Download - Preparing School Leaders
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Preparing Educational Leaders
Dreams Mixed with Reality
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Steven M. Baule
• BA, History, Loras College• MLS, Library & Info Science, U of Iowa• Ed.D., Instructional Technology, NIU
• Dissertation – The technology planning process and the role of the school library media specialist
• Ph.D., Educational Leadership and Policy Studies, Loyola University Chicago• Dissertation – One hundred years of school library and educational
technology development: A case study of the New Trier Township High School District
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Steven M. Baule
Professional Experience• US & Latin American History Teacher• School Library Media Specialist• Assistant High School Principal• High School Principal• Assistant Superintendent• Superintendent; a suburban district, a rural one
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Steven M. Baule
Graduate Teaching Experience (LIS & IT)• Organization and Management of Libraries• Cataloging and Classification of Lib. Mat.• Reference and Online Services• Media and Production Services
• Instructional Technology Administration• Website Management• Network Management• Intro to Instructional Technology
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Steven M. Baule
Graduate Teaching Experience (Ed. Admin)• Introduction to Educational Administration• Technology for Educational Administrators• Introduction to Educational Research
• Cooperating administrator for six administrative interns (3 MA, 1 Ed.S., 2 Ed.D.)
• Cooperating teacher for four MLS candidates
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Future of Educational Leadership
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Key Areas for Focus
• More rigorous intake and selection • Narrowing the focus of preparation programs• More “leadership” less “management”• The Internship• Post placement mentoring• Post graduation tracking of student performance
• More ongoing and inservice training• Post graduate certification options
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Rigor & Focus
• Much concern over the acceptance rate for programs
• Only 7 of 17 programs in Indiana use GRE• Particularly those in collaboration with
school districts • Historically, many teachers used
educational admin degrees for scale movement
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Rigor & Focus II
• In Illinois, the General Administrative Certification was replaced with a Principal Preparation Program
• The internship doubled (200 hours)
• Student population has dropped by 50%
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Rigor and Focus III
• Iowa requires successful evaluation as an administrator to move from the initial to professional certificate
• Requires specific professional development as well
• A degree itself isn’t enough
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Leadership Not Management
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Wallace Foundation Study
• Shaping a vision of academic success for all �students
• Creating a climate hospitable to education• Cultivating leadership in others• Improving instruction• Managing people, data, and processes to
foster school improvement
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Greater Focus on Curriculum, Instruction and Innovation
• Curricula tightly focused on improving instruction and changing school culture, so teaching and learning at high standards are everyone’s top priority (Wallace, 2012).
• New Leaders / America Achieves want to allow more “non-traditional providers” focused on outcomes • “Turn around” focused programs• Charter leader programs
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Data Focused Leadership
• Need to better prepare students for a deep understanding of data analysis
• Statistical methods are more important • Ability to communicate data results to a
wide range of constituents • Longitudinal data will be essential in the
future for leaders and schools
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Data Focused Collaboration
• This is an area for educational administration programs to reach out and provide assistance to schools and districts
• Provide services to schools while we work to build their internal capacity
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The Internship
• A key area of focus in nearly every reform effort • Longer than previously • More focused on specific area• The future will be more structured and look like
student teaching• Paid year long internships will become
commonplace
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The Internship II
• Require direct teacher supervision and evaluation
• Occur during the school year; students have to be in session
• Require all internships to be linked to leadership standards
• Much tighter cooperating administrator standards
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The Internship III
• Need to look at providing supervised field experiences from above and below
• Suggest we add a cooperating master teacher to work with each student to assist in negotiating the informal leadership in schools and teacher perspective
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Post Placement Mentoring
• Provide cohort networking opportunities for recently graduated and newly placed administrators
• Illinois requires new principal mentoring and new superintendent mentoring (if funding is available)
• Potential to collaborate with districts to provide these services
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Long Term Data Collection
• Data-based program evaluation• Do they get placed in administrative roles?• What evaluation grades do graduates earn?• Do they impact achievement gaps?
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Long Term Data Collection II
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Post-Graduate Certifications
• ISAL – Illinois Assoc. of School Administrators
• The ISAL training centers around five leadership lenses:• Facilitator of Shared Moral Purpose• Change Agent• Relationship/Culture Promoter• Capacity Builder• Coherence Maker
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Post-Graduate Certifications
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Post-Graduate Certifications
• Does somewhat devalue graduate degrees• There are opportunities here for universities• Cohort networking is a key to these
programs• “Current issues” are important • What can schools do to collaborate with
other agencies? Universities? Other districts?
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MORE RANDOM THOUGHTS
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Train as You Go
• Fluid nature of Education • More “short courses”
• PARCC / CCSS • Bilingual Education• Social Media for Educators
• Need to return to “school” for updates• On demand modules
• Facilities Design• Food Service Management • RFP / Bid Development
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Evaluation Needs Simplification
• The current Danielson model is cumbersome and doesn’t inspire
• Some discussion about a national standard for evaluation in the ESEA
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Digital Learning
• Train all educators in how to differentiate and individualize instruction
• How to curate instructional materials • Deep technology skills are necessary for the
future • Understanding of how to use 1:1 devices
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Considering Global Schools
• Starting to see some US educators considering international school innovations
• More collaboration across state and national borders
• Room for leadership among districts
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THANK YOU