Transferability and Alignment of Program Exemplars in Teacher Preparation

Teacher preparation needs to be revamped to adequately prepare teachers for P-12 classrooms. Public charter schools are experiencing challenges that include high teacher attrition rates and staffing difficulties in a rapidly growing sector, as well as obstacles for teachers to obtain certification. Thus, charter school teachers are seeking a “choice” in teacher preparation to meet the innovative needs of the sector. To address critical shortages of highly effective teachers, states are offering both traditional and nontraditional teacher preparation to earn licensure. The goal of this study was to determine if program exemplars from traditional teacher preparation were transferable to, and aligned with, non-traditional teacher preparation. An online survey ascertained program providers’ perceptions about the efficiency of non-traditional programs in Georgia based on scaled and narrative responses. Of the program exemplars represented, 32 out of 37 were confirmed to be highly transferable and aligned at or above 80%. In addition, program exemplars not identified on the survey, but that were deemed pertinent by providers were identified. The survey findings may provide insight to reform teacher preparation and increase the number of highly effective teachers in Georgia

Partnering Educational Leadership and Preservice Teacher Candidates to Conduct Virtual Classroom Observations via a Practitioner-Based Mentor-Teacher Candidate Model

This research proposes a new model for Educational Leadership and Teacher Preparation Programs through a “Practitioner-Based Mentor-Teacher Candidate Model”, which is intended to be beneficial to both the aspiring school leader as the evaluator and mentor and the preservice teacher as the recipient of the feedback. With the shift to virtual and hybrid learning during the recent global health pandemic, methods to classroom observational-based supervision were challenged to adapt appropriately. Through a partnership of leadership and teacher preparation programs, the implementation of virtual classroom observations, including post-conferencing to encourage authentic and reflective feedback is proposed to provide evidence-based strategies for leadership candidates to fulfill their requirements for state licensure while advancing as instructional leaders and for preservice teachers to be better prepared for today’s classroom. This model is intended to help educator preparation programs provide innovative and sound support to leadership and teacher candidates as they navigate their preparation programs. A successful pairing of these student groups has the potential to create a powerful collaboration through a pedagogical approach in which the teacher candidates are engaged with future school leaders who they collaborate with as mentors

Reaching and Teaching All Students: Facilitating Restorative Circles for Community Building and Academic Success in the School Environment

The use of restorative practices to build relationships and address harm dates back more than 5,000 years. Modern practices use Restorative Circles to foster community and build relationships in a variety of settings. Schools can use Restorative Circles as a tool to foster social, emotional, and success for all members within the school community. In order to understand the power of Restorative Circles, learners in this workshop will focus on participating in diferent types of circles, circle design, and circle facilitation. Participants will become knowledgeable of the importance of Circles in building relationships and be introduced to experiential exercises for understanding the core elements and components of community building and academic circles

Educator Experiences in the Reshaping of Schools During Challenging Times: The New normal or Is It?

The purpose of this photovoice study was to better understand how the recent COVID-19 global health pandemic has professionally and emotionally impacted current school leadership. Educators faced varied challenges during this unprecedented time with a rapid shift from in-class to online or hybrid learning and often back and forth between both. The findings identified three overarching themes as major challenges faced by school leaders and professional school counselors during this pandemic: problem solving, emotional brutality, and exhaustion. The findings inform education stakeholders and policymakers about the experiences of educators in times of crisis, specifically during the recent global health pandemic. Implications for the practice led to the need for educators to identify their own opportunities and challenges to further adapt to these new expectations amid a disruptive time that has become the “new norm.” Educators are charged with reshaping education by providing the necessary resources to ensure effective teaching and learning (academic factors) and physical and emotional well-being (non-academic factors). Adapting to this new norm requires sound leadership support systems to be in place. Further research is encouraged to engage in additional interviews and focus groups, including photovoice methodology to continue examining the experiences of educators currently charged with keeping both academic and non-academic factors initiatives accountable during challenging times

The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution

As many colleges and universities continue to increase their enrollment and diversification of their student body, the number of first-generation college students of color will continue to rise. Colleges have been charged with the challenge of not only enrolling this student population but also ensuring that they are connected to the university and persist to graduation. The purpose of this phenomenological qualitative study was to examine the lived experiences of first-generation college students of color at a Predominantly White Institution (PWI). This study utilized individual in-depth interviews and a focus group to examine how first-generation students of color experienced college at a PWI. Four major themes were revealed: a college degree is a means to a better lifestyle; money always matters; a heightened sense of safety concerns exists; and there is a desire for a supportive multicultural campus environment. The findings of this study may aid institutional leaders in understanding the first-generation college student of color experience at a PWI and assist in establishing and maintaining academic and social support programs that are geared towards these students

An Exploration of the Relationship Between Leaders’ Cultural Competence and Academic Outcomes in Texas Public Schools

This study explored the cultural knowledge (CK) and cultural skills (CS) levels of Texas school leaders to determine if there was a relationship between cultural knowledge and cultural skill as well as between principals’ CK and CS levels and school academic outcomes. In comparing within-group scores, the results indicated CK scores were higher than CS scores in all participant groups. Between-group analysis revealed participants in non-Title I schools scored higher in CK, but Title I school leaders scored higher in CS. Results further indicated school leaders who identified as a member of a marginalized group scored higher in CS but slightly lower in CK than leaders who did not identify as a member of a marginalized group. There was a statistically significant, positive correlation between CK and CS scores; however, CK scores were negatively correlated with proficiency levels in marginalized student groups and CS scores were positively correlated with proficiency levels in marginalized student groups

A Comparison of Principal Self-Efficacy and Assessment Ratings by Certified Staff: Using Multi-Rater Feedback as Part of a Statewide Principal Evaluation System

A vast body of research supports the notion that school leadership is the second most influential factor on student achievement, behind only the classroom teacher (Davis & Darling-Hammond, 2012; Lynch, 2012; Mendels & Mitgang, 2013; Miller, 2013; Pannell, Peltier-Glaze, Haynes, Davis, & Skelton, 2015). Lawmakers have begun to recognize the significance of the principal’s impact on student achievement, and while waiting on reauthorization of federal education legislation, the United States Department of Education (USDE) included a principal evaluation component in the requirements for states to waive certain provisions of the No Child Left Behind Act (NCLB) of 2001. To request flexibility, states were required to develop a principal evaluation system that met certain criteria as outlined by the USDE, including the use of student outcomes as a major component of the evaluation system

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Aim/Purpose This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions

Emotional Dimensions of Teaching in Elementary Education Preparation

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher

Emotional Dimensions of Teaching in Elementary Education Preparation

Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher