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You searched for subject:(21 Leadership Responsibilities). Showing records 1 – 2 of 2 total matches.

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University of North Texas

1. Horton, Tonya. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.

Degree: 2016, University of North Texas

This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising. Advisors/Committee Members: Camp, William E., Stromberg, Linda J. (Linda Jones), Hudson, Johnetta, 1947-, Alvoid, Kathy Lee.

Subjects/Keywords: competency frameworks; nontraditional principal preparation programs; principal preparation; alternative principal certification; KIPP; Teaching Trust; New York City Leadership Academy; McREL; McREL 21 Leadership Responsibilities; Education, Administration; Education, Adult and Continuing; School principals  – Training of  – United States.; Educational leadership  – United States.; Alternative education  – United States.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horton, T. (2016). An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849719/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Horton, Tonya. “An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.” 2016. Thesis, University of North Texas. Accessed March 30, 2020. https://digital.library.unt.edu/ark:/67531/metadc849719/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Horton, Tonya. “An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.” 2016. Web. 30 Mar 2020.

Vancouver:

Horton T. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. [Internet] [Thesis]. University of North Texas; 2016. [cited 2020 Mar 30]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849719/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horton T. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849719/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Adejumo, Mojisola. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2017, Seton Hall University

The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into institutions of academic excellence. However, the shouts of victory and strategic planning that led to their success have been overlooked or relegated to mere happenstance. As these successful schools claim unchartered territories of success, a quick glance at the battlefield reveals the reality that the battle is not yet over, as the education of millions of children lies in waste: causalities of failing schools. Research has long concluded that effective schools are led by effective leaders (Dow & Oakley, 1992; Edmonds, 1979; Hallinger, 2003; Marzano, Waters, & McNulty, 2005; Weber, 1971). Despite the vast knowledge pertaining to leadership skills that tend to increase student outcomes, failing schools remain, siphoning the potential of millions of children across the America. This study examines and illuminates the theoretical leadership skills outlined in Marzano et al.’s (2005) 21 leadership responsibilities and how successful elementary turnaround principals practically employed these leadership responsibilities to turn their once-underperforming schools around. A qualitative phenomenological case study approach was used to explore the “lived experience” of three elementary turnaround principals and the perception of their teachers pertaining to their leadership practices as they undertook the turnaround process. The findings revealed that the principals relied heavily on second-order leadership responsibilities in the turnaround process. Specifically, the leadership responsibilities expressed by principals and in the perception of their teachers as being employed to adjust the trajectory of their once-underperforming schools involved the following: focus, involvement in and knowledge of curriculum and instructions, order, communication, ideals/ beliefs, relationships and monitoring/ evaluation. The findings from this study support previous research and add insight to the practical application of theoretical leadership approaches in the urban and high-poverty context. As the “war” to improve failing schools continues, local school districts, state education agencies, and the federal government must level the battlefield by systematizing turnaround efforts in failing schools through strategic professional development for principals. These systemic measures will lead to turnaround efforts and create opportunities for collaboration among turnaround principals within and outside of the school district, as well as partnerships with colleges and universities to strengthen or include authentic coursework and internships that mirror the realities of principals in urban or high-poverty schools considered to be failing. Advisors/Committee Members: Daniel Gutmore, Ph.D., Elaine Walker, Ph.D., Jennifer Whitson Ed.D..

Subjects/Keywords: Underperforming schools; Turnaround schools; 21 Leadership Responsibilities; Title I; Adult and Continuing Education Administration; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Elementary and Middle and Secondary Education Administration; Elementary Education; Elementary Education and Teaching; Higher Education Administration; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Scholarship of Teaching and Learning; Urban Education

…7 Conceptual Framework of the 21 Leadership Responsibilities… …behaviors, outline 21 leadership responsibilities that significantly impact student achievement… …This study utilized the 21 leadership responsibilities as a guide to understanding the… …successful elementary turnaround principal utilized the 21 leadership responsibilities, and more… …11. Order The 21 leadership responsibilities and, specifically, the 11 second-order… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adejumo, M. (2017). Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2290

Chicago Manual of Style (16th Edition):

Adejumo, Mojisola. “Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.” 2017. Doctoral Dissertation, Seton Hall University. Accessed March 30, 2020. http://scholarship.shu.edu/dissertations/2290.

MLA Handbook (7th Edition):

Adejumo, Mojisola. “Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools.” 2017. Web. 30 Mar 2020.

Vancouver:

Adejumo M. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2017. [cited 2020 Mar 30]. Available from: http://scholarship.shu.edu/dissertations/2290.

Council of Science Editors:

Adejumo M. Beyond Socioeconomic Status: The Impact of Principal Leadership in Urban and High Poverty Turnaround Schools. [Doctoral Dissertation]. Seton Hall University; 2017. Available from: http://scholarship.shu.edu/dissertations/2290

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