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Download or read book An Analysis of the Aspiring Principal Preparation Programs Provided by Florida School Districts written by Deborah E. Lawrence and published by Universal-Publishers. This book was released on 2010-03 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to identify the basis of the aspiring principal preparation program (APPP) components Florida school districts provide to their aspiring principals and their relationship, if any, to the state and ISLLC Standards. A total of 50 school districts in Florida participated in this study. The research was guided by the following questions: To what extent do the Florida school districts provide a formal APPP to their current assistant principals? (b) Upon what are the formal APPPs for current assistant principals based: the Florida Principal Competencies (FPCs), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, or another source? (c) To what extent do the school district APPPs in the 67 Florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) Are there differences among the APPP components provided by Florida school districts of various sizes? The findings of the study were found through an examination of quantitative and qualitative data that were collected from the Florida Aspiring Principal Program Assessment (FLAPPA) survey and the school districts' APPP brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in Florida do provide an APPP for their aspiring principals, (b) the FPCs and the ISLLC Standards are a part of the bases of the components found in APPPs provided by Florida school districts, (c) Florida school districts do provide APPPs that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the APPP; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the APPP, (e) school districts in Florida recognized the need to modify and were in the process of modifying their APPPs according to the new Florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as APPP weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on Florida school districts redesign of their APPP components to identify whether or not the components are based upon the new Florida Leadership Standards, especially technology; and the ISLLC educational standards; and (b) further research on Florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an APPP, thus ensuring best practices in the APPP and improving the quality of their future principals.

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Download or read book IJER Vol 9 N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2000-10-01 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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