Citation

Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership

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Abstract:

This paper describes the enhancement of a university-district partnership and its efforts identify and train to 2 cohorts of qualified candidates to fill anticipated principalship vacancies as veteran administrators begin retiring in the near future. Unlike the typical offering of discrete courses, internship, and single credentialing event at program close, the partnership program uses an interdisciplinary approach to address local district needs, state credentialing requirements, and national leadership standards. Research efforts follow a sequential explanatory design which integrates mixed methodologies in two distinct phases: quantitative followed by qualitative (Creswell, Plano Clark, Gutmann, & Hanson, 2003). Research questions focuses on how the enhancement of the university-district partnership may help to more effectively 1) embed leadership preparation in the context of practice, 2) increase the inclusion of district voice in university-based preparation programs, 3) build better bridges between knowledge and practice, 4) facilitate pressing unchallenged assumptions that exist in districts about who and what makes a good leader. In addition we will explore how the active engagement by practicing principals and other school leaders who serve as mentors may help to enhance authenticity of the training experience.

Most Common Document Word Stems:

leadership (26), district (23), school (22), univers (21), program (19), prepar (17), practic (11), educ (9), leader (9), project (8), partnership (8), need (8), design (7), effect (6), state (6), data (6), knowledg (6), research (6), help (6), develop (6), make (5),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378387_index.html
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MLA Citation:

Myran, Steve., Crum, Karen., Bowmaster, Rick. and Clayton, Jennifer. "Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 18, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378387_index.html>

APA Citation:

Myran, S. , Crum, K. S., Bowmaster, R. and Clayton, J. K. , 2009-11-18 "Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership" 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/p378387_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper describes the enhancement of a university-district partnership and its efforts identify and train to 2 cohorts of qualified candidates to fill anticipated principalship vacancies as veteran administrators begin retiring in the near future. Unlike the typical offering of discrete courses, internship, and single credentialing event at program close, the partnership program uses an interdisciplinary approach to address local district needs, state credentialing requirements, and national leadership standards. Research efforts follow a sequential explanatory design which integrates mixed methodologies in two distinct phases: quantitative followed by qualitative (Creswell, Plano Clark, Gutmann, & Hanson, 2003). Research questions focuses on how the enhancement of the university-district partnership may help to more effectively 1) embed leadership preparation in the context of practice, 2) increase the inclusion of district voice in university-based preparation programs, 3) build better bridges between knowledge and practice, 4) facilitate pressing unchallenged assumptions that exist in districts about who and what makes a good leader. In addition we will explore how the active engagement by practicing principals and other school leaders who serve as mentors may help to enhance authenticity of the training experience.


Similar Titles:
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Urban School District-Researcher Partnerships to Support the Development of Math Specific Instructional Leadership Practices in Principals


 
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