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Book chapter
Immersion of high-impact practices: Emerging a stronger educational leadership program
Curriculum and Teaching Dialogue, pp.101-120
Curriculum & Teaching Dialogue, Volume 24, Number 1, Information Age Publishing/American Association for Teaching and Curriculum (AATC)
04/19/2023
Abstract
In this research, the authors describe one principal preparation program's approach to continuous improvement through accreditation processes. The framework for this research was based upon the Leadership-Focused Coaching (LFC) model (Gray, 2016) and a clinical approach to expand and improve an online educational leadership program by using data collected at course and program level. The faculty worked collaboratively to review the following data: certification exam results, as well as survey data from current students, supervising administrators, recent graduates, alumni, and employers. Valuable feedback were gathered and reviewed from the department's advisory council, accrediting state and national organizations, and program curriculum reviews of courses at an annual data retreat and monthly meetings. Finally, the research describes a model that other principal preparation faculty could consider as they work to improve their programs.
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Details
- Title
- Immersion of high-impact practices
- Publication Details
- Curriculum and Teaching Dialogue, pp.101-120
- Resource Type
- Book chapter
- Contributors
- Chara Haeussler Bohan (Editor)John L Pecore (Editor) - University of West Florida, College of Education and Professional StudiesFranklin S Allaire (Editor)
- Publisher
- Information Age Publishing/American Association for Teaching and Curriculum (AATC)
- Series
- Curriculum & Teaching Dialogue; Volume 24, Number 1
- Copyright
- © 2022 by Information Age Publishing
- Identifiers
- 99380176596506600
- Academic Unit
- School of Education
- Language
- English