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Candidacy powerpoint

  1. 1. Assistant Principal Perceptions: Knowledge, Skills, and Attributes for Effective Leadership.<br />Chapter 1-3 Dissertation Proposal Defense<br />University of Houston<br />January 21 ,2011<br />Lonnie Clint Vick Jr.<br />
  2. 2. Introduction<br />AP is the primary training ground for the Principalship (Madden, 2008)<br />Important for AP’s to understand the requirements of the Principalship.<br />Research indicates being an AP does not provide appropriate training (Fields 2000)<br />AP forces individual to become leader and manager in environment where there is only one leader (Hartley, 2009)<br />
  3. 3. Introduction Continued<br />Bloom and Krovetz (2001) identified principal shortage as one of the reasons why AP is moved into principal position.<br />Lack of research for Assistant Principal.<br />AP is serving for short period of time and are assigned to a vary narrow range of responsibilities.<br />
  4. 4. Problem<br />Principal shortage<br />Changes in expectation has created a shortage in knowledge of the position.<br />Ineffective university training and unprepared for the role.<br />Rapid advancement<br />Least researched position in administration<br />Assigned duties do not adequately prepare one for the role of principal<br />
  5. 5. Problem<br />Skills required to be successful for AP lean more toward management than leadership.<br />Assistant Principal forces individual to be a manager and a leader in a relationship where there can only be one leader, the principal (Hartley, 2009)<br />Shortage of knowledge concerning the skills (Barth, 1990)<br />
  6. 6. Problem<br />Institute for Educational Leadership (2000)<br />Survey of Superintendents showed 50% reported a shortage of qualified candidates. <br />Institute reported a rush to fill principal positions is why AP’s receive little or no experience or adequate preparation.<br />During time a future principal spends as an assistant principal he or she is engaged in activities that offer little preparation for the kind of leadership expected of principals (Koru, 1993)<br />
  7. 7. Purpose<br />To add research to the field of Assistant Principal <br />To answer the question of the needed knowledge, skills, and attributes truly needed to be an effective leader in the AP position and beyond.<br />Using research make recommendations toward the improvement of the Assistant Principal for the changing 21st century.<br />
  8. 8. Research Questions<br />What is the perceived knowledge needed to be an effective assistant principal?<br />What is the skills set needed to be an effective assistant principal?<br />What are the attributes needed to be an effective assistant principal?<br />
  9. 9. Significance of Study<br />Focus in and determine the knowledge, skills, and attributes needed to be an effective assistant principal that aims to become a recognized instructional leader working to improve student academic performance.<br />Add needed research to the field of assistant principal <br />Improve professional development of the assistant principal position<br />
  10. 10. Significance of the Study<br />Lezotte (1992) stated an essential component to the effective school research is the presence of instructional leadership.<br />First the AP has to prove to the Principal that they can stay afloat with management tasks.<br />Secondly, the AP has to prove to the Principal that they are dedicated to school improvement through enhancements in instruction (Hartley, 2009)<br />
  11. 11. Review of Literature Sections<br />Leadership Standards (National, State)<br />Important Knowledge of the Assistant Principal (role, responsibilities, curriculum, law)<br />Important Skills of the Assistant Principal (Leadership, Theories, Management, Communication, and Interpersonal)<br />Important Attributes Needed (Positive disposition, organization, Vision, ethics, values)<br />Preparation for the Principalship<br />Research studies on the Assistant Principal<br />Summary<br />
  12. 12. Standards<br />National Leadership Policy Standards<br />Interstate School Leaders Licensure Consortium (ISLLC, 2008)<br />National Policy Board for Educational Administration.<br />Wallace Foundation, 2010<br />State Standards<br />
  13. 13. Role of Assistant Principal<br />Decided by the Principal<br />Student discipline, activities, and attendance looked at more than instruction<br />Over time more management tasks handed down. <br />New emphasis on Instruction<br />Women seen more of an instructional leader and working with teachers.<br />
  14. 14. Leadership versus Management<br />Proactive vs. Reactive<br />Communication<br />Research on the topics<br />Definitions<br />Misalignment between perceived tasks of AP and what is needed. <br />
  15. 15. Leadership versus Management<br />Managers work closely with others and their effectiveness largely depends on their specialized knowledge and their interpersonal skills (Weller, 2002)<br />AP is constantly bombarded with daily tasks, effectiveness in these situations require conflict management skills, good listening and communication skills, and ability to empathize and respect the opinions of others (Weller, 2002). <br />
  16. 16. Leadership versus Management<br />Leadership is communicating to people their worth and potential so clearly that they come to see it themselves (Covey, 2004).<br />Covey goes on to explain that this type of Leadership is the one that influences and endures.<br />A new type of leadership which involves less management and more motivation and coaching is known as level five executive leadership according to (Collins, 2001).<br />
  17. 17. Theories<br />This section will look at different theories on leadership and how they are applied to education and hopefully the role of the assistant principal.<br />This will include comparison of supervision and evaluation<br />Transformational Leadership is characterized as an change agent and is relevant to the current climate of schools, especially with the increased demands to do more with less (Gurr, 2000)<br />
  18. 18. Transformational Leadership<br />Technical – sound management<br />Human - Interpersonal<br />Educational – Knowledge needed<br />Symbolic – modeling of desired behaviors<br />Cultural – Values, belief systems<br />
  19. 19. Preparation of the Principal<br />Lack of training<br />Duties performed as AP not adequately preparing AP’s for the Principal position<br />Misalignment<br />Succession Planning<br />The opinion may be that assistant principals are trying to train teachers instructionally when they do not know what is happening in the classroom (Hartley, 2009)<br />Assistant Principal is viewed as more of an asset outside of the classroom. <br />
  20. 20. Research<br />Look at Research studies that have been done on the assistant principal with a focus on the knowledge, skills, and attributes needed to be an Assistant Principal and Leader.<br />
  21. 21. Research<br />1960’s survey by Austin and Brown (1970) reported that 83% of AP’s indicate that discipline was most important duty.<br />Curriculum development was #5 on list.<br />A 1992 survey of 164 NYC AP’s (Glanz, 2001) listed instructional leadership and curriculum development near the bottom of important performed tasks of the AP.<br />Student Discipline, student activities, and student attendance are still viewed as the three major duties of AP’s (Simpson, 2000)<br />
  22. 22. Methodology<br />The Principal as a Successful Leader Project (Waxman, MacNeil, and Lee, 2006)<br />Findings will be used to inform principal preparation programs within the university as well as inform the practice of acting administrators.<br />
  23. 23. Study<br />Phase 1 – Quantitative survey research<br />Phase 2 – Longitudinal study of how attitudes and perceptions change over time<br />Phase 3 – development, implementation, and evaluation of a new principal program based on research from two phases.<br />
  24. 24. Participants<br />371 Assistant Principals in Gulf Coast Region were interviewed.<br />Demographic Data<br />
  25. 25. Instrumentation<br />This dissertation will look at section H, of the survey that was given to Assistant Principals.<br />Survey Questions<br />
  26. 26. Data Collection<br />University of Houston graduate students<br />Face to face interviews<br />18 months total of collection time<br />
  27. 27. Data Analysis<br />Statistical Package for Social Sciences (version 17) will be used for all data analysis.<br />Manova for the following<br />Gender<br />Age Range<br />Years in Education<br />Elementary vs. Secondary<br />Accountability<br />
  28. 28. Validity<br />Number of respondents<br />Central University<br />Number of school districts and private schools used<br />Interviewers free to choose respondents<br />Used to test the Principal survey for construct validity by analyzing the items through the exploratory axis factor analysis and the alpha reliability program with SPSS 17.0<br />
  29. 29. Limitations<br />To the districts that the students worked in.<br />Duplicates were eliminated but did prove useful as they allowed for validation of the survey instrument.<br />