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1. a paradigm shift in preparing instructional leaders  (Page 10/7)

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Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned curriculum was a semester-long internship during which residents practiced leadership behaviors under the supervision of a mentor principal in a school setting. Residents completed 18 authentic assignments during the semester; mentors offered formative feedback on each of them. The new curriculum was evaluated with The Leadership Practices Inventory, the PRAXIS II examination, and surveys completed by mentors and residents. The results are conclusive: aspiring school administrators learn to become leaders when they practice leadership behaviors in a school setting under the supervision of a mentor for an extended period of time.

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 International Journal of Educational Leadership Preparation, Volume 6, Number 2 (April - June, 2011), ISSN 2155-9635. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech, and Janet Tareilo, Stephen F. Austin State University.

Sumario en espanol

La facultad instruccional del liderazgo en el Colegio de la Educación en la Universidad de Alabama del sur en el Móvil, Alabama, trabajó con supervisores locales de distrito de escuela y otros tenedores de apuestas para volver a diseñar su plan de liderazgo para enseñar el conocimiento y las habilidades líderes instruccionales deben mejorar logro de estudiante. La experiencia del coronamiento del plan volver a diseña fue un puestos de interno semestre-largo durante que residentes practicaron conductas de liderazgo bajo la supervisión de un director de mentor en una colocación de la escuela. Los residentes completaron 18 tareas auténticas durante el semestre; mentores ofrecieron reacción formativa en cada uno de ellos. El nuevo plan fue evaluado con Las Prácticas de Liderazgo Inventaría, el PRAXIS examen II, y las inspecciones completadas por mentores y residentes. Los resultados son conclusivos: aspirando a administradores de escuela aprenden a llegar a ser líderes cuando practican conductas de liderazgo en una colocación de la escuela bajo la supervisión de un mentor por un espacio de tiempo prolongado.

Esta es una traducción por computadora de la página web original. Se suministra como información general y no debe considerarse completa ni exacta.

About the Author

Dr. David L. Gray is an Associate Professor of Education in the College of Education at the University of South Alabama in Mobile, Alabama. Before joining the Instructional Leadership faculty at USA in 1997, Dr. Gray was an elementary school principal in Tuscaloosa, Alabama, for 17 years. He is married, the father of three children, and resides in Spanish Fort, Alabama.

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
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Source:  OpenStax, Preparing instructional leaders. OpenStax CNX. Jun 13, 2011 Download for free at http://cnx.org/content/col11324/1.1
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