Experienced Kentucky Female Superintendents\u27 Perceptions of Political Leadership

Women historically hit a glass ceiling when trying to reach for a school district’s highest position. While nationally an overwhelming majority of educators are female, approximately only a quarter of all superintendents are women. In Kentucky, 19% of public school superintendents are female. Female superintendent research has focused on the barriers that inhibit women from obtaining the superintendency; however, recently a shift to focus on how women lead has occurred. The superintendency encompasses five roles: instructional leader, manager, political leader, communicator and applied social scientist. Although female superintendents’ strength is often instructional leadership, the role of political leader is met with some difficulty. This exploratory study examines experienced Kentucky female superintendents’ perceptions and practices of political leadership. The research was conducted in two phases: Phase 1 invited all Kentucky female superintendents to participate in demographic questionnaire, and Phase 2 encompassed two one-hour interviews with six experienced Kentucky superintendents. Four main areas provide the foundation for inquiry: preservice experiences, defining political leadership, behaviors of political leadership, and levels of political leadership. Kentucky female superintendents stated political leadership was the role they were least prepared for in the infancy of their superintendency. Female superintendents’ lived-experiences differed from the norm of political leadership. Female district leaders outlined a cyclical, proactive process of political leadership dependent on relationships—networking. Women superintendents capitalized on referent power to develop a “political lens” when making decisions. Study participants reported two distinct levels of political leadership (local and state), and they connected their district’s vision to resources—people—and served as a bridge to connect outside resources into the district. This work affirms previous research concerning female superintendents but also brings to light how women perceive politics, which is outside some of the previous norms and research concerning political leadership

A Team Science Training Approach to Enhance Cross-Disciplinary Collaboration in Communication Science and Disorders Programs

This paper aims to describe the core components of a cross-disciplinary team science training offered in a Communication Science and Disorders (CSD) program delivered to 17 doctoral scholars in CSD, education, special education, psychology, and social work. The team science training model is offered as one approach to consider in preparing pre-service leaders and faculty in CSD to engage in scientific collaboration with other researchers from different disciplinary backgrounds. In addition to an overview of training, the paper includes preliminary data on participants\u27 perceptions of team science training and recommendations for future offerings

THINKING AND DOING: AN INVESTIGATION OF THAI PRESERVICE TEACHERS’ BELIEFS AND PRACTICES REGARDING COMMUNICATIVE LANGUAGE TEACHING IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

This study investigates the English as a foreign language (EFL) Preservice teachers’ beliefs and practice; and their relationship; and examines the extent to which teacher education plays a role in promoting innovative teaching of Communicative Language Teaching (CLT). It focuses particularly on the context of the school-based teaching practicum in basic education level in southern Thailand. A sequential mixed approach employing quantitative and qualitative research methods was used for data collection in two stages. Stage One is based on self-survey questionnaire data from 166 Thai EFL pre-service teachers from three universities which explored their self- reported beliefs. In Stage Two, observation of English communication classes of 3 pre-service teachers were conducted in three practicum schools, in a nine - month teaching practicum course. Classroom practices were observed and documented providing further insights into their beliefs and practices regarding to CLT. Statistical Package of Social Sciences (SPSS) was used to analyze the quantitative survey data. Content analysis was used to analyze the qualitative observation data. Analysis of the findings indicated that majority of the participants held positive beliefs about CLT principles and the PST cases taught differently from many of their reported beliefs. Key findings of the study confirm that the Thai EFL pre-service teachers, taught to a limited extent, in accordance with their pedagogical beliefs. Findings showed that PSTs’ instructional decision-making was central to the deep-rooted core beliefs regarding ‘accuracy is as perfect learning’. Active experimentation and self-reflection helped bridge the gap between conflicting beliefs and enhanced their effort in innovative teaching. Factors that affect CLT adoption include students’ motivation to learn and the guidance from supervisor/mentor. Implications for EFL teacher education are that PSTs should be made aware of their personal beliefs and the possible contextual constraints they face. The study suggests the consideration in the localization of the ELT reform

“Focus in the Chaos: ” Cooperating Teachers’ Perceptions of a Structured Conferencing Guide

The proposed dissertation follows a three article format. The articles represent two distinct but interrelated strands of research; the first article examines the role of a cooperating teacher as an expert and co-learner. The second article is an exploratory case study examining the use of a structured mentoring guide, The Reflection and Engagement Guide (REG) to support the work of cooperating teachers. The third is a practitioner article for teacher educators and cooperating teachers that describes the creation and research behind the REG, it includes how to use the guide with student teachers as well

A preferred vision for leading elementary schools : a reflective essay

Defining effective leadership has been done by assembling lists of dispositions and traits that are found among individuals that encompass what a good leader should be. But to be that effective leader, the awareness of the characteristics is not enough. Instead, these idiosyncrasies should be at the core belief system of a leader. If these characteristics become instinctual, then they are represented in an effective leader\u27s actions and they are accessible as a guiding force in times that are the most challenging. This paper will explain what I believe to be the essential components that encompass my core beliefs I accredit to effective leadership. These elements are what drive the structure of my leadership principles and will affect the decisions I make as a school leader

School Leadership Preparation in the Commonwealth of the Northern Marianas Islands

Abstract The perceptions of school leaders on the effectiveness of the school leadership preparation program (SLPP) in the Commonwealth of the Northern Marianas Islands (CNMI) public school system have not been examined. Highly qualified teachers are selected and trained for administrative and leadership roles through the SLPP. This qualitative case study was conducted to evaluate the level of effectiveness of the SLPP in the CNMI public school system. The conceptual framework was the Seven Habits of Effective Principal Preparation Programs by Davis and Jazzar. The theoretical frameworks were transformational leadership as articulated by Burns and instructional leadership. The research questions involved how aspiring leaders and their mentors described the effectiveness of the SLPP in the CNMI public school system and how aspiring leaders\u27 field experience helped them learn essential skills associated with transformational and instructional leadership. A purposeful sampling of 4 participants was used, consisting of current school administrators who had completed the SLPP. Interviews were conducted to collect qualitative data. Interview data were transcribed, and transcripts were examined, organized, and synthesized to develop codes and themes. Member checking was used to validate transcriptions and findings. Findings from this study show that relevant courses, knowledge and experience in curriculum and instruction, internship and mentoring, leadership skills gained by participants, and relationship and collaboration are among the components that must be included in the SLPP. The social change can be derived from this study is that the findings from this qualitative case study are meaningful for policymakers, district leaders, and school leaders in the CNMI public school system

Exploring two cases of Piano Teacher Education in Finland and Germany

Research about music instrument teacher education is scattered and fairly recent, especially in the European context. The purpose of this study was to explore two cases of piano teacher education programs at higher music education institutions, one in Finland, and one in Germany, to gain insights into the preparation of piano teachers for their professional working life. The aim was to identify issues for consideration in curriculum development of piano teacher education to enhance the teaching and learning of piano playing, and to ultimately increase musical practice and engagement among young learners. Nine semi-structured interviews with piano teacher educators, heads of program, other lecturers within the program, and student piano teachers in both cases were analyzed using applied thematic analysis. Three main themes with subcategories emerged: (1) the organization of the piano teacher education program, such as the structure, the content, the learning environments provided, and the development mechanisms of the program; (2) the views on the piano teacher profession, the working environment and resulting requirements, including further education during professional life; and (3) the professional skills and teacher identity development of student teachers. While the supposed working environments and requirements of future piano teachers, the student teachers' development characteristics, and the content were found reasonably concurrent in both cases, the structure of the teacher education program, and the organization of learning environments presented notable differences. While the complete teacher qualification in the Finnish case was offered as option in the Bachelor and Master of Music program within the piano department, the German case offered a separate program for music instrument educators. Other main differences concerned the organizations of practical teaching experiences, and the linking of practical with theoretical pedagogy. Conviction and enthusiasm for improving piano and other music instrument teacher education seemed remarkable. These improvements could include the development of a comprehensive teacher education pedagogy for music instrument teacher educators, intensified cross-linking within and of higher music education institutions in local contexts, and the expansion of professional development opportunities.Siirretty Doriast

Facing the challenges of distance learning: Voices from the classroom

This article reports on the first webinar in the IATEFL Learner Autonomy Special Interest Group’ series of online events dedicated to supporting teachers in this unprecedented and unexpected pandemic situation. Learner Autonomy in the Time of Corona: Supporting Learners and Teachers in Turbulent Days featured a series of talks and open discussion panels, allowing participants to actively share their thoughts and ideas. In the following, the outcomes of the webinar will be discussed

INTERNATIONAL SCHOOL HEADS’ SELF-EFFICACY AND GOVERNANCE: AN INTERVENTION

As international school heads (ISHs) advance through the school leadership pipeline, many find the transition to their new roles and responsibilities as an executive leader difficult, and as a result they struggle to fulfill the expectations of their governing board. In conversations with ISHs in the International Schools Organization (ISO), a pseudonym, several attributed this problem to the lack of preservice, executive leadership training. Most ISO school heads were trained as teacher-leaders and school principals. They excelled in these roles and were consequently promoted to executive leadership. However, very few received formal training in executive leadership, as required of most United States (US) school superintendents and private independent school heads, meaning they often begin their tenures at a disadvantage. This study used a mixed- methods action research (MMAR) approach to increase the level of self-efficacy of ISO ISHs regarding organizational and school governance. This project found that a virtual community of practice (CoP) using targeted case studies may serve to increase the perceived self-efficacy of the participants