0.16 Surface, j. (october 2011). assessing edad candidates' leadership  (Page 7/7)

Conclusion

In summary, the results showed that there was a significant growth in self-perceptions from the pretest to posttest results of the EDAD candidates’ of their development of the knowledge, skills and dispositions different at the end of the leadership compared to their ability to apply the knowledge, skill and disposition when they first entered the program. Secondly, the change of self-perceptions of knowledge and skills grew from a lower pretest score to a nearly equal posttest score different from the change of dispositions. The difference of growth is most likely attributable to dispositions being part of a foundation that students developed with guidance of their parents while they were growing into adulthood. The significant emphasis on social justice in our program could attribute to the growth. We believe that we must teach our candidates to take active roles to intervene on oppressive power differences and work to create schools that develop everyone’s capacity to think, to critique, and to carryout civil discourse about complex, debatable issues (Surface, et al. 2011). Furthermore, our future leaders leave our program with the understanding that it is, indeed, their obligation to create new possibilities for children, their families and work with the community in order to build the capacity to improve community life overall.

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