Is NCATE the Answer to Current Criticism of Educational Leadership Preparation Programs?

Autor/inn/en	Varrati, Anita M.; Tooms, Autumn K.; Thomas, Stephen B.
Titel	Is NCATE the Answer to Current Criticism of Educational Leadership Preparation Programs?
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2006) 1, S.37-43 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Instructional Leadership; Leadership Training; Administrator Education; Program Effectiveness; Program Improvement; Accreditation (Institutions); Theory Practice Relationship; Educational Administration; Management Development; Supervisor Qualifications + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Theorie-Praxis-Beziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Lately, preparation programs for PreK-12 school leaders have been at the center of controversy. Infamous among university circles is the 2005 "Educating School Leaders" report, which calls for an overhaul of university-based principal and superintendent preparation programs. The focus of the report is that school leadership programs are in critical need of redesign. However, program improvement is not a new concept to the educational administration faculty of Kent State University. Educational Administration (UCEA), the authors' leadership preparation program improvements have reflected standards for institutions granting doctorates. Especially critical is the ability of program faculty to prepare school leaders consistent with current research and practice. Another step in this direction was the involvement of Kent State University in a pilot of the new National Council for Accreditation of Teacher Education (NCATE) program review. This process reflects a tighter partnering between NCATE and state departments of education in order to increase the rigor of institutional reviews. The centerpiece of the NCATE Educational Administration Program (EDAD) review process was to identify assessments that meet standards designated by professional educational association standards. Although the NCATE/Educational Leadership Constituent Council (ELCC) process remains time consuming and data intensive, it does require less preparation than in the past. In generating the needed information and data, the new NCATE process requires the submission of a five-part program report. (Contains 3 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