Download or read book A Study of the Perceptions of Connecticut Superintendents on Professional Development and Mentoring of Public school Principals written by Thomas Eugene Maynard and published by . This book was released on 2021 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses qualitative methods to investigate the perceptions of public-school superintendents on professional learning for public-school principals in the state of Connecticut. Mentoring and professional development are two major components of professional learning, and in this study the superintendents reflect on both during in-depth interviews. Individually, they discuss how mentoring and professional development are used in their districts to implement strategic goals, and to enhance the effectiveness of the building principal. All the superintendents viewed principal professional learning as important to successfully articulating and implementing district goals. In addition, the superintendents viewed professional learning as an essential tool for supporting their principals. This was especially true for developing competence in emerging constructs such as social emotional learning (SEL) or hybrid classrooms. Four themes emerged from a multi-step collection/processing/analysis of the data on superintendent perceptions on mentoring and professional development. These four themes were: relationship(s), vision, climate and culture, and organizational perspective. The themes are unpacked and discussed along with implications for policy and practice. In this study superintendents provide their perceptions on professional learning among principals in public schools and the findings will be of interest to principals, aspiring superintendents pland administrators, school boards, search committees, and educational policy makers.
Download or read book Leadership through Mentoring written by Phyllis A. Gimbel and published by Rowman & Littlefield. This book was released on 2021-07-10 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders’ effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools’ cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.
Download or read book A Descriptive Case Study Examining the Perceptions of Novice Urban High School Principals Regarding how Well Their Graduate Educational Leadership Programs Prepared Them to Implement the Connecticut Standards for School Leaders written by Lenford G. Lawes and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this action research study was to both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. To date no studies have demonstrated that following novice principals induction into Connecticut's urban high schools, that these same principals perceive their graduate educational leadership programs prepared them to implement Connecticut State Standards for School Leaders. The sample consisted of nine principals. Two sources of data were obtained. The Educational Leadership Self Inventory (ELSI) Survey was used to collect data via mail and online, and interview was conducted using guided questions. The ELSI specifically addresses the 12 Connecticut Standards for School Leaders (CSDE, 1998). The survey consists of closed-ended questions. The closed-ended questions are rated using a four point Likert Scale with the following anchors: (1) Did not prepare, (2) Limited Preparation, (3) Somewhat Prepared, (4) Well Prepared. The ELSI generated ordinal data. Respondents were asked to review statements relating to what extent do they feel their graduate school leadership program prepared them with respect to the Connecticut Standards for School Leaders by categorizing each statement in accordance with a Likert Scale. Multiple sources of data were analyzed and compared to triangulate findings. Prior to the principal interviews, a pilot interview was utilized to test the interview questions. Conclusions were drawn from findings in each of the four major areas found in the Connecticut Standards for School Leaders. It was concluded that novice urban high school principals are likely to report a wide range of areas in which their preparation programs satisfactorily prepared them or unsatisfactorily prepared them for the principalship. It was recommended that graduate educational leadership programs further their efforts to ensure that candidates are well prepared in areas such as student assessment, teaching, teachers' evaluation, providing opportunity for meaningful collaborative leadership, professional development, active family engagement, harness community resources and developing healthy community partnership to improve learning for all students. They must also make effort to provide high quality internships for candidates.
Download or read book A Comparison of the Perceptions of Connecticut Secondary School Principals and Business Department Chairmen as to the Role and Responsibilities of the Department Chairmen written by William Faraci and published by . This book was released on 1974 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecticut School Superintendents Perceptions of Their Influence on the Process of Curriculum Development and Revision written by D. Patricia P. Hatch and published by . This book was released on 1984 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Competencies Required by Connecticut High School Principals as Perceived by the High School Principal and Those Within the School System who Influence His Role written by Charles Louis Deros and published by . This book was released on 19?? with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relation of Superintendents and Principals to the Training and Professional Improvement of Their Teachers written by Charles Doak Lowry and published by . This book was released on 1908 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Job Satisfaction and Work Motivation of Connecticut School Superintendents written by Alan Osborn Dann and published by . This book was released on 1998 with total page 630 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of the Role of the Mentor on the Professional Development of the Principal written by Angeline M. Gampico and published by . This book was released on 2003 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how effective the role of the mentor was on the professional development of the principal. The study examined the perceptions of ten neophyte and ten seasoned principals who had completed a formal mentoring program sponsored by a single, school district. Five questions guiding this research addressed the role of the mentor in terms of pairing to the intern, length of the program, and whether the transition between pre-service training and "on the job" realities was made simpler because of the acquisition of a mentor for the beginning principal. The primary means of data collection centered on a written survey, with subsequent audio-taped interviews of ten principals in order to clarify or extend the written responses. In addition, archival data reflecting responses and observations of the participants who completed the program were utilized for further research on this study. The stages of research included: thematizing, interviewing, transcribing, analyzing, verifying, and reporting. Procedures for this research project gathered data through qualitative approaches to answer the research questions. The results of this study suggest that most participants in the mentoring program had positive experiences that influenced their professional development. The greatest limitations were length of time for the program, and assignment of the mentor in the second year as principal, rather than in the initial year of principalship.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Growing Female Superintendents in Connecticut written by Leanne Masterjoseph and published by . This book was released on 2013 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecticut School Superintendent s Perceptions of the Competencies Essential to Successful School District Management and of the Adequacy of Their Graduate Preparatory Programs in Developing These Competencies written by Richard J. Zanini and published by . This book was released on 1969 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions of K 12 Public School Principals Toward a Teacher focused School business Partnership s Professional Development Effort Regarding Impact on Teacher Behavior written by Jennifer Elia Benjamin and published by . This book was released on 2004 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Lack of Principals written by Mary Monroe Kolek and published by . This book was released on 2003 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Perceptions of the Need for Formal Novice Principal Mentorship A Qualitative Case Study written by Kimberly Nicole Quinn and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal mentorship support during their novice years, to gather their experiences and support needs during this time. The researcher reviews the current literature on novice principal mentorship programs across the country through the lens of Krams Mentoring Model and Suchmans Program Theory before connecting the literature with the perceived needs of principals in this study. This study aimed to use data from principals interviews to make implications for practice and future district level formal mentorship program development in Tennessee schools. Findings from this study identified the problems faced by novice Tennessee principals as well as suggested inputs, processes, outputs, and potential outcomes if the implicated program were implemented. Using the principal participants as stakeholders in development, a program theory mentoring model, needed to help new Tennessee principals transition into and thrive in the role, is presented. The study concludes with recommendations for multiple stakeholders including state education officials, directors of schools, district leaders, human capital, professional development leaders, district leaders, and selected principal mentors..
