0.11 Marshall, r., karanavich, f., & Sampson, p. (october 2011).  (Page 12/11)

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review: Special Portland Conference Issue (October 2011) , ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

In many universities the tenure track professoriate positions require the novice assistant professor to navigate through a tenure maze of uncertain paths while acclimating to the university culture and deciphering the tenure requirements within the three pillars of tenure success: teaching, service, and scholarship. The tenure journey may be difficult for the seasoned academic scholar, but can be more difficult for veteran PK-12 school administrators, seasoned practitioners transitioning from PK-12 educational leadership into the tenure-track assistant professor’s position. The variance between what the successful school administrator “thought” the assistant professor position required and what was actually expected has caused stress and consternation within the aspiring assistant professors and would seem to create fertile ground for strong mentoring programs at institutions of higher learning (Erickson, Hensley,&Kinsey, 2010; Grackowski, 2010; Searby, Ivanlova,&Shores, 2010).

This study represents Phase II of a two-part research design to further investigate the transition process of PK-12 administrators to higher education. It was designed as a continuation study from an initial survey conducted in three states: Illinois, Iowa, and Texas (Marshall, Karanovich,&Sampson, 2010). The original Phase I survey completed in 2010 was designed to discover the experiences of principals and superintendents transitioning to a professorship and to glean their advice for future school leaders who aspire to a career in higher education. Phase II was designed to interview professors who volunteered during the Phase I survey. Twenty-one Phase I respondents volunteered to be interviewed. Nine respondents were chosen to be interviewed in two states: Illinois and Texas. The themes from transcribed interviews were consistent and affirming of the current review of literature with one exception that showed that the majority of those interviewed had a smooth transition.

Significance of this study

This two year study provides the profession with affirmation of previous research studies about transitioning from PK-12 administrative leadership into the professorate and provides information and strategies for helping those transitioning to do so successfully, i. e. to obtain the sought after “tenure” status at an institution of higher learning. The purpose of this study was to drawn on the experiences of the interviewed professors to illuminate a path for transitioning PK-12 administrators, or those administrators considering leaving their administrative positions, as they begin their career journey to higher education. The goal in Phase II of the two phase study was to interview candidates from the initial pool of 21 volunteer respondents to further explore in more depth, their experiences and recommendations on the transition from the PK-12 administration to the assistant professor in educational leadership. This included an examination of the impact that formal or informal faculty mentoring programs had on the success of PK-12 administrators’ transition to the new world of higher education and to see if there are other ways to support the new tenured track professor. When transitioning school administrators fail in their journey to the tenure professoriate, replacing unsuccessful candidates is costly in time, energy, and dollars (Coleman et. al., 2007). It is also costly in the loss of human capital from people who leave higher education discouraged, disillusioned and dismayed. Mentoring and knowledge of the professor role along with the tenure process can help to support the transitioning administrator to achieve tenure and make the journey a smoother ride with fewer potholes hit during the trip.