Shoho / Barnett / G. The Challenges for New Principals in the 21st Century

1. Auflage 2010
ISBN: 978-1-61735-094-8
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 173 Seiten

Reihe: International Research on School Leadership

This book series, International Research on School Leadership focuses on how presentday issues affect the theory and practice of school leadership. For this inaugural book, we focused on the challenges facing new principals and headteachers. Because the professional lives of school leaders have increasingly impinged on their personal wellbeing and resources have continued to shrink, it is important to understand how new principals or headteachers share and divide their energy, ideas, and time within the school day. It is also important to discover ways to provide professional development and support for new principals and headteachers as they strive to lead their schools in the 21st century. For these reasons, this book is dedicated to exploring the rarelyexamined experiences of those who enter the role as new principals or headteachers. By giving voice to new principals and headteachers, we are able to determine what aspects of leadership preparation ring true and what aspects prove to be of little or no utility. Unlike leadership texts that have focused on conceptual considerations and personal narratives from the field, this book focuses on a collection of empirical efforts centered on the challenges and issues that new principals and headteachers experience during their initial and crucial years of induction. We solicited and accepted manuscripts that explore the multifaceted dimensions of being a new principal or headteacher in the 21st century. Our goal was to create an edited book that examines the commonalities and differences that new principals and headteachers experience from an international perspective. This edited book is comprised of six chapters, each of which contributes a unique perspective on the responsibilities that new principals and headteachers are experiencing at the dawn of the 21st century.

Autoren/Hrsg.

Shoho, Alan R.

Barnett,

Barnett, Bruce G.

G., Bruce

Tooms,

K., Autumn

Shoho,

R., Alan

Inhaltsverzeichnis

1;The Challenges for New Principals in the Twenty-First Century;2
2;Developing Leadership Capabilities Through Professional Support;2
2.1;A volume in;2
2.2;International Research on School Leadership;2
2.3;Series Editors: Alan R. Shoho, Bruce G. Barnett, University of Texas at San Antonio;2
2.4;Autumn K. Tooms, University of Tennessee;2
3;CONTENTS;6
3.1;1. Translational Leadership: New Principals and the Theory and Practice of School Leadership in the Twenty-First Century;6
3.2;2. New Headteachers in Schools in England and Their Approaches to Leadership;6
3.3;3. So You Want to be a Headteacher?: “Liabilities of Newness,” Challenges, and Strategies of New Headteachers in Uganda;6
3.4;4. Problems Reported by Novice High School Principals;6
3.5;5. Accelerating New Principal Development Through Leadership Coaching;6
3.6;6. From Mentoring to Coaching: Finding the Path to Support for Beginning Principals;6
3.7;International Research on School Leadership;3
3.7.1;Alan R. Shoho, Bruce G. Barnett, and Autumn K. Tooms, Series Editors;3
3.7.2;The Challenges for New Principals in the Twenty-First Century (2010);3
3.7.3;edited by Alan R. Shoho, Bruce G. Barnett, and Autumn K. Tooms;3
3.8;The Challenges for New Principals in the Twenty-First Century;4
3.9;Developing Leadership Capabilities Through Professional Support;4
3.9.1;edited by;4
3.9.2;Alan R. Shoho University of Texas at San Antonio;4
3.9.3;Bruce G.Barnett;4
3.9.4;University of Texas at San Antonio;4
3.9.5;and;4
3.9.6;Autumn K. Tooms;4
3.9.7;Kent State University;4
3.9.7.1;Information Age Publishing, Inc.;4
3.9.7.2;Charlotte, North Carolina • www.infoagepub.com;4
4;Acknowledgments;8
5;Introduction;10
5.1;Alan R. Shoho, Bruce G. Barnett, and Autumn K. Tooms;10
5.2;References;18
5.3;Appendix A: Diagram of Q-Sort;40
6;Translational Leadership;20
6.1;New Principals and the Theory and Practice of School Leadership in the Twenty-First Century;20
6.1.1;Bonnie C. Fusarelli, Matthew Militello, Thomas L. Alsbury, Edwin Price, and Thomas P. Warren;20
6.1.2;The Changing Nature of New Leader Preparation and Practice;21
6.1.3;Translational Leadership;26
6.1.4;Standards-Based Leadership: Q-Sort Data on Leaders’ Perceptions;28
6.1.5;Q-Sort Findings;29
6.1.6;A Case Study of a New Principal in Practice;30
6.1.7;Conclusions and Implications;37
6.1.8;Notes;38
6.2;Appendix B: Example of an Abbreviated Weekly Log;41
6.3;Appendix B: Continued;43
6.3.1;References;44
6.3.1.1;chapter 1;20
6.4;Table 1.1. Workweek Time Allocation: January;33
6.5;Table 1.2. Workweek Time Allocation: April;33
6.6;Table 2.1. Sample of New Headteachers in the KPEL Project;53
6.6.1;Figure 2. 1. Headteacher sampling framework.;55
7;New Headteachers in Schools in England and Their Approaches to Leadership;48
7.1;Gillian Forrester and Helen M. Gunter;48
7.2;Introduction;48
7.3;The Context;49
7.4;The Research;52
7.4.1;Sample;52
7.4.2;Procedures;52
7.4.2.1;1. Reasons for becoming a headteacher;54
7.4.2.2;2. Nature of their training and professional development;54
7.4.2.3;3. Likes and concerns about headship;54
7.4.2.4;4. Views of New Labour’s policies for education;54
7.4.2.5;5. Their understanding of official model(s) of school leadership;54
7.4.2.6;6. Leadership approach and how it takes place;54
7.4.2.7;7. How their leadership approach had been learned;54
7.4.2.8;8. Perceived effectiveness of their leadership approach;54
7.5;Leadership Approaches;56
7.5.1;Being Visionary;56
7.5.2;Doing Leadership;57
7.5.3;Making Changes, Making a Difference;58
7.6;Origins of Leadership Approach;59
7.6.1;Role Models;60
7.6.2;Postgraduate Study and National Training Programs;60
7.6.3;Knowledge Utilization;62
7.7;Discussion;63
7.8;Conclusions;66
7.9;References;67
7.9.1;chapter 2;48
7.9.1.1;Figure 3. 2. Typical administrative structure of Ugandan schools.;76
7.9.1.2;Figure 3. 1. Liability of newness as an influence on leadership and organizational performance.;72
7.10;Table 3.3. Number of Headteachers (n = 20) Using Particular Strategies to Address Specific Challenges;90
8;So You Want to be a Headteacher?;70
8.1;“Liabilities of Newness,” Challenges, and Strategies of New Headteachers in Uganda;70
8.1.1;Pamela R. Hallam, Julie M. Hite, Steven J. Hite, and Christopher B. Mugimu;70
8.1.1.1;The higher a chimpanzee stands, the more its naked bottom is exposed.;70
8.1.2;Literature Review;71
8.1.2.1;Theoretical Framework;71
8.1.2.2;New School Leaders;72
8.1.2.3;Education in Uganda;73
8.1.3;Methods;76
8.1.3.1;Sampling;77
8.1.3.2;Data Collection;78
8.1.3.3;Data Analysis;78
8.1.3.4;Trustworthiness;79
8.1.3.5;Limitations;79
8.1.4;Findings;80
8.1.4.1;New Headteacher Challenges;80
8.1.4.2;Strategies for Addressing the Challenges;87
8.1.5;Discussion;89
8.1.6;Implications and Conclusions;92
8.1.7;References;94
8.1.7.1;chapter 3;70
8.2;Table 3.1. Stratified Sampling of Schools and Headteachers (n = 20);77
8.3;Table 3.2. Sample of New Headteachers;78
8.3.1;Figure 3. 2. Three key stakeholder groups with competing financial needs.;83
8.3.2;Figure 3. 3. The role of educational context and liabilities of newness on the effectiveness of new headteachers.;91
8.4;Table 4.4. Items Identified as Problematic by All Ohio Novice High School Principals (n = 21);106
8.5;Table 4.1. Ohio Novice High School Principal Demographic Characteristics;104
8.6;Table 4.2. Ohio Novice High School Principal School Demographic Characteristics (N = 25);105
8.7;Table 4.3. Frequency of Problems Reported by Ohio Novice High School Principals (n = 21);106
9;Problems Reported by Novice High School Principals;96
9.1;Sarah Beth Woodruff and Theodore J. Kowalski;96
9.2;Introduction;96
9.3;Theoretical Framework;97
9.3.1;Principals and Professionalism;97
9.3.2;Novice High School Principals;98
9.3.3;Entry to Practice;99
9.3.3.1;1. The perception that there is or will be a critical shortage of qualified principals;100
9.3.3.2;2. The ability of traditionally prepared principals to respond adequately to demands for increased school accountability and efficiency;100
9.3.3.3;3. The extent to which states should regulate public administration, including administration in schools and districts;100
9.3.3.4;4. The contention that current requirements prevent or discourage competent managers outside of education from becoming superintendents and principals (Kowalski, 2004, 2009).;100
9.3.4;Problems of Practice;101
9.4;The Ohio Study;102
9.4.1;Methodology;102
9.5;Findings;103
9.6;Conclusions;110
9.6.1;1. Though demographic data about novice high school principals are limited, findings reported here suggest that the Ohio study population was representative of novice high school principals nationally. Specifically, the members appeared typical with ...;110
9.6.2;2. Findings on the employing schools support contentions that novices often are employed in highly challenging positions (see, e.g., Gates et al., 2003; Ohio Department of Education, 2005; Rodriguez-Campos et al., 2005). That is, they are likely to b...;110
9.6.3;3. The nature and frequency of problems identified by the Ohio novices were typical of those reported in previous studies. For example, findings here reaffirmed previous research (Billot, 2003; Dunning, 1996; Howell, 1981; NASSP, 2001; Shen, Cooley, ...;111
9.6.4;4. The fourth conclusion is based on a discernible association between prior professional experience and the reported frequency of problems. Novices who had more years of teaching experience identified problems with greater frequency than did novices...;111
9.6.5;5. Outcomes reported here raise legitimate concerns about deregulating practice in the principalship. As a prime example, deregulation would allow persons with little or no teaching experience to occupy the position—a condition that may diminish th...;111
9.7;Discussion;112
9.8;References;114
9.8.1;chapter 4;96
9.9;Table 4.5. Frequency of Problems Associated With Ohio Standards for Principals (n = 21);107
9.10;Table 4.6. Problems Deemed Most Severe by Ohio Novice High School Principals (n = 21);108
9.11;Table 4.7. Ohio Novice High School Principal Group Mean Problem Scores (n = 21);108
9.12;Table 5.7. Continued;109
9.13;Table 4.8. Association of Problem Frequency With Ohio Novice High School Principal and School Demographics;110
9.14;Table 5.1. Challenges Facing New Principals;128
9.14.1;Figure 5. 1. Purposeful coaching model.;127
10;Accelerating New Principal Development through Leadership Coaching;120
10.1;Chad R. Lochmiller and Michael Silver;120
10.2;Review of Literature;121
10.3;Research Design;124
10.4;Sample;124
10.5;Data Analysis;125
10.6;Description of the University-Based Coaching Program and Coaching Model Studied;126
10.7;The Purposeful Coaching Model;126
10.8;Research Findings;128
10.9;Gathering Evidence, Asking Questions, and Managing Reflection;130
10.9.1;Videotaping Principals’ Leadership Practice;130
10.9.2;Teacher Focus Groups;131
10.10;Helping New Principals Develop an Instructional Routine;132
10.11;Monitoring the New Principal’s Actions;134
10.12;Accelerating Principal Development through Leadership Coaching;136
10.13;References;137
10.13.1;chapter 5;120
11;From Mentoring to Coaching;140
11.1;Finding the Path to Support for Beginning Principals;140
11.1.1;John C. Daresh;140
11.1.2;Chicago Public Schools and the ELIS Project;141
11.1.2.1;Dimensions of ELIS;143
11.1.2.1.1;1. Mentors provide direct and purposeful support to help aspiring or new principals to perform at a high level and make observable progress toward becoming transformational instructional leaders.;143
11.1.2.1.2;2. Mentors and mentees connect leadership development efforts to improvement needs in the school, resulting in positive impact on the quality of teaching and learning as evidenced by measurable gains in student achievement.;143
11.1.2.1.3;3. The mentoring relationship is an integrated component of meeting the professional needs of the mentee, as the mentor uses blended coaching strategies to improve targeted, appropriate, and timely learning and development opportunities to aspiring a...;143
11.1.2.1.4;1. Develop and articulate a belief system through voice and action (e.g., leading by example, involving all members of the school community in providing support for instruction and striving to achieve a common vision).;143
11.1.2.1.5;2. Engage and develop faculty (e.g., developing leadership among teachers, supporting staff development, aligning staff development with school goals, and recruiting and retaining quality teachers).;144
11.1.2.1.6;3. Assess the quality of classroom instruction (e.g., using knowledge of learning theories and practices, leading standards-based instruction, and using data to improve instruction and student achievement).;144
11.1.2.1.7;4. Facilitate and motivate change (e.g., understanding the change process for individuals and organizations, being committed to children and having high expectations for learning, and facilitating shared responsibility regarding change efforts).;144
11.1.2.1.8;5. Balance management (e.g., delegating effectively when needed, aligning resources to instructional needs).;144
11.1.2.2;Mentoring Arrangements: Year I;145
11.1.2.2.1;1. Determine the apparent impact of mentoring activity on new principals’ abilities to grow professionally in the five CPS Principal Competencies.;145
11.1.2.2.2;2. Ascertain the impact of mentoring on new principals’ capacity to address the improvement needs in their schools.;145
11.1.2.2.3;3. Ensure the quality of mentoring interactions taking place to promote new principals’ reflections about improving overall professional practice.;145
11.1.2.2.4;1. Are new principals learning how to implement the CPS Principal Competencies as part of their behavior as leaders?;146
11.1.2.2.5;2. Are new principals approaching their work more thoughtfully because of their interactions with mentors?;146
11.1.2.2.6;3. Are new principals’ preconceived notions about the principalship being confirmed or challenged?;146
11.1.2.2.7;4. Are new principals demonstrating behaviors more consistent with instructional leaders, as contrasted with building managers? If so, what interventions by mentors appeared to be effective in bringing about such behaviors?;147
11.1.2.3;Mentoring Arrangements: Year II;147
11.1.2.4;Mentoring Arrangements: Year III;149
11.1.3;What Was Learned from ELIS?;152
11.1.3.1;1. Determine specific ways mentoring activities are helping new principals to think about and use desired competencies.;152
11.1.3.2;2. Ascertain the impact of mentoring on new principals’ capacities to address the improvement needs of their schools.;152
11.1.3.3;3. Attend to the quality of mentoring interactions taking place to promote new principals’ reflections about improving their professional practice.;152
11.1.4;Does Mentoring Promote Instructional Leadership Development?;155
11.1.5;APPENDIX A;159
11.1.5.1;Principal Mentoring Quality Assurance Reflection Instrument;159
11.1.5.1.1;1. Quality Assurance Items;159
11.1.5.1.2;2. In what areas for supporting new principal development would you most benefit from additional mentoring inservice?;159
11.1.5.1.3;(a) What additional development and support do you need from the district?;159
11.1.5.1.4;(b) From your mentor?;159
11.1.5.1.4.1;3. For mentors:;159
11.1.6;APPENDIX B;160
11.1.6.1;Mentoring Impact Instrument;160
11.1.6.2;Questions for mentors;160
11.1.6.2.1;1. How much influence have you had on your protégée’s thinking about articulating a belief system through voice and action? Please describe how your protégée’s thinking has been affected.;160
11.1.6.2.2;2. How much influence have you had on your protégée’s actions about articulating a belief system through voice and actions? Please describe how your protégée’s actions have been affected.;160
11.1.6.2.3;3. What have you done to facilitate your protégée’s thinking and actions about articulating a belief system through voice and action?;160
11.1.6.2.4;4. How much influence have you had on your protégée’s thinking about balancing management? Please describe how your protégée’s thinking has been affected.;160
11.1.6.2.5;5. How much influence have you had on your protégée’s actions about balancing management? Please describe how your protégée’s actions have been affected.;160
11.1.6.2.6;6. What have you done to facilitate your protégée’s thinking and actions about balancing management?;160
11.1.6.3;Questions for new principals;160
11.1.6.3.1;1. How much influence has your mentor had on your thinking about articulating a belief system through voice and action? Please describe how your thinking has been affected.;160
11.1.6.3.2;2. How much influence has your mentor had on your actions about articulating a belief system through voice and action? Please describe how your actions have been affected.;160
11.1.6.3.3;3. What has your mentor done to affect your thinking and actions about articulating a belief system through voice and action?;160
11.1.6.3.4;4. How much influence has your mentor had on your thinking about balancing management? Please describe how your thinking has been affected.;160
11.1.6.3.5;5. How much influence has your mentor had on your actions about balancing management? Please describe how your actions have been affected.;160
11.1.6.3.6;6. What has your mentor done to affect your thinking and actions about balancing management?;161
11.1.6.4;Questions for mentors;161
11.1.6.4.1;1. How much influence have you had on your protégée’s thinking about assessing the quality of classroom instruction? Please describe how your protégée’s thinking has been affected.;161
11.1.6.4.2;2. How much influence have you had on your protégée’s actions about assessing the quality of classroom instruction? Please describe how your protégée’s actions have been affected.;161
11.1.6.4.3;3. What have you done to facilitate your protégée’s thinking and actions about assessing the quality of classroom instruction?;161
11.1.6.4.4;4. How much influence have you had on your protégée’s thinking about engaging and developing faculty? Please describe how your protégée’s thinking has been affected.;161
11.1.6.4.5;5. How much influence have you had on your protégée’s actions about engaging and developing faculty? Please describe how your protégée’s actions have been affected.;161
11.1.6.4.6;6. What have you done to facilitate your protégée’s thinking and actions about engaging and developing faculty?;161
11.1.6.4.7;7. How much influence have you had on your protégée’s thinking about facilitating and motivating change? Please describe how your protégée’s thinking has been affected.;161
11.1.6.4.8;8. How much influence have you had on your protégée’s actions about facilitating and motivating change? Please describe how your protégée’s actions have been affected.;161
11.1.6.4.9;9. What have you done to facilitate your protégée’s actions and thinking about facilitating and motivating change?;161
11.1.6.5;Questions for new principals;161
11.1.6.5.1;1. How much influence has your mentor had on your thinking about assessing the quality of classroom instruction? Please describe how your thinking has been affected.;161
11.1.6.5.2;2. How much influence has your mentor had on your actions about assessing the quality of classroom instruction? Please describe how your actions have been affected.;161
11.1.6.5.3;3. What has your mentor done to facilitate your thinking and actions about assessing the quality of classroom instruction?;162
11.1.6.5.4;4. How much influence has your mentor had on your thinking about engaging and developing faculty? Please describe how your thinking has been affected.;162
11.1.6.5.5;5. How much influence has your mentor had on your actions about engaging and developing faculty? Please describe how your actions have been affected.;162
11.1.6.5.6;6. What has your mentor done to facilitate your thinking and actions about engaging and developing faculty?;162
11.1.6.5.7;7. How much influence has your mentor had on your thinking about facilitating and motivating change? Please describe how your thinking has been affected.;162
11.1.6.5.8;8. How much influence has your mentor had on your actions about facilitating and motivating change? Please describe how your thinking has been affected.;162
11.1.6.5.9;9. What has your mentor done to facilitate your thinking and actions about facilitating and motivating change?;162
11.1.7;References;162
11.1.7.1;chapter 6;140
12;About the Authors;166