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Book part
Publication date: 2 April 2015

Karen L. Sanzo and Jay Paredes Scribner

In this chapter we used a content analysis process (Sanzo, 2012) on select 2010 and 2013 funded grant projects that focus specifically on leadership preparation and…

Abstract

In this chapter we used a content analysis process (Sanzo, 2012) on select 2010 and 2013 funded grant projects that focus specifically on leadership preparation and development in small and mid-sized urban school districts. The purpose of this analysis was to better understand how School Leadership Program (SLP) grant projects approach leadership preparation and development in small to medium-sized districts. Specifically, we explored how and in what ways did these grant-funded partnerships propose to recruit, structure partnerships, and mentor/coach participants. We discovered that SLP projects in this analysis utilize innovative means of recruiting and selecting program participants in a variety of ways, do not utilize a “one-size-fits” all model in their approach to preparing and developing school leaders, and employ authentic partnerships utilize a variety of collaborative mechanisms.

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

Article
Publication date: 5 December 2020

Josh J. Ringling, Karen L. Sanzo and Jay Paredes Scribner

The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals.

Abstract

Purpose

The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals.

Design/methodology/approach

The authors used a multiple case study methodology across a ten-week period, studying six principals and conducting over 50 interviews. Six individual case studies were conducted, followed by a cross-case analysis.

Findings

This study found that a principal’s informal learning opportunities are just as important as formal ones, and often occur more frequently. Principals rely daily on a small network of other principals to informally learn about pressing challenges and situations in their schools. Informal learning allows principals to continually develop and refine their practices without the confines of formally set dates and times. Informal learning happens organically and is needs driven based on what knowledge a principal requires at a given point in time.

Originality/value

Although formal learning has been a focus in educational leadership research for the past 15 years, almost nothing is known about how principals informally learning. This study adds to the very limited body of research in the educational leadership field.

Details

Journal of Workplace Learning, vol. 33 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 29 October 2012

Karen L. Sanzo and Steve Myran

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We…

Abstract

This chapter provides an overview of the development of a USDE SLP-funded leadership preparation partnership between a local school division and our university. We specifically describe our efforts to cultivate an authentic and purposeful partnership that would allow us to move beyond the limitations of the traditional leadership preparation programs that have been so widely criticized in the literature. This chapter describes the research and development efforts which involved iterative cycles of design, implementation, reflection, and redesign that helped to identify problems of practice and develop meaningful solutions to these identified areas of need. We also discuss four key elements of effective university–school partnerships that grew out of our efforts to build and refine an effective partnership.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

Abstract

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

Book part
Publication date: 29 October 2012

Abstract

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

Book part
Publication date: 2 April 2015

Abstract

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

Book part
Publication date: 29 October 2012

Josh Bendickson is a Ph.D. student at Louisiana State University in the E. J. Ourso College of Business. He teaches principles of management in the Rucks Department of…

Abstract

Josh Bendickson is a Ph.D. student at Louisiana State University in the E. J. Ourso College of Business. He teaches principles of management in the Rucks Department of Management and is also involved in the Stephenson Entrepreneurship Institute. His research interests include strategy, entrepreneurship, and management history.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

Abstract

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Abstract

Details

Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers
Type: Book
ISBN: 978-1-78560-577-2

Article
Publication date: 10 May 2011

Karen L. Sanzo, Steve Myran and Jennifer K. Clayton

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has…

1589

Abstract

Purpose

The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to bridge the theory to practice divide and strengthen university‐district ties.

Design/methodology/approach

A design‐based research paradigm was utilized to investigate how creating more authentic and contextually relevant university‐school partnerships and embedding leadership preparation in the context of practice may help build stronger bridges between theory and practice.

Findings

The findings highlight that holistic approaches to leadership preparation, developing relationships, coordinating meaningful professional development, realism in design and experiences, and introspection are all ways that cohort members, as well as other district personnel, have been able to build stronger bridges between theory and practice.

Practical implications

The findings can assist universities and districts in developing and supporting partnerships that contribute to relevant, practical, and meaningful leadership preparation.

Originality/value

The authors' analysis highlights that aspiring leadership students who do not engage in meaningful and contextually relevant activities will not be able to bridge the theory to practice gap when working in the actual leadership field. Authentic experiences provide realistic views and understandings of the requirements, challenges, and rewards of educational leadership positions.

Details

Journal of Educational Administration, vol. 49 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

1 – 10 of 34