Eadens' UNF interview

3. What I have
done…
&
What I can
do…

4. RESEARCH FELLOWSHIPS / AWARDS
•(not yet) National Academy of Education -Postdoctoral
Fellowship ($55,000)
•Hampton Williams Research Award by
USM ($)
•Best Doctoral Dissertation Award by
AAER/NAER ($)
•Berbecker Fellowship/Doctoral
Graduate Assistantship, USF ($)
•Fulbright, Tskuba, Ibaraki Prefecture
(Science City) Tokyo, Japan ($)

5. ----------Clear & Driven Research Agenda----------
COMPLETED PUBLICATIONS
 Eadens, D., Bruner, D., & Black, W. (2012). The intentions of florida
educational leadership graduate students to pursue administrative positions.
International Journal of Educational Leadership Preparation, 7(1). Retrieved from
http://www.ncpeapublications.org/latest-issue.html
Eadens, D. W., & Hindes, N. (In Print). Educational
leadership graduate programs: Unpacking the
selection process. Synergy: A Journal for Graduate
Student Research, 2(3).
Eadens, D. W. (2001, December). [Review of the book Promising Practices for
Contextual Learning, by S.H. Harwell & W.E. Blank] Wingspan: The
Pedamorphosis Communique, 14 (1) 38.
Inspiring Favorite/Current Ed Leadership Textbooks:
LEADERSHIP -The Instructional Leadership Toolbox: A Handbook for Improving Practice - Gupton, S.
SUPERVISION-Supervision and Instructional Leadership: Developmental Approach by Glickman, Gordon x 2
FINANCE-School Finance: A Policy Perspective – Odden & Picus
LEADERSHIP - Case Studies for Educational Leadership: Solving Administrative Dilemmas – Midlock, S.
CHANGE - Leadership Sustainability: System Thinking in Action – Fullen, Michael.
EVALUATION - Teacher Evaluation: To Enhance Professional Practice – Danielson, C., & McGreal, T.
DATA-Visible Learning: A Synthesis of Over 600 Meta-Analyses Related to Achievement – Hattie, John.
CURRICULUM - Leading Curriculum Development – Wiles, Jon.
EVALUATION/CURRICULUM/LEADERSHIP - What Works in Schools. Marzano, Robert
PD/ASSESSMENT/POVERTY - Making Standards Work/…90-90-90. Reeves, Douglas.

6. Publications in REVIEW – (out already)
Eadens, D.W. (In Review) The intentions of florida educational leadership graduate students. Journal for
the Association for the Advancement of Educational Research Journal.
Publications needing Edits and Submission – (out by end of Feb.)
Mullen, C.A., Papa, R., Eadens, D.W., Hewitt, K. K., Schwanenberger, M., Bizzell, B., Chopin, S.
(NCPEA 2012 Kansas City) Ideas-based Paper. The Future as We See it: Junior Faculty’s
Envisioning of Mid-Century Leadership.
Hindes, N., & Eadens, D.W. (?) Four steps to recognizing and responding to child abuse and
neglect. Phi Delta Kappan International.
Eadens, D. W., & Eadens, D.M. (paper 2011, October). Stop the world, I need to get off: the future of
sensory processing disorder in the classroom. Interactive Symposium lecture session to be presented
during the 65th Annual State Conference at the Florida Council for Exceptional
Children, Jacksonville, Florida. http://www.floridacec.org/Jacksonville2011.htm
Publications in Brainstorming/Assigning Phase – (out by end of term)
Ward, M., Rolle, A., Eadens, D.W., McColl, A. ( ?) Evolution of Leandro vs. State of N.C.: financial
and legal ramifications today considering NCLB’s and the current administration.
McNeese, R., Roberson, T., & Haines, G. (2009) Motivation and Leadership: A comparison of
motivation factors for pursuing a degree in education administration. An extended examination by
Eadens, D.W., Labat, M., Kreiger, J., Roberson, T., & McNeese, R.

7. The Intentions of Florida Educational Leadership Graduate Students
to
Pursue Administrative Positions
Daniel Eadens, Ed.D., University of Southern Mississippi
Darlene Bruner, Ph.D., University of South Florida
William Black, Ph.D., University of South Florida

8. Problem & Purpose
 Districts are concerned about the quality of the applicant
pools
 Despite the large number of certified candidates, quality
administrator applicants are not applying for positions in
schools in certain locations and socio-economic regions
 To analyze factors that influence the intentions of
educational leadership graduate students currently enrolled
in university educational leadership programs in Florida
Research Questions
Is there a relationship between intent to seek an assistant principal
position and:
1. Self-assessed Leadership behavior measured by (LPI)?
2. Gender?
3. Number of Credits successfully completed?
4. Age?
5. All above?

9. Literature
 Overproduction
 Choose not to work in administration
 Lack of qualified willing applicants
Significance
To more fully understand why pools have perceived quality candidate
shortages using job choice theory as a frame
To identify self-reported leadership behavior and intent to practice
To share results to offer DOE, District Leadership Academies, and
University Programs insight for reform of selection, recruitment, and
retention

10. Sampling Results
 Response rate: varied between institutions.
Approx 50% - 50% were Online vs. Hard
Copy in person
 46.5% secondary, 62.7% public, 74.7%
teachers
 5 to 9 years experience mean;
Guidance/ESE: 25.9%
 Mostly 25 to 30 yrs old; skewed Mean age
was 31 to 35 yrs
 75.6% Female; 84.3% Caucasian

11. Data Analysis
RQ1: Between Intent to seek and Leadership Behavior on
LPI?
The Multiple Regression Analysis indicated no significant
relationship (p = .715).
The majority of respondents (83.9 %) do intend to seek an
assistant principal position upon program completion.
Which level of assistant principal they intended to become:
52.5% indicated they will choose an Elementary
assistant principal position. However, most were Secondary
teachers, not Elementary
RQ2: Between Intent to seek and Gender?
53 male and 164 females respondents. Results of the
ANOVA analysis indicated no significant difference. (p
= .074).
Since the dependent variable (Intent) was skewed, the
variable was transformed using a square root (sqrt)
function to see if the outcome could be improved.
Based on these results, there might be a significant
difference (p = .038) between male and female
students and their intent to seek an assistant principal

12. Data Analysis
RQ3: Between Intent and Number of Credits completed?
The results of the Regression Analysis indicated no
significant relationship (p = .251).
64.1% rated the influence salary had on their decision to
pursue a degree in educational leadership as either
somewhat (important) or (one of the primary
reasons).
RQ4: Between Intent to seek and Age?
The Regression Analysis results indicated no
significant relationship was found (p = .384).
The (highest) percentage were between 25-30
yrs old.
RQ5: Relationship between intent and leadership
behavior, gender, number of credits completed, and age?
The Multiple Regression Analysis found no individual
relationships between predictor and dependent (p =
.188).

13. Open-Ended Data Analysis
 When do you intend to seek an assistant principal
position? 61.3% claim within two years; 14.3% say
they never or it is unknown.
 Explain: 74.1% indicated they will wait (to get more
experience) to seek a position; 18.8% will seek
another position.
Response Category n %
Not Waiting 22 25.9
Waiting: More experience 33 38.8
in current of next position
Waiting: Earn more 9 10.6
degrees, certification, or
professional development
Waiting: Family Related 8 9.4
reasons
Other: Get a district level, 16 18.8
higher ed, DOE, or specific
position

14. Exploratory Analysis: Trends &
LPI’s Five ConstructsPatterns
were standardized and
categorized by intensity. Using ANOVA, Construct
cases with z-scores Low(≤ -0.5) and High(≥ 0.5)
were retained; 34% of cases clustered around the
mean were removed. Intent to Seek z-scores (>-
1.0) were retained. Those unlikely to intend to seek
the position were categorically removed.
DV IV F Sig Mean Low Mean High
High Intentions Encourage 3.465 0.066 4.64 5.03
High Intentions Model 7.490 0.008** 4.54 5.22
High Intentions Enable 2.809 0.098 4.42 4.86
High Intentions Inspire 2.922 0.092 4.70 5.12
High Intentions Challenge 4.355 0.040* 4.65 5.16
Note. * = p < .05, ** = p < .01

15. Conclusions /Implications
Influence of Gender
The estimated marginal means of intentions for females were not significantly
higher than males; this means that females do not indicate stronger intentions
to seek an assistant principal position upon program completion than males.
This study supports and affirms the literature that cites there are increases in
females pursuing educational leadership degrees.
Influence of Degree Progress
In the DIQ, 64.1% of respondents rated the influence salary had on their
decision to pursue a degree in educational leadership as either
(somewhat important) or (one of the primary reasons).
Strahan and Wilson (2006) claimed that proximity to a future possible self has
an impact on current motivation to act in ways to achieve future goals.
However, in this study, the number of credits successfully completed
and degree progress was not shown to be a significant factor in
determining intentions towards seeking an assistant principal position.
Influence of Age
Data in this study did not support age as having a significant impact on
graduate student intentions to seek an assistant principal position.
The age ranges in this study ranged up to greater than 55, which skewed
the mean. The majority of this study’s participants had between 5
and 9 years of teaching experience which corresponds to the
highest respondent percentages being between 25 and 30 yrs old.
14.3% of this study’s respondents claim they never intend to seek an
assistant principal position or claim they do not know how long they
would wait.

16. Discussion of Open-Ended Results
 The largest theme of responses as to why educational leadership
students plan to wait after graduation to seek an assistant principal
position is that they are waiting to get more experience in their current
or next position.
 Results indicated 18.8% plan to seek something other than an
Exploratory Analysis:
assistant principal position.
Trends & Patterns
 Results from this analyses found a distinct trend in the data. The findings
suggest those likely to intend to seek an assistant principal position have
higher self-assessed leadership behavior potential and/or qualities.
 It further suggests that students with low self-assessed leadership behavior
quality construct scores may be self-selecting themselves out. That
is, participants with low scores may want to be in a leadership position, but
temper their intent due to a lack of self-efficacy about their self-assessed
leadership.
Further Study Needed
 To discover what changes graduates’ intentions and the reasons so many graduates
complete the program and obtain certification without the intent of using their degree to move
upward
 To compare those who claimed they intended to wait and the actual wait times before hired
 To examine how many do accept positions after completion and certification using DOE
records.
 To discover more about how much these economic factors play a role in affecting intentions.
 To uncover which gender specific factors may affect intentions to seek after program
completion

17. Recommendations for Practice
 Given the fact that many (14.3%)
respondents were pursuing the educational
leadership degree without a goal of seeking
an administrative position, university
programs might develop two tracks within
the K-12 educational leadership masters
degree: one for those seeking Educational
Leadership certification and another for the
others who simply want more knowledge
about leadership and administrative
practices to enhance their teacher leadership
skills.

18. Paper Presentations(Past & Future)
Eadens, D. W., & Eadens, D.M. (2012, Summer). More on SPD…to be presented during the
66th Annual State Conference at the Florida Council for Exceptional Children Florida
Mullen, C. A., Papa, R., Kappler Hewitt, K., Eadens, D., Schwanenberger, M., Bizzell, B., &
Chopin, S. (2012, August). The future as we see it: Junior faculty’s envisioning of mid-
century leadership. Paper to be presented at the National Council of Professors of
Educational Administration (NCPEA), Kansas City, MO.
Eadens, D.W. (2011, November). The intentions of Florida educational leadership graduate
students to pursue administrative positions. Paper presented at the annual 14th annual
conference of the Association for the Advancement of Educational Research, Stuart, Florida.
Eadens, D. W., & Eadens, D.M. (2011, October). Stop the world, I need to get get off: the future of
sensory processing disorder in the classroom. Interactive Symposium lecture session to be
presented during the 65th Annual State Conference at the Florida Council for Exceptional
Children, Jacksonville, Florida. http://www.floridacec.org/Jacksonville2011.htm
Eadens, D.W. (2011, August). The intentions of Florida educational leadership graduate students
to pursue administrative positions. Paper Presented at the National Council of Professors of
Educational Administration summer conference, Portland, Oregon.
http://www.emich.edu/ncpeaprofessors/Portland%20Program/Final%207-
9%20NCPEA%202011%20Portland.pdf
Eadens, D.W. (2010, November). The intentions of Florida educational leadership graduate
students. Paper Presented at the annual 13th annual conference of the Association for the
Advancement of Educational Research, Stuart, Florida.
http://www.aaer.org/images/aaer_program_2010.pdf
Eadens, D. M., & Eadens, D.W. (2010, October). Bringing it all together: best practices in
behavior management. Interactive Symposium presented during the 64th Annual State
Conference at the Florida Council for Exceptional Children, Clearwater, Florida.
http://www.floridacec.org/Clearwater2010/FCEC-2010-Saturday.pdf
Mullen, C. A., Gordon, S. P., Greenlee, B., & Anderson, R. H., & Eadens, D.W. (2002, November).
Multiple capacities needed for school leadership: Emerging trends. Paper presented at the
annual convention of the University Council for Educational Administration, Pittsburgh, PA.

19. Stop the World, I Need to
Get Off:
Daniel W. Eadens, Ed.D.
University of Southern Mississippi
Danielle M. Eadens, Ph.D.
St. Petersburg College
Florida Council for Exceptional Students Conference
FECEC- October 2011

20. OTs use the Sensory Profile (1999) & and the Sensory
Processing Measure (2007) to assess the sensory needs
of children. Both have significant reliability (internal
consistency and inter-rater
reliability), (Brown, Morrison, & Stagnitti, 2011).
Welters-Davis & Lawson (2011) studies the relationship
between SP and Parent–Child play
preferences. Results suggests a possible relationship
between some parent and child SP patterns and
between parents' SP patterns and their play
preferences with their children.
Drs. Daniel & Danielle
Eadens
FCEC 2011 20

21. J J(DOB 2005)
Z (DOB 2008)
*Sensory-based Motor Disorder
*Sensory Modulation Disorder *Sensory Modulation
Disorder
SEEKER
SEEKER
-Auditory
-Vestibular
-Visual (art-related)
-Proprioception
-Visual
AVOIDER
(esp. videos)
-Vestibular
-Tactile
-Proprioception
-Tactile
AVOIDER
-Gustatory
-Auditory
-Visual & Olfactory
(unpleasant-food related -Gustatory (learned vs.
only) innate?)
Drs. Daniel & Danielle Eadens
FCEC 2011 21

22. Children BEST benefit from sensory integration therapy
(SIT) when all stakeholders: communicate, collaborate
, create, commission, and carryout a specific “sensory
diet” plan for the child based upon the child’s specific
needs, circumstances, history, and severity.
 Occupation Therapist
 Physical Therapist
 Classroom Teacher
 Special Educator
 Counselor
 Parent
 FDLRS
Drs. Daniel & Danielle
Eadens
FCEC 2011 22

23. “A sensory diet is a daily or weekly list of
activities that the child can engage in during
regular routines to help maintain an optimal
state of arousal” (Spiral Foundation).
Home versus school
Extreme Home Makeover, Vardon Family
FCEC 2011 23
Drs. Daniel & Danielle Eadens

24.  Eventually, probable
addition to the DSM & is Sensory
already in most Academic needs
pediatrician guides.
data
 Expect it to be diagnosed
more commonly
 ADHD students may be
reclassified if Learning
misdiagnosed Styles
 Increased partnerships
with OT for early
screening and
intervention planning
 Will become part of the
data used in planning a
more effective learning Instructional
environment for ALL
students Programming & Lesson
Planning
FCEC 2011 24

25. F.C.E.C. October 2010 Clearwater, FL.
Danielle Eadens, Ph.D. & Daniel Eadens, M.Ed., ABD
Accessed from comics.com

26. NCPEA Paper Session – Idea-based paper (accepted Summer 2012 Kansas City)
Carol A. Mullen, Rosemary Papa, Daniel Eadens, Kimberly Kappler Hewitt, Brad Bizzell, Scarlet
Chopin, and Michael Schwanenberger. The Future as We See it: Junior Faculty’s Envisioning of Mid-
Century Leadership . Seven professors—five junior faculty, guided by senior faculty—reflect on what
schools and universities might look like mid-century. The junior faculty who are from Arizona, Mississippi,
North Carolina, Kentucky, and Virginia have in common their transition from school leadership roles to higher
education and strong identity as school leaders. We offer a reflective spin-off on another group’s
conceptual platform that projects the future of the educational leadership field, backed by data-based trends
(i.e., English, Papa, Mullen, & Creighton, in press).
The senior faculty created a mentoring opportunity for this group to respond, interact, and interface via
these six overarching prompts as writing guides.
•What trends and forces currently impacting preparation and practice will be strongly influential by 2050?
•What warning signs do we need to heed in the educational leadership field?
•Who are mid-century leaders?
•What sociopolitical conditions will mid-century leaders face?
•What technology zeitgeist will prevail mid-century?
•What are the implications of any changes for educational leadership preparation, democratic schooling, and
the ethic of public service?
We offer an innovative technology-infused methodology by (1) individually blogging about leadership at
mid-century by using the prompts; (2) dialoguing about the complete set of blogs (NCPEA Talking Points
website [http://ncpeapublications.blogspot.com]) ; (3) jointly analyzing the blog comments using research and
qualitative tools, and (3) situating the blog analyses within the literature.
Participants will look through the lenses of transitioning scholar practitioners to imagine mid-century
leadership for schools, universities, and communities. Morally and strategically, leaders at every level should
pursue this work on behalf of their organizations. As educational leaders, forethought and positively
influencing education for current and future generations is our responsibility, thus we as faculty must
intentionally and thoughtfully “be at the forefront in anticipating issues that need to be addressed” (Hackmann
& McCarthy, 2011, p. 284).
References
English, F. W., Papa, R., Mullen, C. A., & Creighton, T. (in press). Educational leadership at 2050:
Conjectures, challenges and promises. Lanham, MD: Rowman & Littlefield Education. Hackmann, D. G.,
& McCarthy, M. M. (2011). At a crossroads: The educational leadership professoriate in the 21st century.
Charlotte, NC: Information Age Publishing.

27. Kim K. Hewitt, Ph.D. Brad Bizzell, Ph.D. Scarlet Chopin, Ed.D. Daniel W. Eadens, Ed.D.
Michael Schwanenberger, Ed.D.
Live Sessions
Mountain 7am
Central 8AM
Eastern 9am
---Wimba people teach people---
http://usmlive.wimba.com/launcher.cgi?room=_usmbb_s__11529_1_371522

28. What I have
done…
&
What I can
do…

29. University of Southern Mississippi
2012 Evaluation of a P-12 Standards-Based Curriculum (Masters)
2012 Reform for Learning and Accountability in P-12 (Masters)
2011 Public School Finance (Doctoral)
St. Petersburg College
2011 Behavior Management
2011 Educational Issues for the 21st Century
2010 Psychology of Learning
2009 Practicum Internship Supervisor
2009 Student Development and Learning, Educational Psychology
2005 Music, Art, and Motion
University of South Florida (Tampa, St. Pete, Sarasota)
2004 Tactics and Leadership
2004 Basic Leadership
2001 Equity & Ethics in Schools and the Workplace
2000 Curriculum & Instruction
Teaching & Leadership Style:
My Teaching and leadership style are charismatic and transactional leadership, flexible,
and motivating while synergizing others. My vast experiences were transformational. I
like to positively affect and motivate those around me by forging connections, clear
visions of what the organization could be, and then actively encourage everyone to
engage by collaborating in the shared mission of raising student achievement.
Teaching Philosophy:
An educational leader cannot effectively do the job by simply being a manager or
administrator. Leadership involves becoming personally invested in other people. At the
heart of leadership in education is empowerment, lifting others up to do their best
because they sense that you believe in them. That is the heart of instructional leadership.

30. DOE
Name Certification
Number
Eadens, 705723 Educational
Daniel Leadership, (all
W Levels)
Eadens, 705723 Exceptional
Daniel Student
W Education, (grades
K - 12)
Eadens, 705723 Middle Grades
Daniel Integrated
W Curriculum,
(grades 5 - 9)
Eadens, 705723 Music, (grades K -
Daniel 12)
W

31. UNF USM Courses
Degree UNF
Courses
M.Ed. (School Leadership) EDA6242 School Finance EDA700 School Finance
EDG6287 Princ. Of School Acct. & As EDA 663 Reform for Learning and
EDG6625 Curr. Leadership Schools Accountability
EDA662 Evaluation of a P-12 Curriculum
Ed.D. (Educational EDA7190 Evolving Idea of Ed Leader EDA 663 Reform for Learning and
Leadership) EDA7193 Ed Leadership: Leadership Accountability
Change
EDA7194 Seminar in Educational
Policy
Post Masters Certificate EDA6242 School Finance EDA700 School Finance
(Educational Leadership) EDG6625 Curriculum Leadership EDA662 Evaluation of a P-12 Curriculum
Schools
M.Ed Educational Leadership EDG6285 Fundamentals of Program EDA662 Evaluation of a P-12 Curriculum
(Athletic Administration) Evaluation
M.Ed Educational Tech. EDG6285 Fundamentals of Program EDA662 Evaluation of a P-12 Curriculum
Leadership Evaluation
EDA6061 Introduction to Ed
Leadership
M.Ed. Post Secondary and EDG6285 Fundamentals of Program EDA662 Evaluation of a P-12 Curriculum
Adult Studies Evaluation EDA662 Evaluation of a P-12 Curriculum
EDG6626 Curr/Instruction for Adult
Learning
EDA6061 Intro to Ed. Leadership

32. What I have
done…
&
What I can
do…

33. Restructured M.Ed.
Using J. Murphy’s
ISLLC & ELCC
3 Pillars TLO/OF/CWS
College Committees
1. Library Liaison
2. University Text
book committee
3. Restructuring
Committee

34. OIF ‘06-’07
BAGHDAD
, RAMADI, FALLUJAH, HABBA
NIYAH

36. • Florida Research Scholarship • Experienced Metropolitan Florida
• Florida Higher Ed Teaching • Florida P-20 Experiences
• Motivated National Research Agenda • Florida Certifications & Connections
• Experienced P-20 Florida Partnerships
• Scholarship Enrollment Experience •Redesigned USM M.Ed.
• Relationship History with Florida Colleges •Redesigned USF M.Ed.
•Studied Florida Graduate M.Ed. Intentions •Redesigning USM Ed.S. &Ed.D.