Literaturnachweis - Detailanzeige
| Autor/inn/en | Fields, Jane; Halloran, Clare; Peterson, Kristin |
|---|---|
| Institution | University of Minnesota, Center for Applied Research and Educational Improvement (CAREI) |
| Titel | Minnesota Principals Academy: End-of-Program Report for the 2017-19 Cohorts |
| Quelle | (2019), (48 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Principals; Professional Development; Program Evaluation; Leadership Training; Behavior Change; Administrator Attitudes; Educational Change; Strategic Planning; Instructional Leadership; Transformational Leadership; Barriers; Knowledge Level; Outcomes of Education; Assistant Principals; Teacher Administrator Relationship; Educational Practices; Interprofessional Relationship; Administrator Surveys; Minnesota |
| Abstract | The Minnesota Principals Academy (MPA) is an executive development program designed to enhance the performance of school leaders in order to improve educational outcomes for students. The Center for Applied Research and Education Improvement (CAREI) serves as the program evaluator with the intention of providing information on the extent to which participants, upon completion of the program, changed their behaviors or gained knowledge and skills in the areas covered by the MPA. This report summarizes the results from surveys administered across three 2017-19 MPA cohorts: Brainerd/Staples, Fergus Falls, and the Twin Cities. The purpose of this evaluation was to describe and understand the MPA as a resource and training program for school leaders. The evaluation was designed to provide information regarding the extent to which participants gained knowledge and skills, or changed their behaviors, from the beginning of the program to the end of the program in the areas covered by the MPA curriculum. To do this, the evaluators administered a retrospective pre/post survey to MPA participants. They also surveyed participants' supervisors to ask them about changes they were seeing in participants' knowledge, skills, or behaviors since participating in the MPA. Across both surveys, MPA participants and supervisors shared that participating in the program helped leaders to improve their strategic leadership skills, as well as their practices as instructional leaders and transformational leaders. In addition, survey results indicate that MPA participants valued the network they developed and the resources made available through their participation. An area that emerged as a challenge in some cases was that principals' time out of their buildings to participate in the MPA could be a burden on schools and districts, especially in rural or smaller districts. (ERIC). |
| Anmerkungen | Regents of the University of Minnesota on behalf of the Center for Applied Research and Educational Improvement, 1954 Buford Avenue Suite 425, St. Paul, MN 55455. Tel: 612-624-0300; Fax: 612-625-3086; e-mail: carei@umn.edu; Web site: https://www.cehd.umn.edu/carei/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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