ICES, A Project of Internships, Certification, Equity-Leadership and Support, October 1, 1977--September 30, 1979. Final Report.

Autor/inn/en	Adkison, Judith A.; und weitere
Institution	Kansas Univ., Lawrence. School of Education.
Titel	ICES, A Project of Internships, Certification, Equity-Leadership and Support, October 1, 1977--September 30, 1979. Final Report.
Quelle	(1980), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Administrators; Affirmative Action; Certification; Change Strategies; Educational Administration; Equal Opportunities (Jobs); Females; Internship Programs; Models; Personnel Integration; Professional Education; Program Descriptions; Sex Fairness; Specialist in Education Degrees; Workshops; Kansas + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Lösungsstrategie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Berufspraktische Ausbildung; Analogiemodell; Berufsausbildung; Sexualaufklärung; Lernwerkstatt; Schulung
Abstract	A Project of Internships, Certification, Equity-Leadership, and Support (Project ICES), whose purpose was to develop intervention strategies to increase women's participation in educational administration, was field-tested in Kansas from 1977 to 1979. Under a grant from the Women's Educational Equity Act Program (WEEAP), this model selected, trained, and placed women with proven administrative ability, which resulted in the hiring of 10 of the 13 interns as administrators after completion of the program. This report discusses the need for individual and systemic change; how Project ICES was developed, implemented, and disseminated; who was involved; and some of the experiences of those who participated. The ICES program consists of four elements: (1) internships, providing on-the-job training as well as the opportunity to demonstrate administrative competence; (2) certification, guaranteeing that each participant would have the necessary credentials upon completion of the project; (3) equity-leadership, offering workshops concerned with potential problems and conflict resolution tactics; (4) the support component to deal with problems associated with tokenism and to reduce feelings of isolation. The model was implemented through three component organizations: a university, a state education agency, and a state-wide administrator professional organization. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC