Illuminating the Path: Evidence of Initial Success and Implications for the Future

“Tremendous expectations have been placed on school leaders to cure the ills facing the nation’s schools.” The momentous role of leaders in our schools today to impact these circumstances can be overwhelming

Developing Leadership Capacity in New Rural School District Leaders: The Kansas Educational Leadership Institute

Understanding the context of rural school settings is critical to beginning school district leaders. Rural communities present multifaceted challenges that leaders must embrace as diverse community expectations unfold. The majority of Kansas school districts are in rural settings. Mentoring and induction shapes the experiences encountered during the first year of practice. The Kansas Educational Leadership Institute provides high quality mentoring and induction for new superintendents and principals in Kansas. Mentoring and induction provided by veteran superintendents familiar with leadership complexities in rural communities is offered through on-site visits. In addition, new superintendents participate in activities focused on building capacity through regional cohort networks, attendance at professional organization and state meetings, and in professional learning seminars. The rural superintendent wears many hats in serving their local district. Professional learning opportunities that provide leaders with strategies to focus on achievement, plan for change, and build leadership capacity in rural environments are critical for success

Embracing New Realities: Professional Growth for New Principals and Mentors

This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute’s (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI’s second year program, evaluation results, and next steps

The Influence of Mentoring on Developing Leaders: Participants Share Their Perspectives

In an age of continuous and rapid change, today’s school superintendents face a litany of unique challenges as they lead individuals and organizations through tumultuous and unpredictable times

Educational Considerations, Vol. 43(3), Summer 2016 Full Issue

Educational Considerations, Vol. 43(3), Summer 2016-Full Issu

Building Teacher Self-Efficacy: A University/District Leadership Academy Model

Introduction: In an era dominated by higher standards and greater accountability for America’s If you want to join us, we would be delighted schools, leaders are needed at all levels. Teachers must continue learning and growing professionally long after that transition from pre-service to practitioner

Foreword: [introduction to the special issue Preparing and Developing Educational Leaders in International Context]

In the context of globalization and education internationalization, preparing educational leaders for today’s schools and other educational settings has never been more important

Table of contents and introductory materials for Vol. 43, no. 3, summer 2016

This content includes the front cover, the table of contents, editorial information and more, the special issue: Preparing and Developing Educational Leaders in International Contexts: From Policy and Theory to Preparation and Practic

An Examination of External Influences and Internal Issues Challenging Teacher Education Today

Today’s educators are not solely content experts, but reflective practitioners competent in theory and complex learning processes. They are obligated to construct classrooms to meet the diverse needs of each child within a culture of global competition and increased levels of accountability. Prior studies amplify a necessary focus on preparing teachers capable of meeting the needs of each student from day one on the job. However, a myriad of obstacles facing teacher preparation identified throughout research provide clear direction for additional attention. The following is an investigation of external influences and internal issues that challenged the current model of teacher preparation programs. Insights may serve to inform teacher educator research and support programs in the professional development of future teachers. Historically teacher education programs have undergone sharp criticisms in regards to their influence on teacher effectiveness (Book & Freeman, 1986; Cochran­-Smith & Zeichner, 2005; Cole & Knowles, 1993; Hollingsworth, 1989; Holt­-Reynolds, 1992; Reynolds, Ross, & Rakow, 2002; Weinstein, 1990; Zeichner & Tabachnick, 1981). However, many researchers recognized the central role preparation programs played in equipping effective educators with important entry­-level knowledge and skills (Boyd, Grossman, Loyd, & Wyckoff, 2009; Darling-­Hammond & Bransford, 2005, Fullan & Stiegelbauer, 2007; Hamilton & Pinnegar, 2001; Korthagen, 2004; RESPECT, 2012; Sprinthall, Reiman, & Theis­Sprinthall, 1996; Wilson, 2009). Interestingly, Cochran­-Smith (2003) recognized that “teacher educators­ - those who teach the teachers­ - are now the linchpins in educational reforms of all kinds” (p. 5). Despite these noted accolades, the myriad of identified obstacles noted throughout research on the effectiveness of preparation programs warrants investigation. The following article highlights discussion of the external global and national influences and internal program issues that challenge the practice of teacher educators (TE) and the preparation of teacher candidates (TC)