What Makes a Leadership Preparation Program Exemplary?

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

Section: Discussionmentioning

confidence: 99%

Section: Five Lessons For Developing Web-based Case Studiesmentioning

confidence: 99%

“Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

Sider

Maich

Specht

et al. 2021

“…Such pathways are cost-effective (Kaufman et al, 2017) and produce leaders better prepared for high-need schools (Darling-Hammond et al, 2007; Huang et al, 2012). Methodological challenges aside (Grissom et al, 2019), a growing research base has shown that the design of these programs matters (Cosner, 2019; Crow & Whiteman, 2016; Darling-Hammond et al, 2007; Davis & Darling-Hammond, 2012; Young, 2015). As a framework for what makes principal preparation exemplary, the Darling-Hammond et al (2007) study is frequently cited (Cosner, 2019).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Methodological challenges aside (Grissom et al, 2019), a growing research base has shown that the design of these programs matters (Cosner, 2019; Crow & Whiteman, 2016; Darling-Hammond et al, 2007; Davis & Darling-Hammond, 2012; Young, 2015). As a framework for what makes principal preparation exemplary, the Darling-Hammond et al (2007) study is frequently cited (Cosner, 2019). Examining eight different university-based programs, they found that rigorous recruitment and selection, research-based content, curricular coherence, field-based internships, problem-based learning strategies, cohort structures, mentoring or coaching, and collaboration between universities and school districts were important considerations.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Voto

Reedy²

2019

This article examines whether states under the Every Student Succeeds Act (ESSA) are prioritizing education leadership to improve schools. Examining all 52 consolidated plans, we found that while the federal law increases states’ flexibility toward such ends, states have taken advantage to varying degrees. We argue that forces at both the state and federal levels are responsible. Recommendations are further discussed as to how the next reauthorization can better address this important link in practice.

“…The importance of this Special Issue’s focus is amplified by the dearth of existing literature that attends to pedagogical approaches in educational leadership (Byrne-Jimenez et al, 2017). Although there is both a need and growing appetite for attention to program improvement (Cosner, 2019; Cunningham et al, 2019; Young & Eddy-Spicer, 2019), there are relatively few granular accountings about pedagogical considerations and development processes or the resultant learning designs to provide insights for interested designers throughout the field.…”

mentioning

confidence: 99%

A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation

Cosner

2020

Self Cite

Although active learning designs are recognized as elemental to stronger learning designs, there is limited literature on active learning pedagogical approaches for use in educational leader preparation. This article names problem- and case-based learning, simulations, and action research as “first generation” active learning pedagogical approaches and previews a set of “next generation” active learning pedagogical approaches that are the focus of and explored more deeply in this Special Issue.