Changing from Traditional Practice to a New Model for Preparing Future Leaders

Autor/inn/en	Devin, Mary; Augustine-Shaw, Donna; Hachiya, Robert F.
Titel	Changing from Traditional Practice to a New Model for Preparing Future Leaders
Quelle	In: Educational Considerations, 43 (2016) 4, S.44-53 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Instructional Leadership; Partnerships in Education; School Districts; College Faculty; Teacher Leadership; Masters Programs; Masters Degrees; Leadership Qualities; Kansas + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulpartnerschaft; School district; Schulbezirk; Fakultät; Lehrerfunktionsstelle; Magister course; Magisterstudiengang; Führungseigenschaft
Abstract	Since the first Kansas State University (KSU) master's academies in 2000, the academy focus has moved from preparing candidates for principal positions to the broader vision of teacher leadership, recognizing that today's leadership relies on a team, not an individual. As leadership in schools becomes ever more challenging, requiring multiple participants, and as the need grows for leaders to bring an increasingly greater array of skills, KSU transformed school leadership preparation from the traditional model to a model based on building authentic partnerships with school districts. The result is a two-year master's program designed to produce the leadership needed in the district where the teachers are already blooming as potential leaders. This article presents a contrast between the two delivery models, from the perspective of three university professors who have delivered instruction in both. (ERIC).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01