Citation

Mandated State Standards in Educational Leadership: Can’t Live With Them, Can’t Get State Program Approval Without Them!

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Abstract:

This paper session reports findings from a study which surveyed all educational leadership faculty in a southeastern state regarding the impact of a new state law mandating the implementation of 132 state developed competencies and skills into the curriculum and programming of all public and private departments of educational leadership. The 132 skills and competencies were developed with only minimal input from university faculty from across the state. Failure to revise curriculum to include these skills and competencies would result in the loss of state program approval and therefore the loss of ability to grant administrative. licensure to program completers. The survey was sent to all educational leadership faculty while as they worked to make major revisions required by the new law and coincidentally, during a time period when universities across the state were undergoing the deepest budget cuts in history. Faculty were allowed only six months to complete the revisions and submit their revised program to the state for continued program approval and licensure rights. Follow-up interviews and focus groups were conducted to gain a deeper understanding of the survey results. Findings were organized around six categories: (a) Faculty Demographics and Department Characteristics, (b) Awareness of the New Law, (c) Involvement in the Law’s Development and Participation in Program Revisions, (d) Resource Allocation, (e) Partnerships and Internships, and (f) The Overall Change Process and Impact to Program Quality. During this proposed paper session, findings will be displayed statistically, graphically, and will also be supported with narrative data from interviews and focus groups. Discussion of the findings will focus on the emotional impact and stress experienced by faculty during the curricular and programming change process as it occurred within their departments and pervasive feelings of a loss of professional identity as professors of educational leadership.

Most Common Document Word Stems:

state (51), program (36), educ (33), faculti (32), chang (32), leadership (29), survey (18), institut (17), impact (16), univers (16), process (15), level (15), new (15), depart (14), develop (13), school (12), construct (12), focus (12), use (12), find (11), compet (11),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378165_index.html
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MLA Citation:

Mountford, Meredith., Acker-Hocevar, Michele. and Maslin-Ostrowski, Patricia. "Mandated State Standards in Educational Leadership: Can’t Live With Them, Can’t Get State Program Approval Without Them!" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378165_index.html>

APA Citation:

Mountford, M. L., Acker-Hocevar, M. and Maslin-Ostrowski, P. , 2009-11-19 "Mandated State Standards in Educational Leadership: Can’t Live With Them, Can’t Get State Program Approval Without Them!" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378165_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper session reports findings from a study which surveyed all educational leadership faculty in a southeastern state regarding the impact of a new state law mandating the implementation of 132 state developed competencies and skills into the curriculum and programming of all public and private departments of educational leadership. The 132 skills and competencies were developed with only minimal input from university faculty from across the state. Failure to revise curriculum to include these skills and competencies would result in the loss of state program approval and therefore the loss of ability to grant administrative. licensure to program completers. The survey was sent to all educational leadership faculty while as they worked to make major revisions required by the new law and coincidentally, during a time period when universities across the state were undergoing the deepest budget cuts in history. Faculty were allowed only six months to complete the revisions and submit their revised program to the state for continued program approval and licensure rights. Follow-up interviews and focus groups were conducted to gain a deeper understanding of the survey results. Findings were organized around six categories: (a) Faculty Demographics and Department Characteristics, (b) Awareness of the New Law, (c) Involvement in the Law’s Development and Participation in Program Revisions, (d) Resource Allocation, (e) Partnerships and Internships, and (f) The Overall Change Process and Impact to Program Quality. During this proposed paper session, findings will be displayed statistically, graphically, and will also be supported with narrative data from interviews and focus groups. Discussion of the findings will focus on the emotional impact and stress experienced by faculty during the curricular and programming change process as it occurred within their departments and pervasive feelings of a loss of professional identity as professors of educational leadership.


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