Education Commons^™

A Principal Leadership Framework For Enhancing Teacher Practice Through Coaching With Emotional Intelligence, Nate R. Templeton, Richard Hammett, Gary Low, Melissa Arrambide, Kent Willis

Education Doctorate Faculty Works

Beginning with the 2016-2017 school year, the Texas Education Agency (TEA) has mandated school principals begin appraising teachers the new Teacher Evaluation and Support System (T-TESS). Central to this new instrument is the necessity for principals and other appraisers to improve professional practice through the reciprocal interaction, open dialogue, and continuous learning inherent to coaching. While the T-TESS rubric provides a structured process for the TEA’s vision of what coaching should look like, that vision lacks the inclusion of the soft skills we know are needed for effective success coaching and healthy school environments. In this article, we fill the …

Getting To Finished: Strategies To Ensure Completion Of The Doctoral Dissertation, Barbara Holmes, Lillian Robinson, Angela D. Seay

Education Doctorate Faculty Works

This paper reports the results of focus group conversations with thirty-four doctoral students enrolled in an educational leadership program. Doctoral students were asked to provide suggestions and strategies used to complete the doctoral dissertation. The results of these conversations reinforce the value of the collaborative cohort and the proactive interdependence students experienced as a result of working together. These findings highlight the need to examine how doctoral students experience the university context particularly as it relates to the dissertation phase of study.

Citation:

Holmes, B., Robinson, L., Seay, A.D. (2010). Getting to Finished: Strategies to Ensure Completion of the Doctoral …