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Thursday, November 17 • 1:40pm - 2:50pm
Innovations in Educational Leadership Preparation

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Participants:

Examining the Architecture of Leadership Coaching for Aspiring Principals. Shelby A. Cosner, Lisa Walker, Jason Swanson, Martha M. Hebert, Samuel Paul Whalen (University of Illinois at Chicago)

We report ndings from a longitudinal study that examines two cohorts of aspiring principals during an 18-month preparation experience to examine: (1) What are the key routines and tools utilized by leadership coaches that were consequential to the standards-aligned competency development of aspiring principals? (2) What relationships exist between coach structuring, routines, and tools and the learning processes that were engaged by coaches for the standards-aligned competency development of aspiring principals?

Monitoring and Assessing the Trajectory of Leadership Growth During the Clinical Residency. Jason Swanson, Paul Zavitkovsky (University of Illinois at Chicago)

Principal preparation programs continue to be criticized for lack of vision, purpose, and coherence. Four areas where programs most often misaligned are (a) recruitment and selection, (b) certi cation, (c) alignment of curriculum, and (d) instruction and assessment. The purpose of this paper is to describe how one principal preparation program is growing its own capacity to monitor and assess the trajectory of leadership growth during its clinical residency.

Redesigning Principal Preparation in Illinois: How Are Programs Implementing the State’s Ambitious New Principal Preparation Policy? Bradford White, Illinois Education Research Council; Amber Stitziel Pareja, University of Chicago Consortium on School Research; Brenda Klostermann, Southern Illinois University-Edwardsville; Holly M. Hart, University of Chicago

This presentation summarizes the ndings from a 2-year, mixed methods study examining the implementation of a far-reaching new policy for preparing principals in Illinois. As the state has moved from “general administration” programs to principal-speci c training, the new policy has resulted in more collaborative partnerships with school districts, increased emphasis on instructional leadership and special student populations, and more rigorous and authentic internship experiences, but also sharp declines in enrollment and some degree of skepticism.

Leadership Coaching and Mentoring: A Research-Based Model. Julie Gray, University of West Florida

This paper proposes a research-based model for leadership preparation programs in order to more effectively prepare and support new school leaders in the eld and profession. This model supports early eld experiences and more opportunities for experiential learning in leadership roles. Educational leadership students would have more time to determine if their interest in leadership is authentic and realistic.




Thursday November 17, 2016 1:40pm - 2:50pm
Detroit Marriott at the Renaissance Center: Floor 4 - Cartier

Attendees (21)