A Formative Evaluation of the Leadership Education and Development (LEAD) Program Curriculum PDF Download

Author: Jo Anne T. Cunningham
Publisher:
ISBN: 9781423543275
Category :
Languages : en
Pages : 101

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Book Description
In 1996 the Naval Postgraduate School (NPS) in Monterey, CA designed a graduate education program for Navy and Marine Corps officers who are detailed to the U.S. Naval Academy (USNA). The students complete a Master of Science degree in Leadership and Human Resources Development, then assume duties as a Company Officer. This study is a formative evaluation of the Leadership Education and Development (LEAD) program. Its purpose is to determine the strengths and weaknesses of the program, whether the graduates perceive that their leadership skills changed as a result of the program, and provide recommendations for improvements to the program. A literature review includes a discussion of educational program evaluation and qualitative measurement procedures. Interviews were conducted with all members of the first graduating LEAD class. It was found that the graduates believe that the program was beneficial, had a positive effect on their leadership styles, and with some modification, will be a useful tool in educating Company Officers. It is recommended that coordination and communication between and among NPS and USNA staffs be increased to reduce redundancy within the curriculum, take full advantage of LEAD's proximity to USNA, and obtain a common understanding of LEAD program effectiveness criteria.

Author: Cynthia Denise McCauley
Publisher: Center for Creative Leadership
ISBN: 9781882197033
Category : Education
Languages : en
Pages : 110

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Book Description
This handbook presents findings of a study that examined the outcomes of the Chief Executive Officer Leadership Development Program, which was developed by the Center for Creative Leadership (CCL). The 1-year program was comprised of classroom sessions, coaching, journal writing, and learning projects. Data were derived from: (1) a pre-program survey and questionnaire of 38 participating superintendents; and (2) post-program interviews with the 38 participants and their facilitators, a post-questionnaire completed by participants, and analysis of student journals. Findings indicate that the superintendents improved their leadership competencies and self-awareness. Of the four superintendent subgroups that were identified, two--the New Perspectives subgroup and the Role Expansion subgroup--were more affected than administrators who were already highly effective or more control-oriented. The program, compared to other studies of this nature, resulted in two more prominent outcomes: the view of leadership as a shared responsibility and a broader view of their professional role. Implications of the findings for evaluation of leadership-development programs are: the use of multiple methods enriches analysis; evaluation studies should expect highly individualized outcomes; and evaluation studies provide opportunities for understanding the leadership-development process. Eleven tables and five figures are included. Appendices contain copies of the exit interviews and statistics on subgroup differences. Contains 53 references. (LMI)

Author: Marjorie E. Wechsler
Publisher: Harvard Education Press
ISBN: 1682538419
Category : Education
Languages : en
Pages : 107

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Book Description
An astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K–12 schools. Preparing Leaders for Deeper Learning spotlights educational leaders as key actors in the urgent task of readying students for college, careers, and citizenship in an evolving world. Marjorie Wechsler and Steven Wojcikiewicz argue that, in response to new understandings of learning and development and emerging societal needs, K–12 school leaders must be able to shift institutions toward deeper learning models, in which collaboration, critical thinking, and project-based learning are fundamental concepts. Through detailed case studies, Wechsler and Wojcikiewicz demonstrate how educational leadership development programs can prepare principals to guide their schools, teachers, and students toward deeper learning and equity. They highlight the approaches of five exemplary leadership preparation programs—the University of Illinois at Chicago, Long Beach Unified School District, Arkansas Leadership Academy, National Institute for School Leadership, and the University of California, Berkley—which together serve educational leaders at all career levels, from initial training for candidates through in-service professional development for seasoned school principals. They identify school structures and classroom practices that enable these programs to confer the skill set needed for deeper learning leadership, and they describe the education policy priorities that can support school leaders in acquiring these necessary skills. This book shows that targeted leadership development is a vital component of transforming schools to create deeper learning opportunities for all students.

Author: Salinitri, Geri
Publisher: IGI Global
ISBN: 1799824314
Category : Education
Languages : en
Pages : 474

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Book Description
Leadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed. The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success s a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.

Author: New Leaders for New Schools
Publisher:
ISBN:
Category :
Languages : en
Pages : 48

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Book Description
New Leaders for New Schools created the Effective Practice Incentive Community (EPIC) initiative in 2006 to learn from educators driving achievement gains in high-need urban schools. EPIC identifies school leaders and teachers whose students are making significant achievement gains and financially rewards these educators in exchange for sharing and documenting the practices that have contributed to the gains. Since 2006, New Leaders has awarded over $15.5 million to EPIC partner districts and charter schools and led them in a rigorous examination of their practices, culminating in the publication of video cases and practice profiles on the online EPIC Knowledge System. In 2009, New Leaders introduced the EPIC Leadership Development Model as a way to make these practices more widely available. Leveraging the rich resources of the Knowledge System, which now contains more than 200 case studies of effective practices from award-winning schools, the model offers school leaders within and beyond the EPIC consortium a job-embedded professional learning experience through which they use the examples of others to examine their own beliefs and practices and lead their faculty and staff in meaningful change. During the 2010-11 school year, New Leaders contracted with Rockman et al, an independent research firm, to evaluate pilots of the EPIC Leadership Development Model in one charter management organization and two urban school districts: Friendship Public Charter Schools in Washington, DC (Friendship), Memphis City Schools (MCS), and District of Columbia Public Schools (DCPS). Each pilot program featured the model's core components--in-person sessions led by highly skilled facilitators who guide participants through a curriculum built on Knowledge System content; action-planning and applied learning assignments that help participants put EPIC tools and strategies to work in their own schools; videotaping of participants' practice; and consulting calls that support learning between sessions. The pilots allowed EPIC to design and test a set of technology-enriched components, including personal practice videos and online forums and consultancies, which gave participants further opportunities to examine, share, and strengthen their leadership practices. The EPIC Model tailors session content to local needs, defined through an initial needs assessment, ongoing dialogue, and alignment with each partner's human capital management strategies. The Friendship pilot targeted principals and their work with leadership teams and focused on norming definitions of effective practice and strengthening observation and evaluation systems. In MCS, the focus was on building assistant principals' strategies and practices for leading data teams. In DCPS, EPIC worked with assistant principals on building skills to lead a team through a midyear change initiative. Both the MCS and DCPS programs were designed for assistant principals identified by the districts as having potential for principalship. This report summarizes the findings from the evaluation, which examined the EPIC Model's effectiveness and evolution over three iterations based on emerging local needs, and its impact on leadership practice. Evaluators collaborated with EPIC to design uniform instruments for use across sites, including session feedback forms, self-assessment surveys, and postsession and site-visit interview protocols. As part of the formative study, evaluators gathered feedback from participants on the effectiveness of EPIC's core components and factors that affected implementation. As ongoing evaluation continues to inform the evolution of the EPIC Leadership Development Model, research shows that the combination of its use of innovative technology and rich base of leadership knowledge leads to observable and meaningful improvements in participants' leadership practices. (Contains 26 footnotes.).

Author: Douglas B. Reeves
Publisher: ASCD
ISBN: 1416612440
Category : Education
Languages : en
Pages : 171

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Book Description
How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and "brand-name" programs are not enough to achieve desired outcomes. Then he outlines how educators at all levels can improve this situation by * Taking specific steps to move from vision to implementation; * Focusing on four essentials: teaching, curriculum, assessment, and leadership; * Making action research work; * Moving beyond the "train the trainer" model; and * Using performance assessment systems for teachers and administrators. If you're tired of professional development that takes up too much time and delivers too little, read Transforming Professional Development into Student Results and discover how to move toward a system that gives educators the learning experiences they need to make a measurable difference for their schools and their students.

Author: Wendy Wagner
Publisher: John Wiley & Sons
ISBN: 1119289491
Category : Education
Languages : en
Pages : 122

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Book Description
Explore service learning scholarship, and important elements of program design that achieves both leadership learning and community impact. This volume provides an overview of the most up-to-date thinking on leadership development through service-learning, including: the leadership competencies linked to service-learning experiences, the processes of ethical engagement in community partnerships, approaches for fostering more critical student reflection, and applied examples, including an in-depth case study of a leadership course series, a wealth of service programs led by students, a mentoring model linking college student service with youth leadership development, and a youth leadership program with a national scope. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.

Author: Julie R. Smith
Publisher: Corwin Press
ISBN: 1483384977
Category : Education
Languages : en
Pages : 158

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Book Description
Improve principal evaluation and create highly effective leaders! Even with great teachers, student achievement hinges on an effective principal. Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book identifies the major problems in this process and articulates clear solutions. The result is a blueprint for ensuring the best person for the job is occupying the principal’s chair. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools including sample self-assessments, mid-year and final evaluation forms, and professional growth plans "This book not only highlights the key messages about the role of the leader, but it is does so in a way that is engaging, practical, and reflects the Smiths’ long history of being school leaders, teaching school leaders, and seeing the effects of their teaching. I have seen the Smiths in action, separately and together, and they know how to lead and how to teach, they have a strength of purpose they do not waver from, and these attributes come through in this book." -John Hattie, Director Melbourne Education Research Institute, University of Melbourne "After reading this book, you′ll truly understand what it takes to grow as a lead learner. We can always get better. This book provides quality insight on strategies that will make good leaders great." -Brad Currie, School Leader, Corwin Author and Co-Founder of #Satchat

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756

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Book Description

Author: Knight, Peter
Publisher: McGraw-Hill Education (UK)
ISBN: 0335206751
Category : Education
Languages : en
Pages : 218

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Book Description
This book is primarily aimed at those who have, or will have, a role in leading departments or teams in higher education institutions. It examines the ways in which mainstream leadership thinking does - and does not - apply to departments and teams in HEIs and suggests that departmental leadership is critical to institutional well-being.