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2012 - UCEA Annual Convention Pages: unavailable || Words: 1561 words || 
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1. Evans, Andrea. "Principals’ interpretation of organizational context: Understanding principal self-efficacy and the nature of principal practice" Paper presented at the annual meeting of the UCEA Annual Convention, City Center Marriott, Denver, CO, Nov 15, 2012 Online <PDF>. 2018-09-20 <http://citation.allacademic.com/meta/p586259_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study explored principals’ interpretations of their organizational context and how those interpretations affected principal self-efficacy and the nature of principal practice. Interviews focused on principals’ interpretation of their school organizational context, self-efficacy, and leadership performance. This study found that while principals generally felt they had the knowledge and skills to perform effectively, they interpreted that the organizational context either provided opportunities or barriers for them, which shaped their leadership performance.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 273 words || 
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2. Tredway, Lynda. "Principal Capacity, Support and Professional Learning: What U.S. Urban Principals Know and What They Need" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., <Not Available>. 2018-09-20 <http://citation.allacademic.com/meta/p990293_index.html>
Publication Type: Panel Paper
Abstract: A prevailing assumption about effective principals’ work is that they make “data-based” decisions (Leithwood & Louis, 2012) that lead to students’ academic improvement. However, there is a great distance between the talk and the reality of evidence-based leadership practice.

This paper examines how principals in a US urban school district set goals and chose and analyzed evidence as a part of their principal goal-setting. The project documenter was charged with providing "just-in-time" evidence to principals and their supervisors who are making decisions about academic program implementation and adjustments.

Three key questions provided points of consideration about leadership effectiveness and the capacity of leaders to engage in evaluation as a professional learning process (see Tredway et al, 2012).

1. What is the leadership “line of effect”? What is the difference between school level goals and outcomes and leader goals and outcomes?
2. How should principals best determine their individual effectiveness, which precedes school level effectiveness?
3. What evidence will demonstrate principal effectiveness and help the principal improve practice that leads to better school level outcomes?

The analysis indicated that principals do not have a clear conceptual understanding of what evidence to collect, select, analyze and use for making decisions. They need support in choosing evidence and in using protocols that help them analyze and use aggregate evidence to make decisions and enact their goals. Examples of useful protocols will be shared during the paper presentation, as part of a discussion of the implications for both the design of professional learning opportunities for principals and for the work that school districts and other education authorities do to support and assess principals’ work

2006 - American Association of Colleges for Teacher Education Pages: 3 pages || Words: 1341 words || 
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3. Hickey-Gramke, Michelle. and Whaley, David. "Options for Principal Preparation: A Study of Alternative Licensing for the Preparation of School Principals" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Online <PDF>. 2018-09-20 <http://citation.allacademic.com/meta/p36185_index.html>
Publication Type: Roundtable
Abstract: Alternative routes for preparing qualified school principals are emerging. Issues faced in implementing an alternative principal preparation program and strategies for reconciling the barriers that exist will be examined.

2008 - UCEA Annual Convention Pages: 4 pages || Words: 1172 words || 
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4. Bunch, Dennis. "Induction of New Principals in Tennessee: No Principal Left Behind" Paper presented at the annual meeting of the UCEA Annual Convention, Buena Vista Palace Hotel and Spa, Orlando, Florida, Oct 30, 2008 Online <APPLICATION/PDF>. 2018-09-20 <http://citation.allacademic.com/meta/p274818_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Each year, several new administrators choose to participate in the Beginning Principals’ Academy (BPA), an induction-level professional development opportunity to attain the mandated professional development while others new to the principalship in Tennessee public schools opt for assorted methods to fulfill their requirements. Armed with the understanding of the significance conveyed in the accountability of NCLB and the internalized valuation of the practitioners, the importance of training effectiveness intensifies.

2008 - UCEA Annual Convention Pages: 4 pages || Words: 2207 words || 
Info
5. Carver, Cynthia. "Principals Learning to Support New Teachers: The "Launch Into Teaching" Principal Study Group" Paper presented at the annual meeting of the UCEA Annual Convention, Buena Vista Palace Hotel and Spa, Orlando, Florida, Oct 30, 2008 Online <PDF>. 2018-09-20 <http://citation.allacademic.com/meta/p274464_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The “Launch Into Teaching” Principal Study Group was designed to provide sustained support to building leaders committed to supporting new teachers through effective leadership practices. Using a “communities of practice” model, we sought to deliberately address principals’ needs as learners adopting a new practice, that being the support of new teachers. Study findings reveal the unique learning opportunities provided by a study group approach, as well as the challenges.

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