A Continuum Approach for Developing School Leaders in an Urban District

Autor/in	Normore, Anthony
Titel	A Continuum Approach for Developing School Leaders in an Urban District
Quelle	In: Journal of Research on Leadership Education, 2 (2007) 3, (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
Schlagwörter	Assistant Principals; Urban Schools; Qualitative Research; Instructional Leadership; Leadership Training; Management Development; Administrative Change; Recruitment; Socialization; Strategic Planning; Personnel Selection; School Districts; Semi Structured Interviews; Administrator Attitudes; Participant Satisfaction; Sequential Approach; Internship Programs; Program Descriptions; Novices + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Recruiting; Rekrutierung; Socialisation; Sozialisation; Strategy; Planning; Strategie; Planung; Personalauswahl; Personalentscheidung; School district; Schulbezirk; Schrittfolge; Berufspraktische Ausbildung
Abstract	This study examined a four-staged leadership development continuum for school leaders in a large urban school district in the southeastern United States. The program under examination included: LEAD Program; Interim Assistant Principal Program; Intern Principal Program, and; First Year Principal Support/Interim Principal Program. Qualitative research procedures were used to collect and analyze data related to succession planning, recruitment, and socialization of leaders. Progressive data analysis revealed school leadership pools were ample--an anomaly for large urban school districts; the Intern Principal program was considered the most effective component of leadership development; forging partnerships were critical components for leadership development; there was a need for a focus on social justice and diversity issues in curriculum content; the practice of almost exclusive internal promotion/succession was used; the mentoring program was underutilized and less effective in practice. (Contains 4 figures.) (As Provided).
Anmerkungen	University Council for Educational Administration. Curry School of Education 405 Emmet Street PO Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: ucea.org@gmail.com; Web site: http://www.ucea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10