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You searched for subject:(leadership for induction). Showing records 1 – 3 of 3 total matches.

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University of Southern California

1. Avagyan, Marine. District implementation of California's induction policy: key elements and challenges of developing a high quality program.

Degree: EdD, Education, 2008, University of Southern California

This case study examines how a school district defines and implements California 's Induction Policy for novice teachers, identifying the challenges and key elements of a high quality program.; The increasing focus on the impact of effective instruction on student performance has provided the grounds for legislative mandates requiring high quality teachers in every classroom. This, coupled with the ongoing nationwide concern over teacher retention, has prompted the need for new teacher induction programs that aim to address both dilemmas. California has moved farther ahead through a statewide policy that not only requires a two-year induction for all beginning teachers, but also converts the local district into a credentialing agency. This new scheme is built upon a pre-existing structure which considered induction an isolated support system that helps retain teachers. Attempts in restructuring programs to address this significant paradigm shift, which has both legal and educational ramifications, has created a daunting task for district who struggle in balancing compliance with implementation while attempting to design a program that meets the varying needs of novice teachers.; Using a qualitative case study research design, this study examines the implementation of California's Induction Policy at an urban school district in Los Angeles County. A total of 19 volunteers, including participating teachers, support providers, site and program administrators from Washington Unified School District participated in one-on-one interviews. Additional data was gathered through document reviews and meeting observations. All data was analyzed and coded manually using the qualitative data analysis process. The findings of the data demonstrated that in the absence of clear guidelines, models and research on such large scale changes, districts are often left to their own vices in transforming their programs leaving their stakeholders baffled over the goals and objectives of the program. Increased communication and clarification with stakeholders and consistent and regular local levels of program quality monitoring processes were highlighted as critical to the impact of the program on its constituents. Furthermore, an Input-Output Model of Beginning Teacher Induction was developed to help districts, researchers and policy makers in incorporating these key elements in future efforts within this field. Advisors/Committee Members: Datnow, Amanda (Committee Chair), Pensavalle, Margo T. (Committee Member), Coleman, Rhoda (Committee Member).

Subjects/Keywords: new teacher; Beginning Teacher support &; Assessment (BTSA); teacher induction; professional development; leadership for induction

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

APA (6th Edition):

Avagyan, M. (2008). District implementation of California's induction policy: key elements and challenges of developing a high quality program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060

Chicago Manual of Style (16th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060.

MLA Handbook (7th Edition):

Avagyan, Marine. “District implementation of California's induction policy: key elements and challenges of developing a high quality program.” 2008. Web. 03 Jul 2020.

Vancouver:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060.

Council of Science Editors:

Avagyan M. District implementation of California's induction policy: key elements and challenges of developing a high quality program. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/88655/rec/2060


University of New Orleans

2. Kingham, Sabrah Helms. The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2009, University of New Orleans

Are new school administrators prepared for the surprises, obstacles, and opportunities they are likely to encounter during the first-year in their new role? Sadly enough, too many new leaders do not feel prepared to meet the challenges of their new role as an administrator. In 2006, the National Center for Education Statistics (2006) reported that there were 95,726 administrators in the U. S. Within this pool of administrators, approximately 127 were new hires in the state of Louisiana (LDE, 2006). In an effort to find ways to support, guide, and retain new principals, the Louisiana Educational Leaders Network, under the direction of the Louisiana Department of Education, developed the Louisiana Educational Leaders Induction (LELI) program in 1994. The LELI Program was designed to build administrative, instructional, and professional knowledge and skills of first-year principals and assistant principals with the assistance of a team mentor. Perspectives from elementary and secondary principals regarding their mentoring experiences within the LELI Program during their first year as principals were investigated. Two research participants from each of the eight Louisiana educational regions were selected through stratified random sampling techniques and interviewed. The research question guiding the one-to-one interviews was, ―What are the perspectives of first-year principals regarding their experiences with mentors and the mentoring process within the LELI Program?‖Data from the interviews provided insight about the mentoring elements most crucial to the preparation, support, and leadership of first-year principals. This research study substantiated the belief that mentors and the mentoring experiences of new principals are vital to their survival during their first year. The need exists for continued research that examines the relationship between the mentor and the mentee in creating and sustaining successful schools. Overall, the qualitative results of this exploratory study promoted understanding of the importance of mentors and the mentoring experiences within the LELI Program for first-year principals. Mentoring is a vital component for preparing, supporting, and building leadership in first-year principals, and this study yielded findings organized around eight themes that focus on necessary elements within the mentoring component of the LELI Program. Advisors/Committee Members: Causey-Konate, Tammie M., Paradise, Louis V., Beabout,Brian.

Subjects/Keywords: Mentors; mentees; mentoring; induction programs; LELI Program; new administrators; Louisiana Standards for Educational Leaders; leadership

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

APA (6th Edition):

Kingham, S. H. (2009). The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1023

Chicago Manual of Style (16th Edition):

Kingham, Sabrah Helms. “The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program.” 2009. Doctoral Dissertation, University of New Orleans. Accessed July 03, 2020. https://scholarworks.uno.edu/td/1023.

MLA Handbook (7th Edition):

Kingham, Sabrah Helms. “The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program.” 2009. Web. 03 Jul 2020.

Vancouver:

Kingham SH. The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2009. [cited 2020 Jul 03]. Available from: https://scholarworks.uno.edu/td/1023.

Council of Science Editors:

Kingham SH. The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program. [Doctoral Dissertation]. University of New Orleans; 2009. Available from: https://scholarworks.uno.edu/td/1023

3. Hughes, Eleanor Maree. Entry planning : a key aspect in preparing for school leadership in Western Australia.

Degree: 2014, Edith Cowan University

Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship. A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174) The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia. The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the…

Subjects/Keywords: Principal preparation; Professional learning for school leaders; Principal induction; Succession planning; Capacity building; High school principals - Western Australia; High school principals - Vocational guidance - Western Australia; High school principals - In-service training - Western Australia; Leadership; First year school principals - Western Australia; School leadership; Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development

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

APA (6th Edition):

Hughes, E. M. (2014). Entry planning : a key aspect in preparing for school leadership in Western Australia. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/928

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):

Hughes, Eleanor Maree. “Entry planning : a key aspect in preparing for school leadership in Western Australia.” 2014. Thesis, Edith Cowan University. Accessed July 03, 2020. https://ro.ecu.edu.au/theses/928.

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

MLA Handbook (7th Edition):

Hughes, Eleanor Maree. “Entry planning : a key aspect in preparing for school leadership in Western Australia.” 2014. Web. 03 Jul 2020.

Vancouver:

Hughes EM. Entry planning : a key aspect in preparing for school leadership in Western Australia. [Internet] [Thesis]. Edith Cowan University; 2014. [cited 2020 Jul 03]. Available from: https://ro.ecu.edu.au/theses/928.

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

Council of Science Editors:

Hughes EM. Entry planning : a key aspect in preparing for school leadership in Western Australia. [Thesis]. Edith Cowan University; 2014. Available from: https://ro.ecu.edu.au/theses/928

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

.