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Eadens' at usm
Eadens' at usm
What I have
done…
       &
What I can
do…
RESEARCH FELLOWSHIPS / AWARDS
•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 ($)
----------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.
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.
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
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?
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
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
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
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).
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
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
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.
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
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.
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.
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
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
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
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
“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
   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
F.C.E.C.   October 2010   Clearwater, FL.



Danielle Eadens, Ph.D. & Daniel Eadens, M.Ed., ABD




                                                  Accessed from comics.com
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.
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
What I have
done…
       &
What I can
do…
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
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
What I have
done…
       &
What I can
do…
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
OIF ‘06-’07
BAGHDAD
    , RAMADI, FALLUJAH, HABBA
    NIYAH
Eadens' at usm
• Proven Research Scholarship          • Experience at USM and I Florida
• Higher Ed Teaching                   • P-20 Experiences
• Motivated National Research Agenda   • Certifications & Connections




• Experienced P-20 Partnerships
• Scholarship Enrollment Experience    •Redesigned USM M.Ed.
• Relationship History with Miss       •Redesigned USF M.Ed.
•Study Graduate M.Ed. Intentions       •Redesigning USM Ed.S. &Ed.D.
Eadens' at usm

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Eadens' at usm

  • 3. What I have done… & What I can do…
  • 4. RESEARCH FELLOWSHIPS / AWARDS •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
  • 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. What I have done… & What I can do…
  • 32. 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
  • 33. OIF ‘06-’07 BAGHDAD , RAMADI, FALLUJAH, HABBA NIYAH
  • 35. • Proven Research Scholarship • Experience at USM and I Florida • Higher Ed Teaching • P-20 Experiences • Motivated National Research Agenda • Certifications & Connections • Experienced P-20 Partnerships • Scholarship Enrollment Experience •Redesigned USM M.Ed. • Relationship History with Miss •Redesigned USF M.Ed. •Study Graduate M.Ed. Intentions •Redesigning USM Ed.S. &Ed.D.

Editor's Notes

  1. Number One Achievements: The development of five satellite Adult and Career sites for ESOL, GED, Cosmetology, and ASE certifications, creating a fullserve site Bethel Mission, reducing the number of middle school referrals, raising academic scores of 25 ESE case load, helping restructure and transform USF and USM M.Ed. graduate programsNumber OneChanged StudentFrom Immigrant to Graduate: Adult Ed Changes Lives!In 2004 Yuri Barreda entered the US from Peru speaking no English. Thanks to Adult education classes at Beth El mission, he speaks, reads, and writes excellent English now. After completing our citizenship classes, he earned US citizenship. He survived cancer and continued his adult ed studies by completing ABE, Ready to Work, and GED courses. He passed the GED test with an overall 2,950 points and earned the administrator&apos;s award on June 4th, 2009 Adult Education Graduation! Recently he has passed his Professional Educators Examination and volunteers at the mission by tutoring students as he pursues a math teaching position with Hillsborough County Schools. Yuri&apos;s wife passed our CNA classes and is now a local CNA. His son Renato was named Salutatorian for Lennard HS class of 2009 with a 5.92 GPA and hopes to enter MIT for his post-secondary education. Yuri&apos;s daughter is following their path, she is in the gifted program and earned principals&apos; Honor Roll at Cypress Creek Elementary School.  Favorite Current Ed Leadership Textbooks: LEADERSHIP - The InstuctionalLeaership Toolbox: A Handbook for Improving Practice - Gupton, S.SUPERVISION - Supervision and Instructional Leadership: Developmental Approach - Glickman, Gordon &amp; GordonFINANCE - School Finance: A Policy Perspective – Odden &amp; PicusLEADERSHIP - Case Studies for Educational Leadership: Solving Administrative Dilemmas – Midlock, S.CHANGE - Leadership Sustainability: System Thinking in Action – Fullen, M.EVALUATION - Teacher Evaluation: To Enhance Professional Practice – Danielson, C., &amp; McGreal, T.DATA - Visible Learning: A Synthesis of Over 600 MetaAnalyses Related to Achievement – Hattie, J.CURRICULUM - Leading Curriculum Development – Wiles, J.CURRICULUM/LEADESHIP - What Works in Schools. Marzano, ASSESSMENT/POVERTY - Making Standards Work/90 90 90. Reeves, D..Leadership Style: My leadership style is charismatic transformational leaders, flexible, and motivating and 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. Professional Vision: 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 thatyou believe in them. That is the heart of instructional leadership.