experience), and district assigned mentors. Through analysis of numerical data from surveys and the development of grounded theory, I identified what existing supports are working well within the district and where gaps exist. These data-collection and analysis phases informed a synthesis of best practices distilled from a review of the professional development literature, and culminated in a professional development program design for induction tailored to the needs of Central District.
Author: Cheryl Wilson
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
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Book Description
The demands of principals have increased drastically over the years and principals are overwhelmed as they accept the responsibility for an entire school. With an emphasis on performance and accountability and realizing that the principal0́9s contribution to student learning is second only to the teacher, school districts are seeking tools to develop highly effective principals. This study investigated the problem of too few experienced administrators in Craven County Schools. The problem of practice grew out of concern from Superintendent Dr. Lane Mills and the district leadership team as they reviewed the experience levels of the principals. The questions examined were: 1. Using the continuous improvement model, what is the comprehensive design of a Principal Induction Program to prepare school leaders for effective leadership in Craven County? 2. Based on the literature review, anecdotal notes, surveys, emotional intelligence test, and interviews, what components are deemed essential to be a highly qualified principal in Craven County? The results of the data collected found: (1) The principalship requires a multidimensional leader (2) Principals of various experience levels perceive themselves differently than others; and (3) Principals support should include a multifaceted approach through individualized and cohort based activities. Findings from this research reinforced the importance of a Craven County Principal Induction Program. The data collected will be used in preparing Craven County Schools0́9 administrators for the work of a twenty-first century principal, one who focuses on learning and balances the managerial responsibilities. Z. Smith Reynolds recognized the Craven County Schools commitment to leadership and the district was awarded a grant of ninety thousand dollars to ensure that support for their leaders continue.
Author: Kathy Treasa Putz Spencer
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 378
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Book Description
Author: Elaine L. Wilmore
Publisher: Corwin Press
ISBN: 148336268X
Category : Education
Languages : en
Pages : 185
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Book Description
This leadership induction program focuses on the importance of an effective induction process in the recruitment, development, and retention of school principals.
Author: Susan Villani
Publisher: Corwin Press
ISBN: 9780761931461
Category : Education
Languages : en
Pages : 320
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Book Description
A well-prepared new principal is essential to the success of an entire school. So why is it one of the least supported positions in the building? The author addresses the key question of how well new principals are prepared and supported. This is an ideal resource for developing a mentoring or induction program for principals, or for enhancing existing programs. This text offers a close examination of the state of principalship and the needs of new principals, as well as a detailed compilation of principal mentoring and induction programs throughout the United States.
Author: Dana Avery Harman
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
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Book Description
Being a school principal is harder than it has ever been before and is becoming increasingly more difficult due to constant, pressing economic, technological, and global changes. Most novice principals will not have a successful first-year experience; they will be expected to effectively lead their schools with little practical knowledge and minimal, if any, support from their school district. This study provides information describing the first-year experience of novice principals and what novice principals want from their district in terms of support and induction. The qualitative data used in the analysis are from interviews conducted with 7 principals, all having less than 5 years in the principalship. Findings show that novice principals want to participate in induction programs specifically designed to meet their needs as well meeting the district's needs. More specifically, they want well-suited mentors, regular formal meetings with their superintendent, and regular informal meetings with their peer groups. Considering that school improvement, strong student achievement, and a school culture focused on student learning almost solely rest on the quality of school leadership, this research is significant in identifying novice principals' needs for professional learning support at the district level. Furthermore, recent literature provided by the Georgia State Department of Education indicated the number of principals leaving their positions is increasing; many are retiring, but a large percentage is leaving the principalship, if not public education all together.
Author: Lori T. Powell
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 242
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Book Description
This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the effectiveness of the program and report the data collected. -- This study involved descriptive statistics applied to surveys sent to the three participating groups. Also, descriptive statistics were used to analyze more in-depth data collected through face-to-face interviews with participating individuals from the three groups. The survey was conducted online, and notes from the interviews were transcribed and analyzed. This study involved both quantitative and qualitative research/data. -- The researcher organized the findings and the reported the data by research question. Data were categorized into themes that emerged through the analysis of survey data as well as text analysis applied to interview results. The qualitative data on the needs of new teachers yielded the following themes: (1) clarification of expectations, (2) additional resources to support instruction, (3) classroom management, (4) organization and time management, and (5) lesson planning and assessment. However, the Likert-scale questions on the survey demonstrated that new teachers struggle with differentiation of instruction for students who master content quickly and differentiation for students who struggle with new concepts. -- Recommendations for future research are included based on analysis of data collected through this study. Both qualitative and quantitative data analyzed in this study reveal a discrepancy between the perceptions of beginning teachers, mentoring teachers, and administrators as related to the needs of beginning teachers.
Author: Courtney Beth Acosta
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Clarity among principal supervisors to do their work is critical for student success, as their efforts affect principals, but the literature lacks information about the induction practices for principal supervisors. The purpose of this study was to identify the learning experiences and induction practices in school districts that principal supervisors believed most supported them as novices in the role. This study design was qualitative, naturalistic field research and involved interviews and document analysis. The researcher analyzed the induction practices had by 12 principal supervisors who had been in their roles for at least 3 years and who represented eight school districts in Texas. Four research questions asked about: (a) induction practices existing in school districts to address the needs of principal supervisors, (b) strengths of current principal supervisor induction practices, (c) weaknesses of current principal supervisor induction practices, (d) induction practices that would have supported success in the new principal supervisor role. Seven themes represented induction practices: (a) no formal or systematic induction practices in the district, (b) on-the-job experiential learning, (c) self-study for learning about the district and the work of supervising principals, (d) received external organization guidance used for induction support, (e) support from current and former supervisors, (f) some induction experiences provided by districts, (g) formal mentoring. Five themes represented induction strengths: (a) community experiences; (b) clarity of district goals, values, beliefs, frameworks, languages, and history through communication and documentation; (c) support and coaching from supervisors; (d) goal setting expectations; (e) informal cohort experiences. Five themes formed induction weaknesses: (a) lack of an intentional system of onboarding and induction, (b) lack of formal cohort experiences, (c) lack of background information provided about districts’ important historical moments, (d) lack of effective sharing of districts’ frameworks and languages, (e) no differentiation of internally and externally hired new principal supervisors’ needs. Finally, three themes represented practices that would have better-supported induction success: (a) formal system of induction; (b) formal learning opportunities about district history, frameworks, languages, attitudes, and beliefs and for role clarity; (c) formal and structured learning experiences on the job
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: Elizabeth F. Fideler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 324
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Book Description
