Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs

Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs

Primary School Teachers of Social Science, Islamic Studies, and Arabic Language: A Study of Attitudes of NNEST

Quality assurance and achievement of objectives has necessitated inquiry into how Non-native English- speaking teachers (NNEST) with different subject specializations are influenced in terms of quality of program design, achievement of program objectives, teaching materials and methods, and English diploma program instructors’ ability. Thus, this study analyzes the attitudes of social studies, Islamic, and Arabic primary school teachers towards the English diploma program. Data are collected through a self-report questionnaire comprising 36 close-ended and 10 open-ended questions administered via Google forms. The study sample included 106 NNEST (an equal number of males and females) who completed the diploma programs. Using descriptive statistics, complementary and exploratory factor analysis through SPSS 6.1, data are used to reveal the relationship between achievement of program objectives (R2 =0.49, β=14.98), efficiency of online classes (R2 =0.52, β=15.7), program design, content and management (R2 =0.52, β=18.56), instructors’ performance (R2 =0.45, β=17.26), participants’ specialization (R2 =0.18, β=12.13), and NNEST’s attitudes and perceptions. Results highlight that there is no relationship between efficiency of online classes, participants’ specialization and NNEST’s attitudes and perceptions. Furthermore, the outcome of the text analysis generates two central factors: (i) drivers and (ii) enablers for an English diploma program. Further, that NNEST are keen to learn English and demand an interactive learning environment to enrich their English communication skills. These findings can guide the educational institutions and diploma curriculum developers to design a diploma based on the NNEST demands

Graduate Catalog, 2004-2005

https://scholar.valpo.edu/gradcatalogs/1031/thumbnail.jp

Supervising professional experience students

A literature review on mentoring and supervision of pre-service teachers.  The review looks at the current policies, procedures and practices that are designed to support pre-service teachers’ professional experience. These policies, procedures and practices are drawn from initial teacher education providers and the education sectors in Australia, as well as those from professions outside of education.  The review draws upon the recent report commissioned by the Queensland College of Teachers, ‘An investigation of best practice in evidence-based assessment within pre-service teacher education programs and other professions.’ The review provides a summary of the literature under five key headings: what motivates mentors to contribute to teacher education programs?; stages of development of pre-service teachers (apprenticeship; competencies; reflective self-regulation); establishing a professional learning community; assessment tasks for pre-service teachers, and; repertoire of skills and knowledge of effective mentors of pre-service teachers

An analysis of the role of principals supervising programs for students with disabilities in effective schools as defined by Virginia\u27s Outcome Accountability Project

This case study was concerned with examining the role of principals supervising programs for students with disabilities in effective schools as defined by the Virginia Department of Education\u27s Outcome Accountability Project (OAP). In order to do this, three questions were framed, and after reviewing the literature, a research design was developed allowing data relative to the study questions to be collected. Multiple data sources were used in this investigation.;From the data collected in this study, three major conclusions may be drawn. The first finding is that the role of the principal in a school with an effective special education program, defined by the Outcome Accountability Project (OAP) indicators, differs from the role of a principal in a school with a lower OAP rating. Differences were found in practices that addressed behaviors in the following performance areas: communication, staff development, systematic evaluation of instruction, collaboration, and instructional programming.;The second conclusion is that interaction between the special education administrator and principal of an effective OAP defined school does differ from that of a special education administrator and principal in a school with less effective OAP ratings. Interviews with principals and special education administrators and results from responsibility charts delineated best practices for principals of effective OAP schools.;The third major finding identified the lack of time, lack of knowledge of special programs/curriculum and lack of central office assistance as the three main obstacles that impede the instructional effectiveness of principals. Supporting documentation from the interviews indicated the effects of these obstacles

Graduate Catalog, 2005-2006

https://scholar.valpo.edu/gradcatalogs/1032/thumbnail.jp

Promoting student belongingness: The development, implementation and evaluation of a toolkit for nurses

The literature suggests that the need to belong to a community influences health and wellbeing, which in turn affects behavioural, and cognitive responses. However, student nurses are often in a vulnerable position of being excluded intentionally or otherwise from ward/unit activities. This can lead to feelings of isolation and poor achievement. The aim of this project was to design and develop a toolkit for nurses in an e-learning format using reflective learning to promote a sense of belonging and inclusion of student nurses in the clinical team. Upon completion of the development of the e-learning program, distribution commenced to selected clinical areas for use by nurses before periods of clinical practicum for students. The e-learning program can be accessed at https://wanted.moodle.school/login/index.php (see Appendix 12 for e-learning instructions to register). A sequential mixed method design was used, which employed the results of the initial qualitative phase to inform the following quantitative phase. The qualitative phase consisted of three rounds of open questionnaires using the Delphi panel method with 18 participants. Themes emerged and were expanded upon during the process to inform the design of the framework for the toolkit. The quantitative data that were subsequently collected reported on the evaluation of the toolkit’s applicability, usefulness and sustainability. An e-learning package entitled WANTED was subsequently developed to address the major themes of Welcome, Attitude, Nurture, Team, Encourage (autonomy) and Delight (in success of student inclusion). The interactive program, which included pre- and xiii post-questionnaires based on Stagg’s attitude survey (1992), was offered to a random selection of nurses in Western Australia to participate in the activity and comment on the usability of the tool. Twenty-three completed programs identified that attitude change towards student nurses could be improved and that the e-learning format gave excellent information that reflected and supported traditional training. Addressing issues of student integration into the nursing team and creating a belongingness environment with the use of practical tools will encourage and enable a fundamental shift in attitude towards students. This project has considered individual personal values and characteristics, the effect of the direct environment and the need to belong in order to create a learning environment

The volunteer work of newly-certified unemployed teachers in Ontario schools

This mixed-methods study explored the volunteer work of newly-certified, unemployed teachers in Ontario by asking the research question: How do newly-certified, unemployed teachers understand their volunteer work in schools? Quantitative data pertaining to unemployed volunteers and their volunteer behaviour from the National Survey of Learning and Work was analyzed using descriptive statistics in order to provide context for qualitative interviews. Six newly-certified, unemployed teachers completed a semi-structured interview that asked about volunteer tasks, learning, and access to teaching. Findings demonstrated that volunteer-teachers perform a wide range of tasks, engage in informal learning that is both volunteer-related and job-related; and perceive that volunteer work helps them gain access to teaching through growing a professional network and providing insight into the hiring process. Furthermore, how teachers understand their volunteer work is differentiated, seemingly dependent on having previously paid teaching work and pre-existing relationships in a school community. Recognition of a distinct type of volunteer work in the contemporary Canadian volunteer landscape is also presented. Policy and practice implications include disseminating this information for aspiring and unemployed teachers in Ontario, as well as recognizing the adult learning that takes place at the site of volunteer work