Education Commons^™

The Development Of The Wise (Writing To Inspire Successful Education) Writing Mentoring Program: A University-School Collaboration, Bradley H. Smith, Michael S. Mathews, Serrae N. Reed, Michelle Q. N. Tran, Caroline Mousa, Mauricio Lozano, Erica S. Rodriguez, Andrew Hamilton, Jonathan T. Mathews

MLET: The Journal of Middle Level Education in Texas

Abstract

This paper describes the development of a service learning writing mentoring program designed to close the achievement gap in writing proficiency for economically disadvantaged seventh grade students. Compared to writing mentoring studies found in the published literature, this program has three distinguishing components. First, it focused on economically disadvantaged middle school students. Second, it provided writing mentoring through a university-school partnership in which college students provided the intervention in collaboration with a seventh-grade teacher. Third, the program used technology to facilitate the mentoring process. Over the course of an academic year, mentors created videos with feedback on 19 writing …

A Struggle To Bridge The Gap: Promoting African American Males In Teacher Education, Vance Vaughn

School Leadership Review

After serving 22 years in public education as a classroom teacher, assistant principal, principal, and superintendent, I am in awe over the small number of African American males as public school teachers. My classroom teacher experience was ephemeral as I was promoted to educational administration after five and one-half years. As the only African American male teacher in a high school with over 3,600 students, hundreds of whom were African American male, I was an anomaly in that environment. African American male role models were drastically needed and sought after mainly because campus data reported African American males ranked first …

Strengthening The Campus Leadership Team Through Effective Principal And Counselor Relationships: Implications For Training, Jane H. Macdonald, Stephen A. Armstrong, Robin K. Henson

School Leadership Review

Campuses with successful leadership teams have a better opportunity to meet the ever-increasing and complex needs of the students they serve (Crowther, Kaagan, Ferguson, & Hann, 2002). These successful campuses are strengthened when they include strong principals and counseling teams with shared mutual trust and understanding that permeates the school climate (DeVoss & Andrews, 2006). A review of the literature revealed a paucity of studies examining the nature of successful principal-counselor relations and the impact of this relationship on student success, effective campus leadership teams, and an effective school climate that promotes learning. Meaningful dialogue and discussion of this critical …

Expectations Of Mentoring: Novice Teachers’ Voices, Rubén Garza, Martha N. Ovando, Alfredo Ramirez Jr.

School Leadership Review

Mentoring, as an avenue to support and retain new teachers, has received a renewed interest. As Trubowitz suggests, “School systems are finding that beginning teachers who have access to intensive mentoring are less likely to leave teaching” (2004, p. 59). While several factors may cause teachers to leave, alienation has been identified as one of the major forces. According to previous research, teachers experience “a combination of feelings of isolation, normlessness, powerlessness, and meaninglessness” (Benham & O’Brien, 2002, p. 20). Such feelings of isolation are compounded by the current accountability demands and the professional pressure teachers’ experience. Thus, it is …

Preparation Issues In Educational Leadership, Wesley D. Hickey, Peggy Gill

School Leadership Review

Educational leaders have chosen to belong to one of the most important and influential professions. Not only do educators have an important impact on others, but there is a need to have a practical understanding of instruction, curriculum, and psychology. Leaders in all disciplines often relate to previous educational relationships in discussions about important moments in their lives. These relationships matter, and they provide foundational experiences for each of us.

Writing With Discipline: A Call For Avoiding Apa Style Guide Errors In Manuscript Preparation, Anthony J. Onwuegbuzie, Julie P. Combs

School Leadership Review

The education community in the United States—as in many countries—is extremely large and diverse. Indeed, as documented by Mosteller, Nave, and Miech (2004),

The United States has more than 3.6 million teachers in elementary and secondary education, more than 100,000 principals, and about 15,000 school districts, each with its own set of district administrators, school board members, and concerned citizens. The parents and family members of the 60 million students in elementary and secondary education represent another constituency, as do the policymakers and legislators in the 50 states (along with the District of Columbia) and at the federal level. Postsecondary …

Building Capacity For Quality Leadership With English Language Learners, John Leonard, Betty Alford, Neill Armstrong

School Leadership Review

Waxman, Téllez, and Walberg (2004) advocated that school leaders must assist staff developers in providing English language learner (ELLs)-related professional development that includes “demonstration of theories of language, sustained coaching, and evaluation programs measuring teacher implementation and impact” (p 2-3). These professional development goals are central to the leader’s purposeful expansion of teachers’ knowledge, skills, and dispositions concerning the unique needs of ELLs and communicating the importance of the effective curricular integration of well-planned and embedded strategies designed to meet the needs of the often marginalized ELL population. School leaders must be willing to provide a systematic program of professional …

The Changing Face Of The Elementary School Principal, Julie P. Combs, Stacey L. Edmonson

School Leadership Review

Principals in today’s schools have more experience, have more education, and are of a more advanced age than ever before (National Association of Elementary School Principals [NAESP], 2006). Women elementary principals in the nation have increased from 41% to 56%. Likewise, the age of principals at all levels has increased, as did the percentage of principals who had more than 20 years of experience before entering the position (NAESP, 2006). In addition, the number of elementary principals has increased by 7,000 over the past 10 years (NAESP, 2004, 2005); this number grew to 61,000 in 2003-2004 from 54,000 in 1993-1994. …

A Scholar–Practitioner Stance: Practices Of Social Justice And Democracy, Patrick M. Jenlink

School Leadership Review

Crossing the threshold into a new millennium has been hallmarked by a series of defining events, which have shaped, irrevocably, society and its educational system. These events include the standards and accountability movement, the federal mandate of No Child Left Behind of 2001, the fifty-year anniversary of Brown v. Board of Education and the realization of how far we are from obtaining its promise, and the demographic shifts in population density and racial makeup nationally and particularly in urban centers, to mention a select few of the more profound historical events. Issues of diversity, both inter and intragroup, further illuminate …

Preparing Aspiring Superintendents To Lead School Improvement: Perceptions Of Graduates For Program Development, Pauline M. Sampson, Betty J. Alford, Ralph L. Marshall

School Leadership Review

Changes in the design and delivery of educational leadership preparation programs are advocated in order to meet the needs of leadership for 21st century schools (Byrd, 2001; Cox, 2002; McKerrow, 1998; Smylie & Bennett, 2005). The changing needs of the 21st century, coupled with accountability standards and more diverse populations of students within school districts, create challenges for leaders who are attempting to increase student achievement (Firestone & Shipps, 2005; Schlechty, 2008). Further, student performance demands have increased at the state and national level because of the No Child Left Behind Act (Wong & Nicotera, 2007). These standards have thus …

Rural Principal Leadership Skill Proficiency And Student Achievement, Sue Erwin, Pam Winn, John Erwin, Jim Gentry, Mary Cauble

School Leadership Review

Warren and Peel (2005) found that rural schools can effectively develop focused leadership support and training. However, as indicated by Arnold, et al. (2004), the knowledge and skills most critical to effective rural administration have yet to be identified. Targeting specific leadership skills related to student achievement might focus university principal preparation programs and public school district staff development programs on producing more effective rural leadership. Ultimately, this emphasis may improve student achievement and school performance in rural schools.

Because of the importance of developing highly skilled rural school leaders, this study will endeavor to identify the leadership skills of …

Professional Development Principles For Teachers Of English Language Learners, Beverly J. Irby, Cindy Guerrero, Rafael Lara-Alecio, Fuhui Tong, Linda Rodriguez

School Leadership Review

Since effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principles of adult learning as reported by Knowles (1980): (1) adult learners need to be self-directed; (2) they display readiness to learn when they have a perceived need; and (3) they desire immediate application of new skills and knowledge. Based on adult learning theory, then, principals would provide teachers of ELLs professional development that addresses a need for self-direction, that …

Principal Preparation Program Redesign: How Universities May Be Required To Redesign Their Programs, Ralph L. Marshall

School Leadership Review

With the advent of No Child Left Behind (NCLB) there has been a greater emphasis on the quality of those individuals who lead the efforts within each of our school buildings across the country. Even more so than district level leadership, an effort has been made to research the effectiveness and improve the quality of the principals who lead school level reforms that are being promoted by business leaders and mandated by legislatures throughout the country. Legislators at both the national and state levels have encouraged these efforts and have even passed legislation that have increased requirements and promoted a …

Insight For Teacher Preparation Program Administrators: Enhancing Pre-Service Educators' Lntercultural Sensitivity And Deep Proficiency In Culturally Responsive Teaching Through Short-Term Study Abroad, Gloria Gresham, Paula Griffin, Tracy Hasbun, Vikki Boatman

School Leadership Review

Teacher preparation program administrators face the issue of expanding curricula to prepare teacher candidates for the diverse population of students they will encounter {Trent, Kea, Oh, 2008). Globalization demands that teacher candidates grasp how to function in a more integrated and interdependent society (McGrew, 2005). According to Smith-Davis (2004) students from non-English speaking countries compose the fastest growing United States K-12 student population, and those identified as limited English proficient were over 10 million in 2004. The United States Census reported in the "New Census Bureau Report" the number of individuals five and older who speak languages other than English …

Superintendents And Professional Development: Voices From The Field, Juan M. Nino, Mike Boone, Israel Aguilar, Dessynie Edwards

School Leadership Review

The primary task of the educational leader is to assure high quality learning environments for all students. Research (Gordon, 2004; Sparks, 2007) supports the proposition that effective professional development contributes to instructional improvement by building educator capacity. Much of the research on professional development focuses in principal leadership in improving instruction (Blase & Blase, 2004). But district level administrators, especially the superintendent of schools, also have a role to play in school improvement. Standards for the preparation of school leaders specify competencies for superintendents that include the design and implementation of professional development programs based on sound research, best practices, …

Professional Development For Educational Leaders In The Era Of Performance Evaluation Reform, Kelly H. Summers, Todd D. Reeves, David A. Walker, J. Schwartz

School Leadership Review

The word “accountability” has become a mantra in public education. Arguably, this one word, and the movement it has produced, has shaped the direction of our field in the past decade more than any other (Harris, 2011). This movement has led to many positive changes including an examination of gaps in student achievement, the types of assessments used in schools, and the strength of the performance evaluation systems for principals and teachers. Many large urban school districts, as well as entire states, have revamped the way public school principals and teachers are evaluated. In fact many, including the State of …

Pursuing The Principalship: Factors In Assistant Principals’ Decisions, Amy Ellis, Casey Graham Brown

School Leadership Review

School administrators who are hired to lead and guide schools and districts must possess a number of characteristics that allow them to become successful leaders. The presence or absence of a strong educational leader can make all the difference in school climate and student achievement (Kelley, Thornton, & Daugherty, 2005). Educational leaders need to be cognizant of what constitutes an effective leader and which characteristics have the most effective impact on student achievement. Alford et al. (2011) stated, "while principals are engaged in the managerial tasks of the school, securing the building for safety, ensuring bus routes, student schedules, and …

Considering An Overhaul To The New Principal Preparation Program, Vance Vaughn, Yanira Oliveras-Ortiz

School Leadership Review

Levine (2005) argued that university principal preparation programs for educational leaders are failing to provide a suitable curriculum to prepare aspiring principals to demonstrate the skills and competencies necessary to meet the challenges inherent in the increasingly complex demands of their school leadership roles. Teitel (2006) suggested that colleges and universities offer curricula that are neither coherent nor relevant. According to Candidates, Doctoral Cohort; Coleman, J. Craig; and Alford, Betty J. (2007), it is “a grave disservice [that] is done to university program graduates who enter leadership positions woefully unprepared for the awaiting firestorm” (p. 39).

The Augmentation Of Bilingual/Bicultural Courses In Educational Administration Core Requirements, Ava J. Munoz

School Leadership Review

"Cultural competence should be a fundamental aspect of school principals' preparation and practice" (Hernandez & Kose, 2012, p. 513). However, educational leadership programs have been remiss, and somewhat lackadaisical, in exploring and including bilingual/bicultural curricular content in their principal leadership programs (Hernandez & Kose, 2012). Presently, few or minute advances in increasing bilingual/bicultural knowledge in the curricular content of educational leadership course requirements is the norm. Moreover, "when these topics are introduced, they are often special topics courses or seminars that are not part of the core curriculum of leadership preparation" (L6pez, 2003, p. 70).

Superintendent Transitioning: When Is The Right Time To Make A Move?, Karon Radford, Kerry L. Roberts, Pauline M. Sampson, Wesley Vinson, Ralph Marshall

School Leadership Review

Leadership preparation programs prepare superintendents every year to enter the profession. One aspect that needs to be incorporated into this learning is the understanding of when it's the right time to leave as many superintendents leave their current position every year for one reason or another. These reasons can range from being fired to career advancements to leaving the profession. Leaving at the right time is crucial for your career and the district. Lashway (2002) posited that almost a quarter of the superintendents serve less than three years, there are many superintendents leaving positions.

Examining How Campus Contextual Factors Correlate To Teacher Morale In A Secondary Setting, Scott Bailey, Allison Marz

School Leadership Review

Far too often in education the term "burnout" is used to describe a teacher who has been disenchanted with education and seems to be waiting till the day retirement becomes available. A teacher suffering from burnout exhibits signs of low morale for teaching, involvement with staff and involvement in the school and community. There is no specific clue or symptom that leads to burnout, and there isn't a specific amount of years leading to teacher burnout. Interestingly enough, new teachers suffer burnout in aggressive numbers similar to experienced teachers. Alliance for Excellent Education (2005) found that 14% of new teachers …

Selection Process For Educational Leaders Does Make A Difference, Virginia Leiker, Theresa M. Campos

School Leadership Review

Traditional principal preparation programs, those bound by a university degree, are sometimes viewed as theory-based and have little to do with the real world in which school leaders work. Even the licensing exam in some states, such as in Texas, asks the candidates to view each scenario as the ideal situation when selecting responses. Traditional preparation programs frequently meet the standards for national accreditation that indicates that the curriculum and assessments in these programs are subjected to rigorous scrutiny for quality control. The question remains, what should universities do to improve their programs or change the perception that the graduates …

Who Is Preparing School Leaders To Transition Into The Job Of Urban School Principal? Analyzing The Impact Of A Regional Principal Readiness Education Program On Principal Self-Efficacy, W. Sean Kearney, Nathern Okilwa, Jeff Goldhorn

School Leadership Review

Preparing junior administrators to step into the role of school principal is a challenge many urban school districts face. Typically a large school district will leverage an existing pool of experienced assistant principals and vice principals to fill principal positions. At a minimum this ensures the candidates are familiar with internal structures, district culture, policies and procedures, and the community which the school district serves. However, unless addressed in a strategic manner, the assistant and vice principal role lacks many of the critical components which are required of the principal position. While the majority of these individuals will have completed …

Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper

School Leadership Review

Attrition of teachers is a concern for leaders in education; teacher turnover is higher in education compared to many other occupations and professions, especially in the first years on the job (Ingersoll 2003; Ingersoll & Perda, 2010). Nearly half a million teachers leave the education field every year (Alliance for Excellent Education, 2014) while the recruitment and training of teachers is costing the United States about $2 billion each year (Rizga, 2015). The high turnover places a financial burden on districts resulting in decreased resources for books, materials, and staff development of teachers; additionally, replacing teachers can disrupt the instructional …

Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig

School Leadership Review

Ecoliteracy is the pedagogical grouping of environmental science, ecology and sustainability studies. This paper is a policy analysis of how principal training and evaluation standards may support a principal’s building-level efforts to establish and sustain an ecoliteracy mission and curriculum in US public K-12 schools. A comparative case study of leadership standards in Texas and Michigan was conducted to support the argument that school administrator training and evaluation standards in both states can lend formal, codified support to a sufficiently determined school leader’s efforts to center the school’s mission on ecoliteracy. The limitations of this support are also discussed.

Educational Leadership Coaching As Professional Development, Beth Ray

School Leadership Review

As the burden of school leadership continues to increase in complexity, the need for reflective, collaborative leadership surges in tandem. The collaborative approach of educational leadership coaching develops school leaders and teacher leaders into meta-cognitive, reflective practitioners. Shoho, Barnett, and Martinez (2012) posited, "Many school systems are embracing coaching as a way to influence and enhance leaders' skill development, cognitive abilities, and emotional intelligence" (p. 165). These skilled educational leaders can then seek solutions that allow for the complexity of the school systems while generating positive student outcomes, relational trust, and increased teacher efficacy.

Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash

School Leadership Review

Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should …

Preparing Educational Leaders For Social Justice: Reimagining One Educational Leadership Program From The Ground Up, Holly M. Manaseri, Christopher B. Manaseri

School Leadership Review

Thirty years after the report that started the latest round of educational reform, A Nation at Risk (National Commission on Education Excellence, 1983), the Wallace Foundation began funding a series of studies examining the preparation of school and district leaders. Bringing together findings from four reports, one each by the American Association of Colleges for Teacher Education (AACTE), The School Superintendents Association (AASA), the American Institutes for Research (AIR), and the University Council for Educational Administration (UCEA), the Wallace Foundation issued five key recommendations for university preparation of school leaders. This call to action was sounded at a time when …

Summarizing Instruction In 11th-Grade U.S. History Course, Robin A. Belue, James Martinez, Regina Suriel, Ellice P. Martin

Journal of Multicultural Affairs

The purpose of this study was to determine the effect of summarizing strategies on students’ academic achievement, attitude, and engagement toward learning. The study involved 59 high school 11^th-Grade U.S. History students. One class received direct instruction, while the other received summarizing instruction. Achievement was measured using pre- and posttest scores. Achievement scores for summarizing instruction students were slightly higher than direct instruction students. Students’ attitudes toward U.S. History were measured using a nine-item survey, and results indicated that both groups believed summarizing strategies were sound strategies for learning and remembering new content knowledge. The student engagement results …

Learning Moo-Re About The Dairy: Publishing A Middle Level Place-Based Informational Text, Stephanie M. Lemley

MLET: The Journal of Middle Level Education in Texas

This manuscript describes the creation of an middle level informational text about the local university dairy. The place-based assignment introduced the elementary education teacher candidates to the everyday workings of the university dairy. The preservice teachers engaged in the writing process throughout the creation of the informational text.