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Thursday, November 17 • 1:40pm - 2:50pm
Recruiting, Selecting, Developing, and Certifying New Leaders

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Participants:

Creating an Online Learning Community—Research on Conducting Successful Online School Leadership Programs. Anna Sun, Rowan University

Guided by social, cognitive, and teaching presence (Garrison, 2007), this study is intended to examine the practices for successful online school leadership programs. The ndings indicate that it is essential to the successful operation of online leadership courses if a sense of community is built and sustained in online teaching and learning. To foster an online interactive practice, it is instrumental for instructors to create positive relationships between students and instructors.

Partnering for a Diverse Principal Preparation Pipeline. Jack Leonard, University of Massachusetts-Boston; Ceronne Daly, Boston Public Schools

In 2015, an urban district–university partnership designed a satellite in-district school leader preparation program that would speci cally target educators of color. This exploratory case study used documentary evidence, personal interviews, and survey data to illuminate the strategies that led to 88% diversity. More importantly, the data uncovered how race relates to subtle and often unintentional obstacles to diverse graduate student enrollments. The research is important for educational administration programs seeking to diversity their pools.

Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action. Samantha Lea Hedges, Indiana University; Anne-Maree Ruddy, Indiana University-Bloomington; Lori Boyland, Ball State University; Jeff Swensson, Ball State University

In this paper, we draw upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted speci c licensure requirements for charter school principals, and many exempt charter school principals from licensure altogether. These ndings have signi cant implications for policy-makers, charter school advocates, and charter school authorizers. These implications are discussed and related to the existing literature regarding principal licensure, preparation, and support.

Why Lead?: Exploring the Motivations of Aspiring Principals. Shannon Holder, Jennie Weiner (University of Connecticut)

This qualitative study of 9 aspiring turnaround principals aimed to uncover their motivations for becoming principals in turnaround schools and what these constructions can tell us about their views regarding the role of the principal. Participants presented three main narratives of why they wished to become turnaround principals. These narratives varied by participants’ identities and in their emphasis regarding an orientation towards equity and a focus on improvement and change.

“Not Convinced ‘These’ Students Meet Our Criteria”: Exclusive Graduate Education in Educational Administration Programs. Christa Boske, Kent State University; Chinasa Ada Elue, Kennesaw State University; Azadeh F. Osanloo, New Mexico State University; Whitney Sherman Newcomb, Virginia Commonwealth University

The call for more deliberate involvement in understanding graduate admissions arises
in regard to student attrition and retention concerns. Professors play an underexamined role as gatekeepers throughout the admissions process. This self-study explores how
three school leadership programs understand graduate admissions criteria, college-level diversity goals, and programmatic decision-making to make sense of admissions criteria and candidate selection. Findings suggest the need for a new holistic graduate admissions conceptual model to advance equity values and goals.




Thursday November 17, 2016 1:40pm - 2:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Richard B

Attendees (10)