Literaturnachweis - Detailanzeige
| Autor/in | Smith, James M. |
|---|---|
| Titel | The Redesign of Principalship Preparation Programs: Rhetoric or Substantive Reform. |
| Quelle | (1990), (26 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Administrator Education; Administrator Qualifications; College Admission; College Faculty; Educational Change; Elementary Secondary Education; Higher Education; Instructional Leadership; Management Development; Principals; School Supervision; Supervisory Training |
| Abstract | The purpose of this paper is to offer some possibilities for comprehensive change in the way principals are trained that will be customized for each individual institution of higher education. The traditional state-controlled, university-based, licensure-driven models of administration and principal preparation specifically are changing for the following reasons: (1) recruiting individuals representing a natural talent for administration is better than choosing school leaders from present self-selection practices; (2) coursework in educational administration has been regarded as lacking in rigor; (3) theory and application in educational administration have been traditionally fragmented; and, finally, (4) only 20 percent of all major administrator training institutions list prior district-level experience as a desired component for employment. The following solutions to these problems are suggested and have already been implemented at Butler University's Experiential Program for Preparing School Principals : (1) Carefully screen a specified number of self-selected would-be administrators; (2) increase rigor by requiring more research-based knowledge in the field of educational leadership; (3) solidify theory and practice via field-based internships that assimilate administrative course content with the actual practice of school leadership; and (4) employ practitioners who not only have administrative experience but have proven research records. Appendices A and B list proficiencies required for completion of the program and describe the operational roles for the university, the graduate student, and the practitioner/mentor. (JAM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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