2004
DOI: 10.1177/0013161x04267113
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Abstract: Research on multiple cohorts of aspiring and practicing principals engaged in professional development provides perspectives on the benefits of mentoring through clinical practice by clarifying issues related to role socialization, professional development, and leadership capacity building. Based on data from participants in several cohorts and reviews of research on clinical practice, leadership preparation, and mentoring, the authors make recommendations for improving university-based preparation programs th… Show more

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Cited by 135 publications
(128 citation statements)
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References 18 publications
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“…In the early 1990's, university-based administrator preparation programs and state policy-makers began creating mentoring programs for novice principals "as a vehicle for stimulating reflective practice and providing technical expertise, role clarification, and socialization in a more authentic context" (Alsbury & Hackmann, 2006, p. 169). Mentoring relationships play a significant role in the professional development of those aspiring or new to the role of educational administrator (Alsbury & Hackmann, 2006;Browne-Ferrigno & Muth, 2004;Clayton, Sanzo, & Myran, 2013;Daresh & Playko, 1990, 1995Hopkins-Thompson, 2000;Parylo, Zepeda, & Bengtson, 2012). Daresh and Playko (1990) observed "tremendous potential to be found in the utilization of experienced practicing administrators as mentors" (p. 52), to entry-level principals.…”
Section: Mentoring In Educational Administrationmentioning
confidence: 99%
“…In the early 1990's, university-based administrator preparation programs and state policy-makers began creating mentoring programs for novice principals "as a vehicle for stimulating reflective practice and providing technical expertise, role clarification, and socialization in a more authentic context" (Alsbury & Hackmann, 2006, p. 169). Mentoring relationships play a significant role in the professional development of those aspiring or new to the role of educational administrator (Alsbury & Hackmann, 2006;Browne-Ferrigno & Muth, 2004;Clayton, Sanzo, & Myran, 2013;Daresh & Playko, 1990, 1995Hopkins-Thompson, 2000;Parylo, Zepeda, & Bengtson, 2012). Daresh and Playko (1990) observed "tremendous potential to be found in the utilization of experienced practicing administrators as mentors" (p. 52), to entry-level principals.…”
Section: Mentoring In Educational Administrationmentioning
confidence: 99%
“…Research suggests that clinical activities led by practicing administrators and university coaches that are meticulously planned and arranged prove to be meaningful learning opportunities and experiences that interns highly value (Milstein, Bobroff, and Restine 1991;Milstein 1993;Geismar, Morris, and Lieberman 2000;Bottoms and O'Neill 2004;Browne-Ferrigno and Muth 2004) and lead to "a stronger pipeline of effective school administrators" (Pounder and Crow 2005, 57). Clinical activities led by practicing administrators alone are not often wellcoordinated with or integrated into preparation programs.…”
Section: Principal Preparation Should Devote Equal Attention To Theormentioning
confidence: 99%
“…They provide feedback, support, coaching, advocating, opportunities for dialogue and open communication, and general guidance (Cordeiro and Smith-Sloan 1993;Southworth 1995;Playko 1995;Crews and Weakley 1996). According to Browne-Ferrigno and Muth (2004), mentoring during clinical practices promotes acculturation to accepted practices within the district and opportunities for building leadership capacity through the reciprocal process of sharing that is facilitated between prospective and practicing leaders. In addition, the Hay Group's McClellan Center for Research and Innovation (Spreier, Fontaine, and Malloy 2006) reported that effective mentoring and coaching is directly related to effective leadership and, specifi cally, one's leadership style.…”
Section: Mentoring Through the Internshipmentioning
confidence: 99%
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“…In response to the challenges of today's educational context, principals and school district officials are turning to teachers and teacher leaders to help ease their administrative burden (Cooper, 1993;Golden, 1997;Kealey, 1999), both in the implementation of instructional reforms (Margolis, 2012), and in efforts to recruit and train future administrators (Browne-Ferrigno & Muth, 2004). In some of these cases, teachers are asked to take on "quasi-administrative" positions in which they assume administrative responsibilities while retaining their other duties in classroom instruction or instructional leadership ( Johnson & Donaldson, 2011;Margolis, 2012).…”
mentioning
confidence: 99%