By Linda Darling-Hammond
Getting ready Principals for a altering global presents a hands-on source for growing and enforcing powerful guidelines and courses for constructing professional college leaders. Written through acclaimed writer and educator Linda Darling-Hammond and specialists Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this crucial publication examines the features of profitable academic management courses and gives concrete concepts to enhance courses nationwide.In a research funded by way of the Wallace beginning, Darling-Hammond and the group tested 8 exemplary vital improvement courses, in addition to nation guidelines and principals' reports around the nation. utilizing the knowledge from the research, they demonstrate how winning courses are based, the talents and data individuals achieve, and what they can do in perform as college leaders as a result.What do those exemplary courses have in universal? competitive recruitment; shut ties with faculties locally; on-the-ground education below the wing of professional principals, and a powerful emphasis at the state of the art theories of educational and transformational leadership.In addition to highlighting the courses' similarities, the research additionally explains the diversities one of the courses and sheds mild at the effectiveness of methods and types from varied states and contexts?East, West, North, and South; city and rural; pre-service and in-service. The authors examine software results for principals and their colleges, together with illustrative case stories and educators' voices at the impression of courses' concepts for recruitment, internships, mentoring, and coursework.The principles and recommendations defined in getting ready Principals for a altering global are offered with the target of accelerating the variety of hugely certified, considerate, and leading edge academic leaders.
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Additional info for Preparing Principals for a Changing World: Lessons From Effective School Leadership Programs
First, we examined, through in-depth case studies, the characteristics and outcomes of a carefully selected range of exemplary programs using record data (program descriptions, syllabi, course materials, assessment protocols, and assignments); observations of courses and workshops; surveys; and interviews with the programs’ students, faculty, and graduates. We also conducted nested case studies of twenty-two principals who had been trained in these programs (three to five per program). We observed the principals at work to examine their practices, observed teaching practices in a wide range of classrooms, collected context and achievement trend data about the schools, and interviewed and surveyed teachers who worked with these principals.
In sum, although no list of practices can fully predict whether a leader will be effective in a given context, prior research suggests that instructional and transformational leadership are highly predictive of practices associated with gains in student achievement. We therefore looked for evidence of these activities among graduates of the programs we studied. Leadership Preparation and Development The literature and professional standards generally agree on critical features of leadership practice and, increasingly, on key elements of preparation programs for principals, but there is little empirical support for the efficacy of these program elements or design features.
The active inclusion of Region 1 practitioners in offering coursework and advisement helps ensure the consistent carryover from learning into practice. In addition to the strong focus on improving teaching and learning, the Principals Institute identifies four driving goals for its candidates, which are aligned with the goals of Region 1 for its principals: lifelong learning, reflective practice, inquiry, and advocacy. Candidates learn to develop their own voices and to develop and engage the voices of others to create democratic and equitable school cultures.
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