Leadership on the Frontlines: Changes in Preparation and Practice. The 2008 Yearbook of the National Council of Professors of Educational Administration
Author: Papa, Rosemary, Ed.
Date: 2008-00-00
Type: Books
Subjects: Educational Administration,Administrator Education,Management Development,Personality Assessment,Administrator Attitudes,Administrator Behavior,Personality,Administrator Characteristics,Yearbooks,Disadvantaged,Cooperation,Interpersonal Competence,Cultural Awareness,Administrator Role,Accountability,Conferences (Gatherings),Critical Theory,Higher Education,Administrator Evaluation,Consolidated Schools,Mentors,Elementary Secondary Education,Distance Education

This volume presents the 2008 Yearbook of the National Council of Professors of Educational Administration (National Council of Professors of Educational Administration). The theme for this year's address, yearbook and convention is "Leadership on the Frontlines: Changes in Preparation and Practice." This Yearbook contains six parts. Part 1, Invited Chapters, includes the following: (1) Leadership on the Frontlines: Changes in Preparation and Practice [NCPEA President's Message 2008] (Jeanne Feine); (2) From Legends to Legacy: Lessons Learned in What Counts Toward Preparing Leaders to Educate Students for Success [Living Legend 2007] (Mike Martin); (3) The Crowd in the Principal's Office: Strengthening a Collaborative Profession for Contentious Times [Walter Cocking Lecture 2007] (G. Thomas Bellamy); (4) The Culturally Proficient Professoriate [Corwin Lecture 2007] (Randall B. Lindsey); and (5) Proactively Serving Our Disenfranchised Youth: The 2006 Walter D. Cocking Lecture (James M. Smith). Part 2, Preparation of School Leaders, includes the following: (6) Generative Learning Communities: Preparing Leaders for Authentic Practice (Tricia Browne-Ferrigno and Rodney Muth); (7) Creating an Induction Model for School Administrators: Collaborative Efforts to Build Ongoing Support for School Leaders within the University's Regional Network (Vernon T. Farrington, William Grobe, Hal L. Holloman and Marjorie C. Ringler); (8) Learning to Lead Democratically: A Democratic Imperative for Leadership Preparation (Patrick M. Jenlink); (9) Evaluating Principal Preparation Candidate Competence Using Medical School Methodology (Heidi Lane, William A. Rouse Jr., Cheryl McFadden, Maria Clay and Kermit Buckner); (10) Teaching and Accessing Dispositions in Principal Preparation Programs: An Exploratory Study (Ronald A. Lindahl); (11) The Process of ISLLC/ELCC Standards Implementation in School Leadership Preparation Programs (Crystal Machado and Daniel H. Cline); (12) Team Testing for Individual Success and the Development of Interpersonal Skills among Aspiring School Leaders (Amanda M. Maddock); (13) A Gap Analysis of Principal Preparation Programs in Illinois: Viewpoints of Superintendents, Principals, and Teachers (Joseph Pacha, Linda Morford, Jon Crawford, June Grivetti, John Murphy and Jenny Tripses); and (14) Preparing School Leaders to Build and Sustain Engagement with Families and Communities (Katharine Shepherd, Susan Hasazi and Judith Aiken). Part 3, Technology for Preparation Programs, includes the following: (15) The Role of Educational Technology in Educational Leadership Programs (Robert Hancock, Becky Sue Parton and Mijir); and (16) Placing Human Interaction at the Center of a Distance Education Program in Educational Leadership (Ted Zigler, Ann Ogletree, Tracy Pirkle and Carri Schneider). Part 4, Critical Theory and Leadership Practices, includes the following: (17) In the Spirit of Our Nation's Children: A study on National Diversity Leadership Standards and Superintendents (Christa Boske); (18) Perspectives on Leadership: Race, Gender and the Superintendency--A National Study (Effie N. Christie, Jerry L. Jackson and Gerard Babo); (19) Preservice Principals' Perceptions of Culturally Proficient School Leadership (Mack T. Hines III); (20) Research with Women School Superintendents: Implications for Teaching Future School Leaders (Susan J. Katz); (21) The Role of Superintendents in Leading Districts to Cultural Proficiency (Thomas Price and Sandra Harris); and (22) Contextualized Principal Preparation for the Improvement of American Indian Education: Negotiating Cross-cultural Assumptions (William G. Ruff and Joanne L. Erickson). Part 5, K-12 Leadership Practices, includes the following: (23) Leader Values-Needed and Student Values-Held: Dilemmas for Leader Educators (JoAnn Danelo Barbour); (24) Strategies for Transforming the Daily Work of Principals: A Study of Present Habits and Opportunities for Change (Timothy B. Berkey); (25) Context Matters: Lessons Learned from Successful Superintendents about Preparation, Practice, and Professional Development (Paul V. Bredeson and Hans W. Klar); (26) Testing Theory to Explain and Solve the Head Start Fade (The Fade Phenomenon) (Deborah Tenjeras Clarke and Charles M. Achilles); (27) A Case Study in Accountability, District Monitoring, and School Improvement (Gini Doolittle and Evelyn Gallagher Browne); (28) New Leaders for Urban Schools: The Rise of Non-Traditional School Leaders (Bonnie Fusarelli and Mark Duckworth); (29) School Consolidation: What School Administrators Need to Know (Marcia Morrison); and (30) Ongoing Professional Development for Licensure Renewal: Has That Much Really Changed? (Virginia Roach and Louis Wes Smith). Part 6, Higher Education Leadership Practices, includes the following: (31) Logic Models: Evaluating Educational Doctorates in Educational Administration (Theodore B. Creighton); and (32) Formal Faculty Mentoring in Higher Education: A Synthesis of Promising Practices (Carol A. Mullen). Individual papers contain tables, figures, references, and appendices. A subject index and an author index are included.