Assessing Dispositions of Administrative Intern Candidates

Autor/inn/en	Brown, Sidney L.; Herron, Sharron Y.; King, Gwendolyn
Titel	Assessing Dispositions of Administrative Intern Candidates
Quelle	In: AASA Journal of Scholarship & Practice, 5 (2008) 1, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Program Improvement; Educationally Disadvantaged; Program Effectiveness; Educational Change; Accreditation (Institutions); Teacher Educators; Educational Quality; Schools of Education; State Universities; Higher Education; Public Schools; Accountability; Outcomes of Education; Administrators; Academic Achievement + Suchen Sie Ihr Suchwort? Bildungsreform; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Quality of education; Bildungsqualität; Erziehungswissenschaftliche Fakultät; Staatliche Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Public school; Öffentliche Schule; Verantwortung; Lernleistung; Schulerfolg; Schulleistung
Abstract	School leaders' values and dispositions impact the quality of education in their schools. Effective schools and appropriate leadership dispositions must be assessed and standardized models must be developed to give direction for future growth. The accrediting agencies and the college of education at a mid-sized state university in a southern state began gathering data to track the effectiveness of future program offerings and to gauge administrative intern candidates' (AICs) mastery of their necessary knowledge, skills, and dispositions within their field of expertise. This university serves a disproportionate number of AICs that are employed in school districts where the majority of its candidates live in the remote "black belt" region of the state. This region is one of the most socio-economically and educationally deprived areas in the United States. This area of the state has the highest percent pool of teachers who do not meet "highly-qualified" standards. Another obstacle for the districts in question is the inability to hire and retain highly qualified personnel due to location, training requirements and lack of incentives. These public schools in turn educate students, who are less prepared for college admittance, while a disproportioned number of them being enrolled at this university. This article describes a study which measured dispositions, practices and beliefs in AICs decision-making processes. The purpose of the study was threefold: (1) to determine the perceptions of AICs toward their beliefs and practices of dispositions regarding the decision-making process; (2) to contribute to the limited existing body of literature on dispositions of AICs; and (3) to assist this university's college of education in gathering data for the purpose of program improvement, and the reaffirmation of its accreditation with the National Council for Teacher Educators (NCATE). (Contains 4 tables.) (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10