Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Entire DC Network
School Districts And A University Principal Preparation Program Partnership: A Cohort Model, Alejandro Garcia, Velma D. Menchaca, Federico Guerra
School Districts And A University Principal Preparation Program Partnership: A Cohort Model, Alejandro Garcia, Velma D. Menchaca, Federico Guerra
Organization and School Leadership Faculty Publications and Presentations
The purpose of this qualitative study was to discover the perceived benefits and challenges of preparing principal candidates for school district/university partnerships. Data analysis from focus group interviews revealed both benefits and challenges. Themes that were perceived as benefits were: 1) increased opportunities for graduate students in educational leadership preparation programs, 2) integration of field-based experiences, 3) a supportive learning environment, and 4) networking opportunities. Conversely, challenging themes were: 1) need for school district liaison, 2) better collaboration between school district/university partnerships, 3) employment consideration for graduates of educational leadership preparation programs, and 4) better school facilities and equipment. The …
What’S Love Got To Do With Educational Leadership? A Case Study In Principal Practice, Dessynie Edwards, Israel Aguilar, Juan Manuel Nino
What’S Love Got To Do With Educational Leadership? A Case Study In Principal Practice, Dessynie Edwards, Israel Aguilar, Juan Manuel Nino
Organization and School Leadership Faculty Publications and Presentations
The pressure to close the student achievement gap compounded by federal mandates and laws forces principals to hyper-focus on accountability as one of the major technical aspects of the profession; however, principals who can balance the technical (systems world) with the relational (lifeworld) and facilitate authentic care over aesthetic care, are warranted so that the achievement gap can be understood for what it really is, an opportunity gap. Thus, it’s important to document the processes, strategies, dispositions, or beliefs of school leaders who employ authentic care so that principal preparation programs can teach these as skill sets for preservice leaders …
A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Doug Wieczorek
A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Doug Wieczorek
Organization and School Leadership Faculty Publications and Presentations
We analyzed teacher supervision and evaluation policy systems in 30 states since the passage of the Every Student Succeeds Act (ESSA) of 2015 in the United States (US). This qualitative study of state ESSA policy documents and legislation examined how teacher supervision and evaluation systems (TSES) models have been developed under ESSA, specifically regarding how the construction of TSES models conflated formative feedback with summative evaluation. Despite evolving federal-level and state-level education accountability policies spurred by No Child Left Behind (NCLB) in 2001, we argue that TSES systems are influenced by state-level historical political culture (Elazar, 1994; Fowler, 2013), workplace …
Communities Of Practice Along The Texas-Mexico Border: A University And School District Leadership Partnership, Jesus Abrego
Communities Of Practice Along The Texas-Mexico Border: A University And School District Leadership Partnership, Jesus Abrego
Organization and School Leadership Faculty Publications and Presentations
This chapter focuses on how one university leadership preparation program along the Texas-Mexico border made a deliberate and concerted effort to build a principal pipeline by establishing a local university school partnership with several local school districts along a border that is bilingual, bicultural, and binational. The preparation program focused on realigning to national standards, actively sought out collaborative feedback from district partners on the development of course assessments, the co-design of clinical experiences, establishing accessible in-district program scheduling, course instruction provided by highly qualified faculty, developing and implementing multiple program and course assessments, and established and implemented dispositions.