Leadership is a key factor in improving schools and ensuring academic success for all students. At the building level, the leadership role has traditionally been assigned to the principal, but principals cannot be expected to be the sole leaders in their buildings. Although teachers may not aspire to be principals, the complexities of today’s schools demand that they lead as well. York-Barr and Duke (2004) defined teacher leadership as “the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement” (pp. 287-288). Other research on this concept of shared or collective leadership has also linked these practices to increased student learning (Hallinger & Heck, 2010; Leithwood & Mascall 2008). A survey conducted by MetLife (2013) revealed that 84% of teachers said they were either “not very” or “not at all” interested in becoming a principal; however, nearly 25% were interested in a blended role that combined teaching with a leadership position of some sort. Therefore, given the importance of teacher leadership to student success, and sufficient interest by teachers to serve in blended leadership roles, preparation programs specifically designed for developing teacher leaders are needed. In 2012, the National Council of Professors of Educational Administration (NCPEA) released a position paper promoting the development of teacher leadership programs in collaboration with educational administration/leadership professors. The paper noted “[we] believe that leadership matters and thus we submit there is a sense of urgency for professors to collaboratively develop teacher leadership programs embedded within educational administration programs” (p. 1). The authors indicated that site-based internships might augment “simulated exercises in college classrooms” and observed that “university faculty could benefit from access to schools to limit the silo-effect between higher education and PK-12 education” (p. 5). Dr. Tom Hall, Associate Professor at North Dakota State University, earned his doctorate at the University of South Dakota and has been a faculty member in the Educational Leadership Program at North Dakota State since 2005. He has substantial experience with the partnership academy model, and has played a lead role in designing and facilitating leadership academies with four school districts in North Dakota.
{"title":"North Dakota's Experience with the Academy Model: A Successful Replication.","authors":"T. Hall, A. Clapper","doi":"10.4148/0146-9282.1009","DOIUrl":"https://doi.org/10.4148/0146-9282.1009","url":null,"abstract":"Leadership is a key factor in improving schools and ensuring academic success for all students. At the building level, the leadership role has traditionally been assigned to the principal, but principals cannot be expected to be the sole leaders in their buildings. Although teachers may not aspire to be principals, the complexities of today’s schools demand that they lead as well. York-Barr and Duke (2004) defined teacher leadership as “the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement” (pp. 287-288). Other research on this concept of shared or collective leadership has also linked these practices to increased student learning (Hallinger & Heck, 2010; Leithwood & Mascall 2008). A survey conducted by MetLife (2013) revealed that 84% of teachers said they were either “not very” or “not at all” interested in becoming a principal; however, nearly 25% were interested in a blended role that combined teaching with a leadership position of some sort. Therefore, given the importance of teacher leadership to student success, and sufficient interest by teachers to serve in blended leadership roles, preparation programs specifically designed for developing teacher leaders are needed. In 2012, the National Council of Professors of Educational Administration (NCPEA) released a position paper promoting the development of teacher leadership programs in collaboration with educational administration/leadership professors. The paper noted “[we] believe that leadership matters and thus we submit there is a sense of urgency for professors to collaboratively develop teacher leadership programs embedded within educational administration programs” (p. 1). The authors indicated that site-based internships might augment “simulated exercises in college classrooms” and observed that “university faculty could benefit from access to schools to limit the silo-effect between higher education and PK-12 education” (p. 5). Dr. Tom Hall, Associate Professor at North Dakota State University, earned his doctorate at the University of South Dakota and has been a faculty member in the Educational Leadership Program at North Dakota State since 2005. He has substantial experience with the partnership academy model, and has played a lead role in designing and facilitating leadership academies with four school districts in North Dakota.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"54-59"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Leadership Academies: A District Office Perspective.","authors":"R. Doll","doi":"10.4148/0146-9282.1005","DOIUrl":"https://doi.org/10.4148/0146-9282.1005","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"38 1","pages":"25-29"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Who is the Building Leader?: Commentary on Educational Leadership Preparation Programs for the Future","authors":"D. Mercer","doi":"10.4148/0146-9282.1002","DOIUrl":"https://doi.org/10.4148/0146-9282.1002","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"6-10"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction to the Special Issue: Leadership in Kansas for the 21st Century","authors":"R. Watson","doi":"10.4148/0146-9282.1001","DOIUrl":"https://doi.org/10.4148/0146-9282.1001","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction School leadership matters when discussing teacher effectiveness and student performance, and preparation programs need to graduate principals with the skills necessary to lead schools for tomorrow. The traditional approach to preparing educational leaders is no longer getting the job done. It is going to take everyone working together to better prepare those who will lead the schools we need (Miller, T., Devin, M., Shoop, 2005). Working together is exactly what Kansas State University (KSU) is doing by partnering with public school leaders to design a preparation program for leaders based on an effective blend of theory and practice. This collaborative relationship, in the form of universitydistrict partnership master’s degree academies, have prepared over 300 educators in the last 15 years for various leadership responsibilities at the building level, whether serving from the classroom or in an administrative position. As students who completed such a KSU-district partnership academy as part of our professional development, we can speak to the experience of being a student in the academy and we can comment on connections between our learning experiences and the leadership roles we have assumed in the years after the academy. After reflecting on our own experiences and reaching out to other former academy students, we found that the partnership master’s academies inspire high levels of confidence and professional growth in students, and at the same time helped the students think systemically as members of a larger organization.
{"title":"Inspiring Confidence and Professional Growth in Leadership: Student Perspectives on University-District Partnership Master's Academies","authors":"Pilar Mejía, S. Devin, H. Calvert","doi":"10.4148/0146-9282.1006","DOIUrl":"https://doi.org/10.4148/0146-9282.1006","url":null,"abstract":"Introduction School leadership matters when discussing teacher effectiveness and student performance, and preparation programs need to graduate principals with the skills necessary to lead schools for tomorrow. The traditional approach to preparing educational leaders is no longer getting the job done. It is going to take everyone working together to better prepare those who will lead the schools we need (Miller, T., Devin, M., Shoop, 2005). Working together is exactly what Kansas State University (KSU) is doing by partnering with public school leaders to design a preparation program for leaders based on an effective blend of theory and practice. This collaborative relationship, in the form of universitydistrict partnership master’s degree academies, have prepared over 300 educators in the last 15 years for various leadership responsibilities at the building level, whether serving from the classroom or in an administrative position. As students who completed such a KSU-district partnership academy as part of our professional development, we can speak to the experience of being a student in the academy and we can comment on connections between our learning experiences and the leadership roles we have assumed in the years after the academy. After reflecting on our own experiences and reaching out to other former academy students, we found that the partnership master’s academies inspire high levels of confidence and professional growth in students, and at the same time helped the students think systemically as members of a larger organization.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"30-37"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In dramatic departure from the traditional format of programs preparing building level leaders, in the last sixteen years the Educational Leadership Department in the College of Education at Kansas State University (KSU) has worked with eight different partners in designing and delivering site-based customized 30-hour master’s degree programs in educational leadership to 19 individual cohorts. New programs scheduled to begin within the next two semesters will increase the number of individual cohorts to 21 and the number of different partners to 9.1 Since the first master’s academies in 2000, the academy focus has moved from preparing candidates for principal positions to the broader vision of teacher leadership, recognizing that today’s leadership relies on a team, not an individual.2 Leadership skills are needed by those in both teacher and principal positions. Such a change to developing leadership capacity at the teacher level gave rise to requests for an ongoing series of teacher leadership academies within the same districts. Most often, academies are partnerships between the Educational Leadership Department and a single school district, but four have involved two (and in one case three) districts working together with the university to add synergy across districts to enhance learning about leadership. Along with the shift to teacher leadership, academy participants are given the option of independently adding two traditional department courses to complete credit requirements for a state-issued building-level leaders’ license. Honoring standards for accreditation of its preparation program and responsibility for student access to state licensure for leadership positions, the university grants successful completers a Master’s Degree in Educational Leadership with the option of completing these two additional courses to meet requirements for a principal’s license. Dr. Mary Devin is a Professor of Educational Leadership at Kansas State University and has been directly involved with master’s partnerships since the program began. She served as a school superintendent partner in the first two years of the model and as the university partner liaison for the last fourteen years.
{"title":"Changing from Traditional Practice to a New Model for Preparing Future Leaders","authors":"M. Devin, Donna Augustine-Shaw, Robert F. Hachiya","doi":"10.4148/0146-9282.1008","DOIUrl":"https://doi.org/10.4148/0146-9282.1008","url":null,"abstract":"In dramatic departure from the traditional format of programs preparing building level leaders, in the last sixteen years the Educational Leadership Department in the College of Education at Kansas State University (KSU) has worked with eight different partners in designing and delivering site-based customized 30-hour master’s degree programs in educational leadership to 19 individual cohorts. New programs scheduled to begin within the next two semesters will increase the number of individual cohorts to 21 and the number of different partners to 9.1 Since the first master’s academies in 2000, the academy focus has moved from preparing candidates for principal positions to the broader vision of teacher leadership, recognizing that today’s leadership relies on a team, not an individual.2 Leadership skills are needed by those in both teacher and principal positions. Such a change to developing leadership capacity at the teacher level gave rise to requests for an ongoing series of teacher leadership academies within the same districts. Most often, academies are partnerships between the Educational Leadership Department and a single school district, but four have involved two (and in one case three) districts working together with the university to add synergy across districts to enhance learning about leadership. Along with the shift to teacher leadership, academy participants are given the option of independently adding two traditional department courses to complete credit requirements for a state-issued building-level leaders’ license. Honoring standards for accreditation of its preparation program and responsibility for student access to state licensure for leadership positions, the university grants successful completers a Master’s Degree in Educational Leadership with the option of completing these two additional courses to meet requirements for a principal’s license. Dr. Mary Devin is a Professor of Educational Leadership at Kansas State University and has been directly involved with master’s partnerships since the program began. She served as a school superintendent partner in the first two years of the model and as the university partner liaison for the last fourteen years.","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"44-53"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stitching a New Pattern in Educational Leadership: Reinterpreting a University Partnership Academy Model for Native Nations","authors":"Alex RedCorn","doi":"10.4148/0146-9282.1010","DOIUrl":"https://doi.org/10.4148/0146-9282.1010","url":null,"abstract":"","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"60-69"},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript highlights the development of a leadership preparation program known as the Nanyang Technological University Leadership Academy (NTULA), exploring the leadership challenges unique to a university undergoing rapid growth in a highly multicultural context, and the hybrid model of leadership it developed in response to globalization. It asks the research question of how the university adapted to a period of accelerated growth and transition by adopting a hybrid approach to academic leadership. The paper uses qualitative methodology to review NTULA’s first cohort, including interviews and participant survey responses. The findings illuminate three key areas of the hybridized leadership model that are challenging to balance, including managing the transition from the leadership style required to drive rapid institutional change to the approach needed to preserve that growth, how leaders reconcile the need to be responsive to both administration and faculty, and how to lead in a highly diverse, multicultural space. Introduction Nanyang Technological University (NTU), a researchintensive public university in Singapore, has recently been ranked as the world’s best young university according to the Quacquarelli Symonds (QS) “Top 50 Under 50,” a ranking of the world’s top 50 universities that are under 50 years old (NCPRE 2014). Media headlines highlight the rapid rise of this young university, with Channel NewsAsia announcing “NTU emerges second in Times Higher Education’s young universities ranking” (2016, 2016) and the Straits Times reporting that NTU placed 13th in the World University Rankings, up from 39th last year (2016). NTU achieved this dramatic rise in the rankings in less than ten years. In 2006, NTU’s Board of Trustees laid the foundations for a new direction, tasking new Provost Bertil Andersson, former Rector of Sweden’s Linköping University, with a mandate to transform NTU from a teaching university to a researchintensive global university (Andersson and Mayer 2015). Donna C. Tonini is Associate Director at the Center for Global Studies and former Lead Postdoctoral Researcher in Leadership & Cultural Studies for the National Center for Professional and Research Ethics at the University of Illinois at UrbanaChampaign. She holds an Ed.D. in International Educational Development, Teachers College, Columbia University. Nicholas C. Burbules is Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. His primary research areas are philosophy of education; teaching through dialogue; and technology and education. He has authored/coauthored 13 books, most recently with Paul Smeyers, David Bridges, and Morwenna Griffiths, the International Handbook of Interpretation in Educational Research (Springer, 2015). He has a Ph.D. in philosophy of education, Stanford University. C.K. Gunsalus, Principal Investigator and Director, National Center for Professional R
这份手稿强调了被称为南洋理工大学领导学院(NTULA)的领导准备计划的发展，探索了在高度多元文化背景下快速发展的大学所特有的领导挑战，以及为应对全球化而开发的领导混合模式。它提出了一个研究问题，即大学如何通过采用混合方法来实现学术领导，以适应加速增长和转型的时期。本文采用定性方法回顾了nuta的第一个队列，包括访谈和参与者调查的回应。研究结果阐明了混合领导模式的三个关键领域，其中包括管理从推动快速制度变革所需的领导风格到保持这种增长所需的方法的过渡，领导者如何协调对行政和教师的响应需求，以及如何在高度多样化的多元文化空间中发挥领导作用。新加坡南洋理工大学(NTU)是一所研究型公立大学，最近在Quacquarelli Symonds (QS)“50岁以下50强”中被评为世界上最好的年轻大学，“50岁以下50强”是世界上50所建校未满50年的大学的排名(NCPRE 2014)。媒体头条强调了这所年轻大学的迅速崛起，亚洲新闻台宣布“南洋理工大学在泰晤士高等教育的年轻大学排名中排名第二”(2016年，2016年)，海峡时报报道南洋理工大学在世界大学排名中从去年的第39位上升到第13位(2016年)。南洋理工大学在不到十年的时间里实现了排名的大幅上升。2006年，南洋理工大学董事会为新方向奠定了基础，任命新任教务长Bertil Andersson，瑞典Linköping大学前校长，将南洋理工大学从一所教学型大学转变为一所研究型全球大学(Andersson and Mayer 2015)。Donna C. Tonini，全球研究中心副主任，伊利诺伊大学香槟分校国家职业与研究伦理中心领导与文化研究前首席博士后研究员。她拥有教育学博士学位。哥伦比亚大学师范学院国际教育发展硕士。Nicholas C. Burbules是伊利诺伊大学厄巴纳-香槟分校教育政策、组织和领导系的Gutgsell教授。主要研究领域为教育哲学;对话式教学;还有科技和教育。他撰写或合著了13本书，最近与保罗·斯迈耶斯、大卫·布里奇斯和莫文娜·格里菲斯合著了《教育研究中的口译国际手册》(b施普林格，2015)。他拥有斯坦福大学教育哲学博士学位。C.K. Gunsalus，国家职业研究伦理中心首席研究员兼主任，商业名誉教授;协调科学实验室研究教授。Gunsalus是全国公认的学术领导力和专业精神、研究诚信、举报和道德方面的专家，著有《青年专业人员生存指南》(2012年)和《大学管理人员生存指南》(2006年)。1 Tonini et al.:全球高等教育中混合领导的新模式，新草原出版社出版，2017年38卷，第43期，第3期，2016年夏季。在任期规则改变后，南洋理工大学开始了一项“困难的工作”，即按照更高的标准审查其教师，“创造了一个独特的招聘机会，并向整个机构发出了意向的主要信号”(同上，179)。为了重建师资队伍，南洋理工大学启动了一项密集的战略，从世界各地的名牌大学招募顶尖人才。这一招聘举措造就了一支高度多元化的教师队伍，提高了南洋理工大学的学术环境和声誉(Andersson和Mayer 2015, 180)。一所在多元文化背景下快速发展的大学所面临的领导力挑战是无数的:整个大学正在向更注重研究的大学转变，在某些领域成为全球研究的领导者，提高学校的学术形象，培养更多的领导者……我们需要更好地理解方向、环境和文化，我们需要在其中工作，而外部教员需要时间来适应这一点……我们面临的挑战是让每个人都适应，尤其是我们是一所年轻的大学。(南洋理工大学5-3系，Donna Tonini, 2015年2月采访)。 为了培养教师的领导能力，南洋理工大学与伊利诺伊大学厄巴纳-香槟分校的国家研究与职业道德中心(NCPRE)合作，创建了一套领导力发展资源和项目，“通过循证实践，培养准备好处理复杂问题的领导者，如管理变革和处理跨文化人际关系问题”(NCPRE 2014)。南洋理工大学和NCPRE共同开发了一个名为“南洋理工大学领导力学院”的综合项目，其中包括可重复使用的教学材料、一系列现场研讨会、为期一年的虚拟队列项目，以及一个额外的领导力资源图书馆。该项目现已进入第二个为期一年的新参与者队列。本文考察了领导力准备计划的发展，并提出了南洋理工大学如何通过采用混合的学术领导方法来适应加速增长和转型的研究问题。该方法采用定性方法，通过访谈和参与者的调查反馈，以及NCPRE核心团队的额外反思，对nuta的第一批研究进行了回顾。本文的目的是探讨领导力是如何在ntua背景下被定义的，以及这些观点如何揭示全球化和高等教育新模式如何交叉，从而创造出学术领导力的“混合”模式(Tian, 2012)。南洋理工大学成立于1991年7月，由前工程学院南洋理工学院和新加坡国家教师培训学院国立教育学院合并而成。南洋理工大学于2006年实现自治，因为其董事会执行了从教学机构转变为研究型全球大学的任务(Andersson和Mayer 2015)。目前，南洋理工大学与新加坡国立大学是新加坡最大的两所公立大学之一。根据Andersson校长的说法，南洋理工大学向研究型机构的转变是由一系列重大举措推动的，国际化是其战略的关键驱动因素(同上)。第一个重大变化是南洋理工大学变得更加全面，在其核心STEM领域增加了艺术和人文学科的覆盖范围，以及商业，国际研究和教育(Andersson和Mayer 2015)。下一个主要步骤是招募国际教师和领导，加上来自世界各地著名大学的高级学者。南洋理工大学还利用新加坡国家研究基金会奖学金计划，并引入助理教授倡议，为新教师创造有吸引力的创业条件(同上)。这种密集的战略使南洋理工大学成为“世界上最具国际多样性的大学之一”，其教师来自70个国家(同上，180)。南洋理工大学还建立了两个“卓越研究中心”，吸引了来自世界各地的学术人才(同上，180)。最后，南洋理工大学还受益于新加坡的提议，即引入国际学术机构与本国大学建立研究伙伴关系，与全球顶尖机构建立联系(同上)。正是在这种学术全球化的环境下，与伊利诺伊州NCPRE建立了合作关系。国家职业与研究伦理中心(NCPRE)研究、创建和共享资源，以支持学术界、研究和商业领域最佳伦理和领导实践的发展(NCPRE 2016, Home)。NCPRE由伊利诺伊大学工程学院协调科学实验室的商业和研究名誉教授C. K. Gunsalus领导。Gunsalus为大学管理人员和年轻专业人士写了两本书，他在高等教育领域提供广泛的咨询，包括针对一系列问题的演讲和解决问题的建议。(C. K. Gunsalus & Associates 2016)。在阅读Gunsalus的书籍并了解她的研讨会后，南大于2013年邀请她在新加坡举办了一个关于领导力发展和道德的研讨会。南洋理工大学副校长兼教务长Freddy Boey提议在南洋理工大学内合作建立一个领导学院，为亚洲各地的大学领导提供服务。2014年，伊利诺伊大学和南大大学建立了合作伙伴关系，建立了一个标志性的领导学院(nula)，作为“未来全球研究型大学在亚洲的首演项目”(NTU和Illinois 2014, 2)。根据Gunsalus的说法，目标是与南大大学合作，“将高等教育的下一代领导者培养
{"title":"New Models of Hybrid Leadership in Global Higher Education.","authors":"Donna C. Tonini, N. Burbules, C. Gunsalus","doi":"10.4148/0146-9282.1019","DOIUrl":"https://doi.org/10.4148/0146-9282.1019","url":null,"abstract":"This manuscript highlights the development of a leadership preparation program known as the Nanyang Technological University Leadership Academy (NTULA), exploring the leadership challenges unique to a university undergoing rapid growth in a highly multicultural context, and the hybrid model of leadership it developed in response to globalization. It asks the research question of how the university adapted to a period of accelerated growth and transition by adopting a hybrid approach to academic leadership. The paper uses qualitative methodology to review NTULA’s first cohort, including interviews and participant survey responses. The findings illuminate three key areas of the hybridized leadership model that are challenging to balance, including managing the transition from the leadership style required to drive rapid institutional change to the approach needed to preserve that growth, how leaders reconcile the need to be responsive to both administration and faculty, and how to lead in a highly diverse, multicultural space. Introduction Nanyang Technological University (NTU), a researchintensive public university in Singapore, has recently been ranked as the world’s best young university according to the Quacquarelli Symonds (QS) “Top 50 Under 50,” a ranking of the world’s top 50 universities that are under 50 years old (NCPRE 2014). Media headlines highlight the rapid rise of this young university, with Channel NewsAsia announcing “NTU emerges second in Times Higher Education’s young universities ranking” (2016, 2016) and the Straits Times reporting that NTU placed 13th in the World University Rankings, up from 39th last year (2016). NTU achieved this dramatic rise in the rankings in less than ten years. In 2006, NTU’s Board of Trustees laid the foundations for a new direction, tasking new Provost Bertil Andersson, former Rector of Sweden’s Linköping University, with a mandate to transform NTU from a teaching university to a researchintensive global university (Andersson and Mayer 2015). Donna C. Tonini is Associate Director at the Center for Global Studies and former Lead Postdoctoral Researcher in Leadership & Cultural Studies for the National Center for Professional and Research Ethics at the University of Illinois at UrbanaChampaign. She holds an Ed.D. in International Educational Development, Teachers College, Columbia University. Nicholas C. Burbules is Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. His primary research areas are philosophy of education; teaching through dialogue; and technology and education. He has authored/coauthored 13 books, most recently with Paul Smeyers, David Bridges, and Morwenna Griffiths, the International Handbook of Interpretation in Educational Research (Springer, 2015). He has a Ph.D. in philosophy of education, Stanford University. C.K. Gunsalus, Principal Investigator and Director, National Center for Professional R","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"37-46"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70757335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute’s (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI’s second year program, evaluation results, and next steps. Introduction When a new principal is appointed, school staff and community members share common feelings of anxiety, curiosity, and excitement (Villani 2006). Likewise, the new principal may be eager, yet uncertain, and in reality, often face complex demands very early in the job. New principals encounter particular challenges moving between and prioritizing the many tasks at hand. Staff resignations, unfinished construction, lack of essential classroom resources, and technology challenges can exacerbate the first few months of the position. “In the principalship there can be a ripple effect from almost any decision” (Sciarappa and Mason 2012, 65). Regardless of prior experience and leadership preparation, new principals face situations for which they lack experience (Villani 2006). Mentoring and induction programs allow novice principals to learn new skills and increase understanding of multifaceted problems. Support from mentors grounded in knowledge of research, best practice, and current issues can make a decisive difference in the first year of practice where intense learning occurs. Having someone to share issues Dr. Donna Augustine-Shaw is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). She also serves as the Associate Director for the Kansas Educational Leadership Institute. Her research interests include the superintendency and mentoring and induction for new leaders. Dr. Jia Liang is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). Her research interests include school leadership, equity for women and racial minorities, and leaders’ dispositions and practices in community engagement. She holds a PhD from the University of Georgia in Educational Administration and Policy. 1 Augustine-Shaw and Liang: Embracing New Realities: Professional Growth for New Principals a Published by New Prairie Press, 2017 11 Educational Considerations and concerns in a confidential setting is paramount to the new principal. In addition, mentors encourage self-reflection and on-going professional growth through their dedication and time, moving beyond being simply a “buddy” (Villani 2006). New leaders must gain the knowledge and skills nece
{"title":"Embracing New Realities: Professional Growth for New Principals and Mentors.","authors":"Donna Augustine-Shaw, J. Liang","doi":"10.4148/0146-9282.1016","DOIUrl":"https://doi.org/10.4148/0146-9282.1016","url":null,"abstract":"This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute’s (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI’s second year program, evaluation results, and next steps. Introduction When a new principal is appointed, school staff and community members share common feelings of anxiety, curiosity, and excitement (Villani 2006). Likewise, the new principal may be eager, yet uncertain, and in reality, often face complex demands very early in the job. New principals encounter particular challenges moving between and prioritizing the many tasks at hand. Staff resignations, unfinished construction, lack of essential classroom resources, and technology challenges can exacerbate the first few months of the position. “In the principalship there can be a ripple effect from almost any decision” (Sciarappa and Mason 2012, 65). Regardless of prior experience and leadership preparation, new principals face situations for which they lack experience (Villani 2006). Mentoring and induction programs allow novice principals to learn new skills and increase understanding of multifaceted problems. Support from mentors grounded in knowledge of research, best practice, and current issues can make a decisive difference in the first year of practice where intense learning occurs. Having someone to share issues Dr. Donna Augustine-Shaw is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). She also serves as the Associate Director for the Kansas Educational Leadership Institute. Her research interests include the superintendency and mentoring and induction for new leaders. Dr. Jia Liang is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). Her research interests include school leadership, equity for women and racial minorities, and leaders’ dispositions and practices in community engagement. She holds a PhD from the University of Georgia in Educational Administration and Policy. 1 Augustine-Shaw and Liang: Embracing New Realities: Professional Growth for New Principals a Published by New Prairie Press, 2017 11 Educational Considerations and concerns in a confidential setting is paramount to the new principal. In addition, mentors encourage self-reflection and on-going professional growth through their dedication and time, moving beyond being simply a “buddy” (Villani 2006). New leaders must gain the knowledge and skills nece","PeriodicalId":33941,"journal":{"name":"Educational Considerations","volume":"43 1","pages":"10-17"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70756989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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