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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: 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: Elaine L. Wilmore
Publisher: Corwin Press
ISBN: 1483360490
Category : Education
Languages : en
Pages : 185
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Book Description
Finally, a standards-based leadership induction program that will help every principal flourish! Many school administrator candidates enter the principalship with great potential, but sometimes lack the critical guidance to ensure their success. With the many challenges facing principals daily, it is imperative for new and seasoned principals alike to remain informed, rejuvenated, and passionate about providing students with a quality education and supporting high quality teachers and an effective staff. Principal Induction focuses on the importance of an effective induction process in the recruitment, development, and retention of school principals. The first of its kind, this standards-based format seamlessly weaves the new Educational Leadership Constituent Council (ELCC) standards—resulting from the work of ten leading educational organizations interested in school leadership and improvement—into the principal induction process. Developing this unique approach, while providing encouragement and support, Wilmore produces case studies, professional development activities and how-to′s for: Improving schools by enhancing the human and leadership qualities of administrators Promoting positive school culture Creating collaborative teams to support all stakeholders Addressing inconsistent follow-up and unreliable accountability systems in a structured, productive manner By cultivating their own individual growth and development through an effective induction program, school leaders will revitalize their professional and personal lives, and move from surviving to flourishing during their principalship years.
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: 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: Jamie B. Burkhart
Publisher:
ISBN:
Category : First year school principals
Languages : en
Pages : 470
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Book Description
Criticism of public education has brought about changes to policies at state and national levels, requiring school districts to account for and improve student achievement. This increases the demand on school administrators to become more effective educational leaders. The stakes are high at both national and state levels to meet the state and national standards in order for schools to maintain accreditation. The responsibility for increasing student achievement is placed upon school administrators, especially principals. Frequently, beginning principals do not have the skills necessary and are unprepared for the demands that will be placed upon them as they accept the responsibility for an entire school. Beginning principals are seldom provided enough support to increase their skills and knowledge to ensure that students are achieving at proficient levels. Current support practices include professional development programs, individual school district programs, and mentor or induction programs required by some states. These programs provide varying degrees and quality of assistance; most fall short of what is needed. This project focusing on principal induction addressed this issue. Through a review of related literature, the Principal Induction Project team identified 24 areas of responsibility in the principalship. The team also investigated induction policies and programs in all 50 states, as well as in selected local education agencies. Based on these investigations, a survey was developed to gather information about the needs of new principals in the 24 areas. Data were collected from Missouri principals and superintendents and were analyzed to rank the needs of new principals. Data were disaggregated by school size, free and reduced lunch percentages, building levels, and location (rural, suburban and urban communities). In addition to the identification of the highest ranked needs, results revealed differences in the subgroups indicating the value of differentiated designs for induction programs and services. The investigation process allowed the team to develop substantive recommendations regarding the content and delivery of induction support for new principals. Induction programs with mentoring and coaching components should be provided for all new principals; more importantly, they should target specific areas in which the principals struggle.
Author: Mark E. Anderson
Publisher: Eric Document Reproduction Service
ISBN: 9780865521063
Category : School management and organization
Languages : en
Pages : 126
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Book Description
Comprehensive, practical report to help educators meet the challenge of involving parents and extended families of at-risk children in the education process. Originally published in 1992.
Author: Linda Darling-Hammond
Publisher: Jossey-Bass
ISBN: 0470579943
Category : Education
Languages : en
Pages : 224
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Book Description
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Author: Gloria Waite
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 110
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Book Description
The principal at all instructional levels holds an awesome responsibility of ensuring that students receive the instruction that they need to be successful. They are responsible for both the management of the building and their employees as well as the instruction that students receive. Interactions include working with students, teachers, parents and community members to create a positive school culture that promotes student success.
Author: Patrick Enright
Publisher:
ISBN: 9781088321249
Category : Educational leadership
Languages : en
Pages : 194
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Book Description
This case study investigated how elementary principals use transformational leadership and the Illinois Induction Program Continuum (IIPC) when supporting beginning teachers. The elementary principals who participated in the study (n=6) worked in the same school district that used a state approved new teacher induction program. Data collection methods included pre-written reflection questions, three formal interviews and a review of all induction program documents. The data analysis was initial and focused coding.The most important finding from this study was how principals provided support for beginning teachers through dialogue, collaborative school context, professional development, and student behavior. The research findings also suggested that elementary principals used idealized influence more often than the other three traits of transformational leadership (individual consideration, intellectual stimulation, and inspirational motivation) when supporting beginning teachers. Finally, the research suggested that elementary principals do not rely on the standards outlined in the IIPC when supporting beginning teachers.Future research should focus on elements of idealized influence (i.e., risk taking and collaboration) to determine if principal usage of this transformational leadership trait leads to higher retention rates or improved instructional practices. In addition, future research should examine the frequency and depth of dialogue between principals and beginning teachers to unpack perceived and actual value. Finally, additional research on the use of the IIPC by principals at middle and high school levels may help determine changes in the criteria and expectations for planning, developing, and progress monitoring induction programs.
Author: Barbara L. Brock
Publisher:
ISBN: 9782810664191
Category :
Languages : en
Pages : 120
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Book Description
This new edition of the bestseller features more voices from first-year teachers and provides strategies for developing a first-year induction plan to help teachers become first-rate educators.
