Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs. School Leadership Study. Case Study Summaries

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Sonst. Personen	LaPointe, Michelle (Hrsg.); Darling-Hammond, Linda (Hrsg.); Meyerson, Debra (Hrsg.)
Institution	Finance Project; Stanford Educational Leadership Institute (SELI)
Titel	Preparing School Leaders for a Changing World: Case Studies of Exemplary Programs. School Leadership Study. Case Study Summaries
Quelle	(2007), (108 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Educational Change; Case Studies; Best Practices; Leadership Training; Educational Policy; College Programs; Inservice Teacher Education; Preservice Teacher Education; Teacher Education Programs; Program Evaluation; Effective Schools Research; Curriculum Evaluation; Interviews; Administrator Attitudes; Program Attitudes; Teacher Attitudes; Graduate Surveys; Participant Satisfaction; Stakeholders; Instructional Leadership; Educational Strategies; Partnerships in Education; Educational Improvement; Improvement Programs; Change Strategies + Suchen Sie Ihr Suchwort? Bildungsreform; Case study; Fallstudie; Case Study; Führungslehre; Politics of education; Bildungspolitik; Studienprogramm; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Schulforschung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Interviewing; Interviewtechnik; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrstrategie; Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Lösungsstrategie
Abstract	In 2003, with funding from The Wallace Foundation, a national team of researchers organized by Stanford University and The Finance Project set out to find and examine a set of exemplary pre- and in-service professional development programs for principals, along with the policy contexts in which they operate. The purpose of the study was to identify effective ways of developing strong school leaders--leaders equipped to create effective learning environments for America's diverse students. Eight programs offering evidence of innovative practices and strong effects on principal learning were selected based on expert interviews, a review of the research, and initial research on a much larger sample of programs. To understand local contexts, the researchers selected programs with several cohorts of graduates working in a concentrated region. The programs were chosen both because they provide evidence of strong outcomes in preparing school leaders, and because, in combination, they represent a variety of designs, policy contexts, and partnership strategies. Pre-service programs were sponsored by four universities: Bank Street College, Delta State University, the University of Connecticut, and the University of San Diego working with the San Diego Unified School District. In-service programs were sponsored by the Hartford (CT) School District, Jefferson County (KY) Public Schools (which includes a pre-service component), Region 1 in New York City, and San Diego Unified Schools. In several cases, pre- and in-service programs created a continuum of coherent learning opportunities for school leaders. To understand how the programs operate and how they are funded, the researchers interviewed program faculty and administrators, participants and graduates, district personnel, and other stakeholders. Case studies combining qualitative and survey data provide a comprehensive analysis of each program within its regional and state contexts, including the costs of implementing each program model and the funding sources it uses. This volume provides summaries of the following program case studies: (1) Principal Preparation at Delta State University: A Bold Strategy to Improve Practice (Michelle LaPointe, Stephen Davis, and Carol Cohen); (2) Principal Development in San Diego: A Coherent Commitment to Instructional Leadership (Linda Darling-Hammond, Margaret E. Barber, Jeannette LaFors, and Carol Cohen with the assistance of Lisa Marie Carlson and Jason Wingard); (3) New York City's Region 1: A Continuum of Leadership Preparation and Development (Margaret Terry Orr, Margaret E. Barber and Carol Cohen); (4) Bank Street College Principals Institute: A Collaborative Partnership in Leadership Preparation for School Improvement (Margaret E. Barber, Margaret Terry Orr, and Carol Cohen); (5) University of Connecticut's Administrator Preparation Program: Continuously Improving the Development of Principals (Michelle LaPointe, Ray Pecheone, Joseph Flessa, and Carol Cohen); (6) Hartford (CT) Public Schools: Paving a Pathway to the Principalship (Michelle LaPointe, Joseph Flessa, and Ray Pecheone, with assistance from Carol Cohen); and (7) Jefferson County (KY) Public Schools: Creating a Leadership Pipeline (Joseph Flessa, Joseph Murphy, Michelle LaPointe, and Carol Cohen). Individual case studies contain figures, tables and footnotes.) [This paper was commissioned by The Wallace Foundation. For Final Report, "Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. School Leadership Study. Final Report," see ED533003. For Review of Research, "Developing Successful Principals. School Leadership Study. Review of Research," see ED533009. (ERIC).
Anmerkungen	Stanford Educational Leadership Institute. Available from: Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10