Literaturnachweis - Detailanzeige
| Autor/inn/en | Virella, Patricia M.; Cobb, Casey D. |
|---|---|
| Titel | Leader Developers: Perspectives of Mentor Principals in an Administrator Preparation Program |
| Quelle | In: Journal of Educational Supervision, 5 (2022) 3, S.81-99, Artikel 4 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Administrator Education; Mentors; Principals; Supervision; Practicums; Internship Programs; Transformative Learning; Metacognition; Goal Orientation; Mastery Learning; Administrator Effectiveness; Readiness |
| Abstract | Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor's perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills --metacognitive ability, developmental efficacy, and learning-oriented goal setting. Mentor principals described these three elements as paramount to master before becoming a principal. We discuss implications for principal preparation programs to use mentors as informal instructional supervisors and develop highly effective school principals. (As Provided). |
| Anmerkungen | University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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