Pub Date : 2020-06-24DOI: 10.1177/1942775120936300
Jason D. Salisbury, Decoteau J. Irby
This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.
{"title":"Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning","authors":"Jason D. Salisbury, Decoteau J. Irby","doi":"10.1177/1942775120936300","DOIUrl":"https://doi.org/10.1177/1942775120936300","url":null,"abstract":"This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"210 - 226"},"PeriodicalIF":0.8,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120936300","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43660689","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}
Pub Date : 2020-06-01DOI: 10.1177/1942775118771379
Karen D. Jones, Marjorie Ringler
The purpose of this collaborative action research study was to determine whether practicing instructional coaching with teacher candidates (TCs) improved coaching skills of principal candidates (PCs). Findings indicated that PCs improved their coaching skills. Findings illustrated ways to improve principal preparation in an instructional supervision course and by collaborating with a teacher education program to provide field experiences to practice coaching. This study also determined that there was not a significant difference in practicing coaching with TCs through video lessons or face to face observations.
{"title":"Preparing Principal Candidates to Be Instructional Leaders Through Virtual Coaching Preservice Teachers","authors":"Karen D. Jones, Marjorie Ringler","doi":"10.1177/1942775118771379","DOIUrl":"https://doi.org/10.1177/1942775118771379","url":null,"abstract":"The purpose of this collaborative action research study was to determine whether practicing instructional coaching with teacher candidates (TCs) improved coaching skills of principal candidates (PCs). Findings indicated that PCs improved their coaching skills. Findings illustrated ways to improve principal preparation in an instructional supervision course and by collaborating with a teacher education program to provide field experiences to practice coaching. This study also determined that there was not a significant difference in practicing coaching with TCs through video lessons or face to face observations.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"108 - 87"},"PeriodicalIF":0.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775118771379","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43222910","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}
Pub Date : 2020-06-01DOI: 10.1177/1942775119838297
Karen D. Jones, Hellen Ransom, C. Chambers
Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.
{"title":"Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model","authors":"Karen D. Jones, Hellen Ransom, C. Chambers","doi":"10.1177/1942775119838297","DOIUrl":"https://doi.org/10.1177/1942775119838297","url":null,"abstract":"Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"150 - 163"},"PeriodicalIF":0.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119838297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887916","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}
Pub Date : 2020-05-12DOI: 10.1177/1942775120921213
D. Gurley, Amy L. Dagley
Using the Defining Issues Test of moral reasoning, researchers gathered pre- and posttest data from educational leadership students (N = 52) and confidence levels in enacting ethical school leadership, before and after completing a master’s degree program in educational leadership. On a 95-point scale, pretest, postconventional moral reasoning abilities were calculated at M = 33.57. Significantly higher posttest, postconventional moral reasoning (M = 38.80) was determined. Respondent confidence levels in enacting ethical leadership also increased dramatically. Moral reasoning abilities measured far lower than would be expected compared with national norms of adults who had achieved similar levels of education in other professional areas.
{"title":"Pulling Back the Curtain on Moral Reasoning and Ethical Leadership Development for K–12 School Leaders","authors":"D. Gurley, Amy L. Dagley","doi":"10.1177/1942775120921213","DOIUrl":"https://doi.org/10.1177/1942775120921213","url":null,"abstract":"Using the Defining Issues Test of moral reasoning, researchers gathered pre- and posttest data from educational leadership students (N = 52) and confidence levels in enacting ethical school leadership, before and after completing a master’s degree program in educational leadership. On a 95-point scale, pretest, postconventional moral reasoning abilities were calculated at M = 33.57. Significantly higher posttest, postconventional moral reasoning (M = 38.80) was determined. Respondent confidence levels in enacting ethical leadership also increased dramatically. Moral reasoning abilities measured far lower than would be expected compared with national norms of adults who had achieved similar levels of education in other professional areas.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"243 - 274"},"PeriodicalIF":0.8,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120921213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362276","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}
Pub Date : 2020-03-01DOI: 10.1177/1942775118771666
M. Zarate, Yoselinda Mendoza
To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students (N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.
{"title":"Reflections on Race and Privilege in an Educational Leadership Course","authors":"M. Zarate, Yoselinda Mendoza","doi":"10.1177/1942775118771666","DOIUrl":"https://doi.org/10.1177/1942775118771666","url":null,"abstract":"To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students (N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"56 - 80"},"PeriodicalIF":0.8,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775118771666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43649018","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}
Pub Date : 2020-03-01DOI: 10.1177/1942775118765499
Samantha Hedges, Anne-Maree Ruddy, Lori G. Boyland, Jeff Swensson, Jenna Kennedy
The authors drew upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted licensure requirements for charter school principals compared with traditional public school principals, and many exempt charter school principals from licensure altogether. They found that training and support for charter school principals is available, but is concentrated in the states with the highest number of charter schools. These findings have significant implications for policy makers, charter school advocates, and authorizers. These implications are discussed and related to the existing literature regarding principal preparation and licensure.
{"title":"The Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action","authors":"Samantha Hedges, Anne-Maree Ruddy, Lori G. Boyland, Jeff Swensson, Jenna Kennedy","doi":"10.1177/1942775118765499","DOIUrl":"https://doi.org/10.1177/1942775118765499","url":null,"abstract":"The authors drew upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted licensure requirements for charter school principals compared with traditional public school principals, and many exempt charter school principals from licensure altogether. They found that training and support for charter school principals is available, but is concentrated in the states with the highest number of charter schools. These findings have significant implications for policy makers, charter school advocates, and authorizers. These implications are discussed and related to the existing literature regarding principal preparation and licensure.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"27 - 3"},"PeriodicalIF":0.8,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775118765499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48829845","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}
Pub Date : 2020-03-01DOI: 10.1177/1942775118770778
Rebecca A. Thessin, J. Clayton, Kimberly Jamison
This study sought to understand how aspiring administrators and supervising mentors contribute to the intern’s opportunity to lead authentic administrative tasks during the administrative internship. Using case study methodology, we gathered data from six intern/mentor pairs through in-depth interviews, observations, journals, and logs. Several themes contributed to the development of the intern/mentor relationship in three phases: (a) establishing the partnership, (b) cultivating the mentoring relationship, and (c) learning through the leadership experience. Our results informed the development of the Educational Leadership Mentoring Framework, a new conceptual framework that has the potential to enhance the quality of administrative internship experiences.
{"title":"Profiles of the Administrative Internship: The Mentor/Intern Partnership in Facilitating Leadership Experiences","authors":"Rebecca A. Thessin, J. Clayton, Kimberly Jamison","doi":"10.1177/1942775118770778","DOIUrl":"https://doi.org/10.1177/1942775118770778","url":null,"abstract":"This study sought to understand how aspiring administrators and supervising mentors contribute to the intern’s opportunity to lead authentic administrative tasks during the administrative internship. Using case study methodology, we gathered data from six intern/mentor pairs through in-depth interviews, observations, journals, and logs. Several themes contributed to the development of the intern/mentor relationship in three phases: (a) establishing the partnership, (b) cultivating the mentoring relationship, and (c) learning through the leadership experience. Our results informed the development of the Educational Leadership Mentoring Framework, a new conceptual framework that has the potential to enhance the quality of administrative internship experiences.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"28 - 55"},"PeriodicalIF":0.8,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775118770778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713402","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}
Pub Date : 2020-01-29DOI: 10.1177/1942775120902191
T. Schneider
This article presents a social constructivist grounded theory of school principal legal learning. The author analyzed 10 interviews with K-12 school principals and 10 school law faculty documents to investigate how principals develop the knowledge and skills to address legal issues in schools. Two themes emerged. The first theme was source of legal learning, with categories that included theoretical legal learning and practical/reality-based learning. The second theme was supports for legal learning, with categories that included supports of school law faculty, attorneys, policies, building level–specific content, professional development, and a combined practice of reflection to develop a common-sense approach.
{"title":"A Social Constructivist Grounded Theory of School Principal Legal Learning","authors":"T. Schneider","doi":"10.1177/1942775120902191","DOIUrl":"https://doi.org/10.1177/1942775120902191","url":null,"abstract":"This article presents a social constructivist grounded theory of school principal legal learning. The author analyzed 10 interviews with K-12 school principals and 10 school law faculty documents to investigate how principals develop the knowledge and skills to address legal issues in schools. Two themes emerged. The first theme was source of legal learning, with categories that included theoretical legal learning and practical/reality-based learning. The second theme was supports for legal learning, with categories that included supports of school law faculty, attorneys, policies, building level–specific content, professional development, and a combined practice of reflection to develop a common-sense approach.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"226 - 242"},"PeriodicalIF":0.8,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120902191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45354398","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}
Pub Date : 2020-01-29DOI: 10.1177/1942775119896110
Miranda Wilson, Caroline Thouin
{"title":"After-Class Conversations","authors":"Miranda Wilson, Caroline Thouin","doi":"10.1177/1942775119896110","DOIUrl":"https://doi.org/10.1177/1942775119896110","url":null,"abstract":"","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"81 - 83"},"PeriodicalIF":0.8,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775119896110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830033","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}
Pub Date : 2020-01-24DOI: 10.1177/1942775120902190
René O. Guillaume
This article presents the findings from a qualitative phenomenological study with 21 Faculty of Color in departments of educational leadership and administration who were tenured within the past 7 years. An emphasis was placed on examining the role of emotional and social intelligence as the participants successfully navigated the promotion and tenure process. Results of the study provide three themes: Sense of Belonging Through Community, Understanding Self, and Strategic Recognition of Organizational Environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.
{"title":"The Experiences of Faculty of Color in Departments of Educational Leadership and Administration: The Role of Emotional and Social Intelligence in Navigating Promotion and Tenure to Achieve the Rank of Associate Professor","authors":"René O. Guillaume","doi":"10.1177/1942775120902190","DOIUrl":"https://doi.org/10.1177/1942775120902190","url":null,"abstract":"This article presents the findings from a qualitative phenomenological study with 21 Faculty of Color in departments of educational leadership and administration who were tenured within the past 7 years. An emphasis was placed on examining the role of emotional and social intelligence as the participants successfully navigated the promotion and tenure process. Results of the study provide three themes: Sense of Belonging Through Community, Understanding Self, and Strategic Recognition of Organizational Environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"200 - 225"},"PeriodicalIF":0.8,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120902190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47582717","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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