The Experts below are selected from a list of 459 Experts worldwide ranked by ideXlab platform

Abusham Jaymi - One of the best experts on this subject based on the ideXlab platform.

  • Developing efficacy in school leaders
    2010
    Co-Authors: Abusham Jaymi
    Abstract:

    Many new school leaders will be needed in the coming years, and the demands placed upon them are increasingly complex. Research has shown that leaders need a strong sense of self-efficacy in order to succeed. This study examined the relationship between the leadership readiness beliefs of prospective school leaders and the efficacy-building experiences in which they participated during university preparation programs. A survey was developed and given to 176 prospective school leaders during the final months of their preliminary Administrative Credential programs. Five research questions were evaluated using statistical procedures including Pearson r, ANOVAs, and t tests. A moderate positive correlation was found between the number of efficacy-building experiences in which university preliminary Administrative Credential students take part and the leadership readiness which they report. This study did not find significant differences in leadership readiness between groups from varied universities or cohorts within universities, but the groups under study were highly similar. Specific types of efficacy-building experiences (performance accomplishments, vicarious experiences, verbal persuasion, or affective state) were not determined to be more important than others in developing leadership readiness. None of the individual domains of leadership readiness (focus, magnitude, or purposeful community) was affected to a greater degree than others when efficacy was developed. This research suggests that a wide range of efficacy-building activities should be incorporated into university preparation programs, because no single group of activities was found to be more important than the others. Individuals who participate in these experiences should expect that they will assist the development of a generalized leadership readiness, as the development of specific types of leadership readiness was not evident. Credential candidates wanting to prepare for futures in educational leadership would benefit from maximizing their participation in efficacy-building experiences. Specific recommendations are given for university programs that desire to best prepare their students through efficacy-based training

Thomas, Erica Monique - One of the best experts on this subject based on the ideXlab platform.

  • Perceptions of educational leaders' efficacy and leadership capacity upon preliminary Administrative Credential completion at California State University, Long Beach
    2016
    Co-Authors: Thomas, Erica Monique
    Abstract:

    Educational leadership preparation programs are fundamental in developing confident educational leaders with the capacity to lead schools with effective sound decision-making practices. In order to effectively balance the demands of educational leadership, principal leaders must be developed through effective models of preparation programs that are grounded in a societal vision of leading and learning for schools in the twenty-first century. Critical to this discourse is curricula delivered through dynamic instructional pedagogy that frames evidence-based best practices to link leadership development with student achievement and extraordinary teaching. Principal preparation programs have the initial responsibility to prepare future school leaders for the various duties and responsibilities they will face, primarily impacting student academic achievement. The primary purpose of this qualitative case study was to explore the perceptions of educational leaders who completed the Preliminary Administrative Credential Program in the Educational Leadership Department at California University Long Beach (CSULB), and uncover the impact specific program components had on their leadership capacity and ability to be instructional leaders. The intent of this study is to reveal the experiences of those who have completed the program, by reflecting on their program leadership development and its application to their current practice as school site leaders. These stakeholders include student alumni who completed their Preliminary Administrative Credential at CSULB and are now serving as school leaders. Additionally, faculty who teach in the program, were asked to share their perceptions of the program, specifically around curriculum and development, and leadership capacity of graduates. This study will attempt to inform State, Universities and districts, of the components of leadership preparation that are most useful to practitioners in the field. The findings from this case study included a descriptive picture of Alumni perceptions and learning experiences in the Preliminary Administrative Credential Program at CSULB. Alumni identified key components of the program that were integral in their educational leadership development, and instructional leadership capacity. Qualitative interviews of Alumni and Faculty combined with document analysis of program curriculum and assignments highlight the need for continued research on quality fieldwork internship, and barriers to effective instructional supervision

Burt Lindsay - One of the best experts on this subject based on the ideXlab platform.

  • Voices of New Principals: Documenting the Needs of New Principals as they Transition Into Leadership
    2015
    Co-Authors: Burt Lindsay
    Abstract:

    This qualitative study focused on documenting the professional development and support needs of new principals in a large, urban school district in the Western United States as they transition into school leadership positions. Prior research suggests that principals may be unprepared for the realities of the principal position by Administrative preparation programs. Despite having completed Administrative Credential programs, new principals in this study with three years or less in their first principal position perceive they need support with striking a balance between the demands of being an instructional leader and dealing with school operations issues as well as how to manage time and the school community. Using a survey, interviews, and a document review, this study found new elementary school principals believe professional development and support must be focused on the knowledge and skills they need to be successful as school administrators and should be differentiated, practical, hands-on, and provide authentic opportunities for peer interaction and networking. The findings in this study, based on the experiences of new elementary school principals, can influence school districts and policy makers as they explore how to best develop professional development plans and support structures for new principals as they transition to the principalship

Joel Baum - One of the best experts on this subject based on the ideXlab platform.

  • Bay Area Coalition for Equitable Schools
    2014
    Co-Authors: Gloria M. Rodriguez, Joel Baum
    Abstract:

    Gloria M. Rodriguez is an Assistant Professor in the School of Education at UC Davis. She specializes in educational leadership and school finance from a social justice perspective and the equity status of Latina/os in the U.S. Her research focuses on the role of inquiry in school-level resource allocation to promote equity. Joel Baum is a former middle school principal and Alameda County Teacher of the Year. He currently works as a school reform coach for the Bay Area Coalition for Equitable Schools, a school reform organization in Oakland, and teaches the LEAD program and Professional Administrative Credential programs for CSU East Bay

Chet Jensen - One of the best experts on this subject based on the ideXlab platform.

  • The Employability of Site Administrators Who Obtained Administration Certification by Examination
    2005
    Co-Authors: Chet Jensen
    Abstract:

    Alternative pathways for certifying school administrators are readily available in many states. Notable models include internships, provisional licensing based on prior experience, and testing. The rationale for implementing these systems include: (1) a shortage of certified personnel to fill vacant positions, (2) a perceived lack of quality candidates, (3) dissatisfaction with institutions of higher education and programs of preparation, and (4) a perception of unfairness toward individuals who sincerely wish to become professional educators but face real or imagined roadblocks to licensure. Philosophical differences aside, these options are law in most states. Of greater interest to the author, however, is the optional examination route. California candidates are able to bypass the completion of a formal preparation program by obtaining a passing score on the School Leadership Licensure Assessment (SLLA). Some school leaders have questioned the credibility of a test as the sole determinate of a person’s ability to serve as a school administrator. As such, are these individuals viable applicants for Administrative positions? Are California superintendents willing to hire principals who have obtained an Administrative Credential by examination and, if so, under what conditions