Literaturnachweis - Detailanzeige
| Autor/in | Augustine-Shaw, Donna |
|---|---|
| Titel | Moving Theory to Practice: One State's Role in Professional Learning for School and District Leaders |
| Quelle | In: Planning and Changing, 47 (2016) 3-4, S.169-181 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Theory Practice Relationship; Professional Education; Mentors; Leadership Training; Leadership Qualities; Management Development; On the Job Training; School Districts; Guidelines; State Action; State Agencies; Agency Role; State Standards; Supervisor Supervisee Relationship; Data Collection; Evaluation Criteria; Elementary Secondary Education; Kansas |
| Abstract | As a continuum of professional learning for building and district leaders transitioning from leadership preparation programs into practice, the state of Kansas enacted mentoring and induction requirements as part of their role in supporting development of leadership skills important to on-the-job application of essential knowledge. One approved state model is presented as an example of how moving theory to practice is manifested in program requirements for mentoring new school administrators. Leadership makes a difference and the support offered by trained and experienced mentors serves as a critical connection to embrace and support the contributions of new leaders serving in their initial years of practice. (As Provided). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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