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A New Look at Instructional Leadership
(m19557)
Author:
David Gray
Keywords:
Alabama
,
leadership
,
No Child Left Behind
Summary:
The No Child Left Behind Act of 2001 is the federal government’s most recent effort to influence curriculum in America’s classrooms. Its requirements for high-stakes testing and Adequate Yearly Progress have put pressure on teachers and administrators to improve student achievement. Principals whose administrative training was grounded ... all stakeholders."
[Expand Summary]
The No Child Left Behind Act of 2001 is the federal government’s most recent effort to influence curriculum in America’s classrooms. Its requirements for high-stakes testing and Adequate Yearly Progress have put pressure on teachers and administrators to improve student achievement. Principals whose administrative training was grounded in a managerial model are struggling to acquire the knowledge and skills they need to become instructional leaders. State boards of education are insisting that postsecondary administrative preparation programs teach school leaders how to help teachers to improve student achievement. Alabama’s governor created a task force of educators, civic leaders, and business people to develop a shared vision of effective school leadership, which was published as a standards-based curriculum. Instructional Leadership faculty at the University of South Alabama spent two years designing what the state superintendent of education described as a national model for principal preparation programs. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: "An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders."
[Collapse Summary]
Subject:
Social Sciences
Language:
English
Popularity:
86.02%
Revised:
2009-02-11
Revisions:
2
A Paradigm Shift in Preparing Instructional Leaders
(m34358)
Author:
David Gray
Keywords:
Instructional Leadership
,
Leadership Curriculum Development
,
Mentor-Principal
,
Prescriptive Curriculum for School Leaders
,
Training Principals
Summary:
Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned ... of time.
[Expand Summary]
Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned curriculum was a semester-long internship during which residents practiced leadership behaviors under the supervision of a mentor principal in a school setting. Residents completed 18 authentic assignments during the semester; mentors offered formative feedback on each of them. The new curriculum was evaluated with The Leadership Practices Inventory, the PRAXIS II examination, and surveys completed by mentors and residents. The results are conclusive: aspiring school administrators learn to become leaders when they practice leadership behaviors in a school setting under the supervision of a mentor for an extended period of time.
[Collapse Summary]
Subject:
Social Sciences
Language:
English
Popularity:
56.16%
Revised:
2011-06-10
Revisions:
3
A Paradigm Shift in Preparing Instructional Leaders
(m38405)
Author:
David Gray
Keywords:
Instructional Leadership
,
Leadership Curriculum Development
,
Mentor-Principal
,
Prescriptive Curriculum for School Leaders
,
Training Principals
Summary:
Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned ... of time.
[Expand Summary]
Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned curriculum was a semester-long internship during which residents practiced leadership behaviors under the supervision of a mentor principal in a school setting. Residents completed 18 authentic assignments during the semester; mentors offered formative feedback on each of them. The new curriculum was evaluated with The Leadership Practices Inventory, the PRAXIS II examination, and surveys completed by mentors and residents. The results are conclusive: aspiring school administrators learn to become leaders when they practice leadership behaviors in a school setting under the supervision of a mentor for an extended period of time.
[Collapse Summary]
Subject:
Social Sciences
Language:
English
Popularity:
30.75%
Revised:
2011-06-10
Revisions:
2
A Paradigm Shift in Preparing Instructional Leaders Revisited: An Innovative Program to Prepare Instructional Leaders
(m38408)
Authors:
David Gray
,
Joe'l Lewis
Keywords:
Educational Administration and PRAXIS Examination
,
Instructional Leadership
,
Principal Preparation Programs
,
Principal Training
,
School Leadership
Summary:
The purposes of this study are to describe the redesigned instructional leadership program at the University of South Alabama and to evaluate its efficacy in preparing future principals to become instructional leaders. Three cohorts of students in USA’s redesigned program were assigned to mentor principals in local schools for ... leadership preparation.
[Expand Summary]
The purposes of this study are to describe the redesigned instructional leadership program at the University of South Alabama and to evaluate its efficacy in preparing future principals to become instructional leaders. Three cohorts of students in USA’s redesigned program were assigned to mentor principals in local schools for a semester to practice instructional leadership skills. District superintendents paid for substitute teachers. Multiple measures were used to assess residents’ performance, including the Leadership Practices Inventory® (LPI), locally-designed surveys, and paired sample t tests to evaluate the value of Five Practices of Exemplary Leadership®. Thirty-three principals and 28 residents evaluated the redesigned leadership program on a 4-point, Likert-type instrument. Mentor principals’ evaluations reflected their belief that the residency is effective, but needs some improvement. Residents’ responses were similar. Paired sample t tests were conducted on the LPI’s Five Practices of Exemplary Leadership. Gains in each practice between the first and second administrations were statistically significant. All residents passed the norm-referenced PRAXIS examination and are eligible for state licensure. Tomorrow’s instructional leaders should practice leadership in school settings. Authentic experiences enable new principals to move through the survival stage of leadership preparation.
[Collapse Summary]
Language:
English
Popularity:
55.88%
Revised:
2011-06-10
Revisions:
2
Emotional Intelligence and School Leadership
(m32314)
Author:
David Gray
Summary:
Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader’s system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to ... learning community.
[Expand Summary]
Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader’s system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and intellectual growth. Despite misconceptions about the influence of emotional intelligence on organizational efficacy, school leaders are incapable of divesting their personal feelings from professional decisions. George (2008) suggested that there are four dimensions of emotional intelligence: expressing emotions, using them to improve decision making, knowledge about emotions, and managing emotions. A principal’s emotional intelligence skills are vital to collaborative efforts to increase student achievement and to ensure the well-being of a school as a learning community.
[Collapse Summary]
Language:
English
Popularity:
47.24%
Revised:
2009-10-06
Revisions:
New
Transitions: A Paradigm Shift in Preparing Instructional Leaders
(m38501)
Authors:
David Gray
,
Joe'l Lewis
Summary:
This summary details the transition between a new instructional leadership program at the University of South Alabama and details data collected during the program completion.
Language:
English
Popularity:
21.49%
Revised:
2011-06-13
Revisions:
New
Popularity is measured as percentile rank of page views/day over all time
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