A summary of what directions and trends educational administration or educational leadership programs should consider over the next few years by Steven Baule.
2. Steven M. Baule
• BA, History, Loras College
• MLS, Library & Info Science, U of Iowa
• Ed.D., Instructional Technology, NIU
• Dissertation – The technology planning process and the role of the
school library media specialist
• Ph.D., Educational Leadership and Policy
Studies, Loyola University Chicago
• Dissertation – One hundred years of school library and educational
technology development: A case study of the New Trier Township
High School District
3. Steven M. Baule
Professional Experience
• US & Latin American History Teacher
• School Library Media Specialist
• Assistant High School Principal
• High School Principal
• Assistant Superintendent
• Superintendent; a suburban district, a rural one
4. Steven M. Baule
Graduate Teaching Experience (LIS & IT)
• Organization and Management of Libraries
• Cataloging and Classification of Lib. Mat.
• Reference and Online Services
• Media and Production Services
• Instructional Technology Administration
• Website Management
• Network Management
• Intro to Instructional Technology
5. Steven M. Baule
Graduate Teaching Experience (Ed. Admin)
• Introduction to Educational Administration
• Technology for Educational Administrators
• Introduction to Educational Research
• Cooperating administrator for six
administrative interns (3 MA, 1 Ed.S., 2 Ed.D.)
• Cooperating teacher for four MLS candidates
7. Key Areas for Focus
• More rigorous intake and selection
• Narrowing the focus of preparation programs
• More “leadership” less “management”
• The Internship
• Post placement mentoring
• Post graduation tracking of student performance
• More ongoing and inservice training
• Post graduate certification options
8. Rigor & Focus
• Much concern over the acceptance rate for
programs
• Only 7 of 17 programs in Indiana use GRE
• Particularly those in collaboration with
school districts
• Historically, many teachers used
educational admin degrees for scale
movement
9. Rigor & Focus II
• In Illinois, the General
Administrative
Certification was
replaced with a
Principal Preparation
Program
• The internship
doubled (200 hours)
• Student population has
dropped by 50%
10. Rigor and Focus III
• Iowa requires successful evaluation
as an administrator to move from the
initial to professional certificate
• Requires specific professional
development as well
• A degree itself isn’t enough
12. Wallace Foundation Study
• ƒShaping a vision of academic success for all
students
• Creating a climate hospitable to education
• Cultivating leadership in others
• Improving instruction
• Managing people, data, and processes to
foster school improvement
13. Greater Focus on Curriculum,
Instruction and Innovation
• Curricula tightly focused on improving
instruction and changing school culture, so
teaching and learning at high standards are
everyone’s top priority (Wallace, 2012).
• New Leaders / America Achieves want to
allow more “non-traditional providers”
focused on outcomes
• “Turn around” focused programs
• Charter leader programs
14. Data Focused Leadership
• Need to better prepare students for a deep
understanding of data analysis
• Statistical methods are more important
• Ability to communicate data results to a
wide range of constituents
• Longitudinal data will be essential in the
future for leaders and schools
15. Data Focused Collaboration
• This is an area for educational
administration programs to reach out and
provide assistance to schools and districts
• Provide services to schools while we work
to build their internal capacity
16. The Internship
• A key area of focus in nearly every reform
effort
• Longer than previously
• More focused on specific area
• The future will be more structured and look like
student teaching
• Paid year long internships will become
commonplace
17. The Internship II
• Require direct teacher supervision and
evaluation
• Occur during the school year; students have
to be in session
• Require all internships to be linked to
leadership standards
• Much tighter cooperating administrator
standards
18. The Internship III
• Need to look at providing supervised field
experiences from above and below
• Suggest we add a cooperating master
teacher to work with each student to assist
in negotiating the informal leadership in
schools and teacher perspective
19. Post Placement Mentoring
• Provide cohort networking opportunities for
recently graduated and newly placed
administrators
• Illinois requires new principal mentoring and
new superintendent mentoring (if funding is
available)
• Potential to collaborate with districts to
provide these services
20. Long Term Data Collection
• Data-based program evaluation
• Do they get placed in administrative roles?
• What evaluation grades do graduates earn?
• Do they impact achievement gaps?
22. Post-Graduate Certifications
• ISAL – Illinois Assoc. of School Administrators
• The ISAL training centers around five
leadership lenses:
• Facilitator of Shared Moral Purpose
• Change Agent
• Relationship/Culture Promoter
• Capacity Builder
• Coherence Maker
24. Post-Graduate Certifications
• Does somewhat devalue graduate degrees
• There are opportunities here for universities
• Cohort networking is a key to these
programs
• “Current issues” are important
• What can schools do to collaborate with
other agencies? Universities? Other
districts?
26. Train as You Go
• Fluid nature of Education
• More “short courses”
• PARCC / CCSS
• Bilingual Education
• Social Media for Educators
• Need to return to “school” for updates
• On demand modules
• Facilities Design
• Food Service Management
• RFP / Bid Development
27. Evaluation Needs Simplification
• The current Danielson model is
cumbersome and doesn’t inspire
• Some discussion about a national standard
for evaluation in the ESEA
28. Digital Learning
• Train all educators in how to differentiate
and individualize instruction
• How to curate instructional materials
• Deep technology skills are necessary for the
future
• Understanding of how to use 1:1 devices
29. Considering Global Schools
• Starting to see some US educators
considering international school innovations
• More collaboration across state and national
borders
• Room for leadership among districts
A definite push to develop collaborative programs within districts to provide more quality-focused fieldwork
Orr’s Study (2007) Indiana 93% of students accepting into the program; average GPA is only 2.82; less then 10% minority students in graduate population
Herzberg's Motivators and Hygiene Factors
Blake and Mouton’s Grid
Wallace Foundation. (2012). The Making of the Principal: Five Lessons in Leadership Training. More instructional and collaborative!
NL/AA underwritten by Bloomberg Philanthropies
Army and Marines provides the ultimate leadership internships – the lieutenancy