Principal Preparation Program Self -Study Toolkit · QM Self-Study Toolkit Introduction ... •...

PrincipalPreparationProgramSelf-StudyToolkit

(Foruseindeveloping,assessing,andimprovingprincipalpreparationprograms)

• CandidateAdmissions• CourseContent• Pedagogy-Andragogy• ClinicalPractice• PerformanceAssessment• GraduatePerformanceOutcomes

QMSelf-StudyToolkit

TheWallaceFoundationgenerouslysupportsthiswork.Copyright©2018byEducationDevelopmentCenter,Inc.Allrightsreserved.CoverGraphic:©iStockphoto.comSuggestedcitation:King,C.(2018).QualityMeasures™principalpreparationprogramself-studytoolkit:Foruseindeveloping,assessing,andimprovingprincipalpreparationprograms(10thed.).Waltham,MA:EducationDevelopmentCenter,Inc.CopyrightNotice

ThisdocumentisprotectedbyUnitedStatescopyrightlawandmaynotbereproduced,distributed,transmitted,displayed,orotherwisepublishedwithoutthewrittenpermissionofEducationDevelopmentCenter,Inc.Youmaynotalterorremoveanytrademark,copyrightorothernotice.

© 2018 Education Development Center, Inc. 2

QMSelf-StudyToolkit

TableofContents

I. Introduction……………………………………………………..………………………….….……….4

II. Overview.………..………………………………….……………………..………………………………5

III. OperatingTheoryofChange…….……………………………………………………………….8

IV. ProgramDomainsandIndicatorsataGlance….…………………………………….....9

V. QMEvidenceStrengthContinuum…………………………………………………….......10

VI. Rubrics……………………………………………………………………………………………………11

• CandidateAdmissions………………………………………………………………………12

• CourseContent………………………………………………………………………………...14

• Pedagogy-Andragogy………………………………………………………………………..16

• ClinicalPractice……………..……….………………………………..……………………...18

• PerformanceAssessment………………………………………………………………….20

• GraduatePerformanceOutcomes…..………………………………………………..22

VII. GlossaryofTerms…………………………………………………………………………….…..…24

VIII. SelectedReferences……………………………………………………………………………..…29


QMSelf-StudyToolkit

IntroductionThe10theditionofQualityMeasures™representsamilestoneinmorethanadecadeofEDCworkwithschooldistrictsandprincipalpreparationprogramsacrossthecountry,workingtoprepareprincipalstoleadchronicallylowperformingschools,withanendgoalofimprovingstudentachievement.SubstantialchangesinQMcontent,format,andmethodsarereflectedinthiseditionandareindirectresponsetofeedbackfromusersaswellasinsightsgleanedfromourownobservationsofuserimplementationoverthecourseofthepasttwoyearswithadiversepoolofprogramsandschooldistricts.ItiswithsincereappreciationthatweextendourthankstoTheWallaceFoundation,whosegenerousfundingsupportedtheproductionofthis10theditionofQMaspartofthelaunchoftheUniversityPrincipalPreparationInitiative(UPPI)inthefallof2016.UPPIprogramsfromAlbanyStateUniversity,VirginiaStateUniversity,FloridaAtlanticUniversity,SanDiegoStateUniversity,UniversityofConnecticut,WesternKentuckyUniversity,andNorthCarolinaStateUniversity–engagedtheirself-studyteamsinthecollectionofbaselineprogramdatausingQualityMeasures™toolsandprotocolsinpartnershipwithaffiliatedschooldistrictstaff.Wewouldalsoliketoacknowledgesurveyfeedbackreceivedfromschooldistrictidentifiedpreparationprogramsthatconductedself-studiesinpartnershipwiththeiraffiliatedschooldistrictsasaninitialstepintheirpartnercollaborationefforts.MembersoftheNationalTrainingProvider-PrincipalGraduateProfessionalLearningCommunity(TPPGPLC)wereanotherimportantcontributingsourcetothiseditionoftheQualityMeasures™toolkit.Contributionsincluded,butwerenotlimitedto,carefulreviewandfeedbackonProfessionalStandardsforEducationalLeaders(PSEL,2015)aspartofa2016PLCsessioninMassachusetts.AdditionalcontributorsincludedmembersofthefirsttrainingcohortofQMFacilitatorswhoco-facilitatedself-studieswithnon-Wallacefundedprincipalpreparationprogramsaspartoftheirtraining,andprovidedfeedbackandsuggestionsforimprovingtoolsandprocesses.Finally,itiswithheartfeltgratitudethatIacknowledgeMelissaLin.Hercountlesshoursoftooleditingandformatting,self-studymeetingcoordinationandscheduling,informationandmaterialsmanagement,andexemplarcataloguedesignandpopulationhavesupportedtheevolutionofQualityMeasures™since2009.HertalentedsupporthasbeenaconsistentsourceofbothinspirationandaspirationtoQMusers,trainers,facilitators,anddevelopers.CherylL.King,QMPrincipalInvestigatorEducationDevelopmentCenter,Inc.


QMSelf-StudyToolkit

OverviewEducationDevelopmentCenter,Inc.,fundedbyTheWallaceFoundation,ispleasedtointroducethe10theditionofQualityMeasures™evidence-basedtoolsandprotocols.TheQMtoolkitisintentionallydesignedtobeaself-led,analytic,andtopic-specificresourceforuseinthecriticalself-examination,reflection,andpeerreviewofprincipalpreparationprogrameffectiveness.HighlightsandNewResourcesThe10theditionoftheQMtoolkitreflectsseveralimportantchangesthatrespondtonewresearchfindings,performancestandardsforeducationleaders,andfeedbackfromQMprogramandschooldistrictpartners.Amongthemorenoticeablechangesisareturn(bypopulardemand)toarubricformatanddevelopmentallevelcontinuum.Alsoincorporated,aspartofthe10thedition,ismoredetailedguidanceonassemblingsupportingevidencethatincludes:levelsofevidencestrength,typesofevidence,descriptionsforeachtype,andillustrativeexamples.Inadditiontothesechanges,thiseditionofthetoolincludes:selectedreferencesthatareorganizedbydomain,theQMtheoryofchange,andan“ataglance”lookatQMdomainsandindicators.ResearchBaseandPerformanceStandardsQMtoolsaregroundedintheseminalresearchofLindaDarling-Hammondonexemplaryprincipalpreparationpractices.QMrubricindicatorsandcriteriadescribethecharacteristicsassociatedwitheffectivepracticesfromtheliteratureandempiricalresearchonadulttransformationalpedagogy.Inaddition,indicatorsandcriteriaaretightlylinkedtoProfessionalStandardsforEducationalLeaders(PSEL).RubricOrganizationandRatingContinuumThisQualityMeasures™toolkitincludesarubricforeachofthefollowingprogramdomains:1)candidateadmissions,2)coursecontent,3)pedagogy-andragogy,4)clinicalpractice,5)performanceassessment,and6)graduateperformanceoutcomes.Eachdomainidentifiesspecificindicatorsofeffectivepracticeandcriteria.Rubricsprovideadetaileddescriptionofindicatorsandperformancecriteriaforeachprogramdomain.Afour-levelperformancecontinuumallowsteamstoexaminetheirprogrampracticesagainstindicatorcriteriaateachlevelofthecontinuumtodeterminethedegreetowhichtheirprogrammeetsthestatedcriteriaforaparticularlevel.Evidence-BasedProtocolQMusesaninteractivefacilitatedprocesstocompletetheprogramself-study.Self-studyteamsaretypicallycomprisedofprogramfaculty,affiliatedschooldistrictrepresentatives,andotherprogramstakeholders.Beginningwithafacilitatedorientationsession,theself-studytypicallyconsistsoffourparts:1)ageneralinformationsessionthatintroducesQualityMeasures™toanaudienceofpotentialusers;2)an


QMSelf-StudyToolkit

orientationsessionforteams,interestedincompletingaprogramself-study,tobuildasharedunderstandingofQMdomainsaswellasindicatorsofeffectivenessandcriteria,andtobrainstormexamplesofevidenceofeffectivepractices;3)thepresentationofevidenceandself-scoringsessionthatistypicallyheldwhenteamshavecompletedpreliminaryself-ratingsforeachprogramdomainandassembledsupportingevidenceand,followingthepresentationofevidenceforeachdomain,theteammakesfinaldeterminationsaboutratinglevels;and4)apresentationoffindingsandrecommendationsforteamconsiderationonwheretofocusinterventionefforts.Thefourpartsofaneffectiveself-studyprocessaretypicallyscheduledasfollows:

• Thegeneralinformationsessionistypicallyaone-hoursessiondesignedforprograms,districts,andpolicymakersinterestedinlearningmoreabouttheQMself-studyprocessasawaytosupportcontinuousimprovementactivities.Thissessionisoftenconductedvirtuallyinordertoaccommodatelargeraudiencesofpotentialuserswhomaybeindifferentlocations.

• Theorientationsessionisusuallya2-to3-hourmeetingthatisintendedforprograms,districts,andpolicymakerswhohavedecidedtoparticipateintheQMself-studyprocess,andhaveassembledaself-studyteamtoleadtheprocess.ThesessionisdesignedtofamiliarizeteamswithQMtoolsandprotocols,indicatorsandratingcriteria,andtheprocessforassemblingevidenceandcompletingpreliminaryratings.Teamsalsousethistimetofinalizeplansfortheevidencereviewandfinalratingsession.

• Theevidencereviewandratingsessionisoftendividedintomorethanonesittinginordertoallowadequatetimeforteamstoreviewevidenceandrateeachdomain(suggestaminimumof1-2hoursforeachdomain).Forexample,teamsmaychoosetoreviewallsixdomainsinoneday,ordividethereviewintotwohalf-daysessionsandreviewthreedomainsonone½dayandthreeonanother½day.

• Thereportoffindingsandimprovementplanningsessionismosteffectiveifagendasareplannedtoallowtimeforadiscussionoffindings,targetingareasforintervention,andconductingsomepreliminaryplanningfornextsteps.

QMProcessFacilitationQualityMeasuresoffersuserstheoptionofhavingatrainedQMfacilitatortomoderatetheprocessforconductingthecompleteprogramself-studyfromapositionofneutrality.BasedonresponsesfromQMusers,choosingtouseatrainedQMprocessfacilitatortosupporttheprogramself-studyhasproventobeaninvaluableresourceinhelpingself-studyteamsto:

• Understandthegoals,objectives,andprocessforconductingaQMprogramself-study• Planhowtoaccomplishobjectiveswithinaspecifiedtimeframe(roles,responsibilities,logistics,groupprocessnorms)• Managedifficultconversationsanddifferencesofopinionusingspecificprotocols• Submitself-studydatafororganizationandinterpretationusingQMelectronicplatform• Understandinitialreportsoffindings,conclusions,andrecommendationsfornextsteps• AccessexamplesofexemplarypracticeselectronicallyusingtheQMExemplarCatalogue


QMSelf-StudyToolkit

Undercertainconditions,aprogrammayopttoindependentlyusetheQMtoolkittoengageinaprogramself-studywithoutthesupportofatrainedQMfacilitator.Forexample,aprogrammayhavealreadycompletedaprofessionallyfacilitatedprocessandisinterestedinusingthetoolasaresourceforteamdiscussionsofselectedprogramdomains.Thetoolcanalsobeusedeffectivelyasaframeworkforprogramdesign/redesign.ThecompleteQualityMeasuresToolkitisanopensourcedocumentthatcanbedownloadedfromwww.edc.orgorwww.wallacefoundation.orgforindependentusebyprogramteams.

FormoreinformationaboutenlistingthesupportofatrainedQMfacilitatortoworkwithyourself-studyteam,[email protected].


QMSelf-StudyToolkit

OperatingTheoryofChange

OUTCOMES

HIGHLYEFFECTIVEPRINCIPALS

HighlyEffectiveTeachers

HighPerformingStudents

PrincipalPreparationPrograms

3.ActiveLearning

Experiences

6.Graduate

PerformanceOutcomes

4.Clinical

PracticeinReal

Schools5.

Performance-Based

Assessments

1.Selectingthe"Right"Candidates

2.Standards-BasedCourseContent

ProfessionalStandardsforEducationLeadersStandard1.

Mission,Vision,andCoreValuesEffectiveeducationalleadersdevelop,advocate,andenactasharedmission,vision,andcorevaluesofhigh-qualityeducationandacademicsuccessandwellbeingofeachstudent.

Standard2.EthicsandProfessionalNormsEffectiveeducationalleadersactethicallyandaccordingtoprofessionalnormstopromoteeachstudent’sacademicsuccessandwellbeing.

Standard3.EquityandCulturalResponsivenessEffectiveeducationalleadersstriveforequityofeducationalopportunityandculturallyresponsivepracticestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard4.Curriculum,Instruction,andAssessmentEffectiveeducationalleadersdevelopandsupportintellectuallyrigorousandcoherentsystemsofcurriculum,instruction,andassessmenttopromoteeachstudent’sacademicsuccessandwellbeing.

Standard5.CommunityofCareandSupportforStudents.Effectiveeducationalleaderscultivateaninclusive,caring,andsupportiveschoolcommunitythatpromotestheacademicsuccessandwellbeingofeachstudent.

Standard6.ProfessionalCapacityofSchoolPersonnelEffectiveeducationalleadersdeveloptheprofessionalcapacityandpracticeofschoolpersonneltopromoteeachstudent’sacademicsuccessandwellbeing.

Standard7.ProfessionalCommunityforTeachersandStaffEffectiveeducationalleadersfosteraprofessionalcommunityofteachersandotherprofessionalstafftopromoteeachstudent’sacademicsuccessandwellbeing.

Standard8.MeaningfulEngagementofFamiliesandCommunityEffectiveeducationalleadersengagefamiliesandthecommunityinmeaningful,reciprocal,andmutuallybeneficialwaystopromoteeachstudent’sacademicsuccessandwellbeing.

Standard9.OperationsandManagementEffectiveeducationalleadersmanageschooloperationsandresourcestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard10.SchoolImprovementEffectiveeducationalleadersactasagentsofcontinuousimprovementtopromoteeachstudent’sacademicsuccessandwellbeing.

OUTPUTSINPUTS


QMSelf-StudyToolkit

ProgramDomainsandIndicatorsataGlance

1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

1. ActiveLearningStrategies2. ExperientialLearning

Activities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsive

Pedagogy

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

CLINICALPRACTICE

1. AssessmentPurpose2. CandidatePerformance

Targets3. AssessmentQuality4. AssessmentMethods5. Communicationof

AssessmentResults6. AssessmentImpact

PERFORMANCEASSESSMENT

1. MarketingStrategy2. RecruitmentPractices3. AdmissionStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

CANDIDATEADMISSIONS PEDAGOGY-ANDRAGOGYCOURSECONTENT

GRADUATEOUTCOMES

1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementand

Retention6. JobPerformance


QMSelf-StudyToolkit

QMEvidenceStrengthContinuumIndicatorsforeachdomainareratedonafour-pointscale.Aratingof4.0indicatesthattheprogrammeetsALLofthecriteriaforthespecificindicator.Aratingof3.0indicatesthattheprogrammeetsMOSTofthecriteriaforthespecificindicator(qualitythreshold75%ormore).Aratingof2.0indicatesthattheprogrammeetsSOMEofthecriteriaforthespecificindicator(morethan50%,butlessthan75%).Aratingof1.0indicatesthattheprogrammeetsFEW/NONEofthecriteriaforthespecificindicator(lessthan50%).Ratingsof3.0and4.0requiresupportingevidenceataspecificstrengthlevel(seetablebelow).TheQMEvidenceStrengthContinuumtablebelowdisplayssixlevelsofevidencestrengthandincludesashortdescriptionforeachstrengthlevel,includingtheevidencestrengthrequiredforhighestself-ratingsof3and4.Illustrativeexamplesforeachstrengthlevelandtypeofevidenceareincludedforreferencepurposes.

EvidenceStrength TypeofEvidence Examples SupportsProgramRatings

Level6–Strongest(Measurableevidenceofsystem-wideimplementation)

Artifactsconsistofmeasurabledatathatdemonstrateimplementationsystem-wide(program,schooldistrict,state).

Systemusageandperformancedata 4

Level5–Stronger(Measurableevidenceofprogram-wideimplementation)

Artifactsconsistofmeasurabledatathatdemonstrateimplementationprogram-wide.

Programusageandperformancedata 4

Level4–Strong(Measurableevidenceofindividualcourseimplementation)

Artifactsconsistofmeasurabledatathatdemonstrateimplementationbyindividualcourse(s).

Courseusageandperformancedata 3

Level3–Weak Artifactsconsistofvariousformsofdatathatdonotdemonstratemeasurablelevelsofimplementation.

Templates,forms,lists,screenshots,videoclips,audioclips

Doesnotsupportratingsof3or4

Level2–Weaker Artifactsconsistofsubjective/anecdotalpiecesofdatathatdonotdemonstratemeasurablelevelsofimplementation.

Agendas,individuallettersofreference,observationnotes

Doesnotsupportratingsof3or4

Level1–Weakest ArtifactsarenotcurrentlyavailabletodemonstratethatspecificQMcriteriaarebeingimplemented. Doesnotsupport

ratingsof3or4


QMSelf-StudyToolkit

QMRubrics


QMSelf-StudyToolkit

Whilecandidaterecruitmentisavitalcomponentleadingtothesuccessofaschool,researchshowsthatlessthanhalfofallhighereducationinstitutionshaveaclearstrategythatguidesthedevelopmentoftheirrecruitmentefforts.1Whileinstitutionsarerelyingmoreonsocialmediaanddigitalpresencetodefinetheirbrandandattractstudents,mostpopulararethetraditionalformsofoutreachthatareevent-drivenandinvolvedirectinteractionwithprospectivestudents.2Amoreselective,probingprocessforselectingcandidatesfortrainingisthoughttobeanessentialfirststepincreatingamorecapableanddiversecorpsoffutureprincipals.3Effectiveprogramsprobetodetermineifapplicantshavetheneededexperience,leadershipskills,aptitudesanddispositionstoachievedistrictgoalsandimproveinstructionundertryingconditions.4Meta-analysesofpsychologyresearchstudiessuggestthatthebestwaytoforecastleadershipistouseacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniques.5Bray(1982)reportedthattheseassessmentdatawerereasonablyvalidpredictorsofaperson’spromotionrecord.6,7

QMIndicatorsofEffectiveCandidateAdmissions:1. MarketingStrategy2. RecruitmentPractices3. AdmissionsStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

1Frolich,N.,&Stensaker,B.(2010).Studentrecruitmentstrategiesinhighereducation:promotingexcellenceanddiversity?InternationalJournalofEducationalManagement,24(4),359-370.2NoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReports 3Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.WallacePerspectiveSeries.NewYork:TheWallaceFoundation.4Ibid.,55Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.6Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-9010.71.3.530 7Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychologicaldevelopment(pp.112-146).NewYork:Guilford.

Domain1:CandidateAdmissions


QMSelf-StudyToolkit

Domain1:CandidateAdmissions

QMINDICATORS QMCRITERIALEVELS OF EFFECTIVENESS

4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria

1-MeetsFEW/NOcriteria

1 MarketingStrategy

Acomprehensivemarketingstrategyisbasedonthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

2 RecruitmentPractices

Recruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersinchronicallylow-performingschools.Practicesinclude:socialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents.Thereisevidencethatintentionalstrategiesarebeingimplementedtoexpandtheethnicandgenderdiversityofcandidatepools.

3 AdmissionStandards

Admissionstandardsfortheprogramincludearequirementthatapplicantsprovidedocumentedevidenceofpriorexperienceinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothers.

4 ApplicantScreening

Applicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

5 PredictorAssessments

Screenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

6 CandidateSelection

Candidatefinalselectionprocessesincludeaformalinterviewoffinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylowperformingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.


QMSelf-StudyToolkit

Themostimportantdevelopmentinuniversityteachingoverthepastfewyearshasbeentheshiftfromteachingseenasanindividualresponsibilitytoonethattheinstitutionshouldassumeinmattersofassessmentpracticeandoverallteachingdesign.McMahonandThakore(2006),inacomprehensivereviewofhigherorderthinkingandcriticalthinkinginconstructivelyalignedcourses,foundthatconstructivealignment8,9(theprocessforlinkingteachingandlearningactivitieswithassessmenttasks,todirectlyaddresstheintendedlearningoutcomes)ledto:

® Increasedstandardization–leadingtofairerandmorereliableassessment;® Greatertransparency–leadingto(a)easierandmoreaccurateinter-universityandinternationalcomparisons,(b)studentsbeing

abletofocusmoreeffectivelyonthekeylearninggoals;® Moreeffectiveevaluationofbothmodulesandcourses;® Increasedabilityofevaluatortodeterminehowwellteachingandlearningstrategies,content,materials,otherresourcesand

assessmentproceduresactuallysupportstudentsinachievinglearninggoals;® Greatercoherenceinprogramsoflearning;and® Anincreaseinthecriticalityanddepthofstudentwork.

QMIndicatorsofEffectiveCourseContent:1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

8Note:ThetermconstructivealignmentwasfirstcoinedbyProfessorJohnBiggsandrepresentsamarriagebetweenaconstructivistunderstandingofthenatureoflearning,andanaligneddesignforoutcomes-basedteachingeducation.9Biggs,J.B.,&Tang,C.(2007).Teachingforqualitylearningatuniversity:Whatthestudentdoes(3rded.).NewYork:McGraw-HillEducation.

Domain2:CourseContent


QMSelf-StudyToolkit

Domain2:CourseContent


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 Standards

Coursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciesincluding:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

2 LearningGoalsCoursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

3 CourseDesignCoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

4 CourseEvaluation

Courseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

5 CourseCoherence

Coursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinastructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.


QMSelf-StudyToolkit

Keyindicatorsofeffectivepedagogy-andragogyemergefromreviewsofempiricalstudiesontransformativelearningandarerootedindeeplyheldassumptionsaboutthenatureofadultlearningandpurposesofteachingforchange.Whentakentogether,theyseektoestablishareciprocalrelationshipbetweenthepracticesandthetheoreticalorientationoftransformativelearningthatcanprovidealensformakingmeaningandguidingtransformativeleaderpractice.

QMIndicatorsofEffectivePedagogy-Andragogy:1. ActiveLearningStrategies2. ExperientialLearningActivities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsivePedagogy

Domain3:Pedagogy-Andragogy


QMSelf-StudyToolkit

Domain3:Pedagogy-Andragogy


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 ActiveLearningStrategies

Coursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

2ExperientialLearningActivities

Coursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

3 ReflectivePractices

Coursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

4 FormativeFeedback

Coursesuseformativefeedbackasanessentialtoolinguidinglearningtowardstatedgoals,objectivesandperformancebenchmarks.

5 PerformanceBenchmarking

Coursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

6CulturallyResponsivePedagogy

Coursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.


QMSelf-StudyToolkit

Clinicalpracticeisdefinedasaformofexperientiallearningthatintegratesknowledgeandtheorylearnedincourseswithpracticalapplicationandskilldevelopmentinareal-world,professionalsetting.Theseexperiencesareintendedtogivestudentstheopportunitytogainvaluableappliedknowledgeandmakeconnectionstotheprofessionalfieldbeingconsideredasapossiblecareerpath.Additionally,itgivesprospectiveemployerstheopportunitytoguideandevaluatetalent.10Practicumsandinternshipsaretwoformsofschool-basedexperientiallearningoftenusedbypreparationprogramsandschooldistrictstoprovideaspiringprincipalswithexperientiallearningexperiencesinrealschoolsettings.

Practicum Internship

Acomponentofsomeeducationalprogramswherestudentsareplacedinareal-worldsetting(i.e.,classroomorschool)toobservetheworkofprofessionalswhilealsospendingsometimeperformingassignedtasksthemselves.Typically,studentsarealsoenrolledinacourseconnectedtothepracticumfordeeperunderstandingandmeaningfulfacilitationofwhatisbeinglearnedduringtheexperience.

Ashort-termopportunityforstudentstowork(paidorunpaid)foranemployerwhere,ideally,theiracademiclearningcanbeappliedtoreal-worldtasks.Astructuredacademicprogramwherestudents“learnandearn”byworkingatajobsitewhiletakingalimitednumberofacademiccourses.Apprenticeshipscantakebetween3-4years,oftenrequireon-the-jobtraining,andcanleadtoprofessionalcertificationandoftenfull-timeemploymentatthejobsite.

QMIndicatorsofEffectiveClinicalPractice:

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

10NationalAssociationofCollegesandEmployers(2011).Positionstatement:U.S.internships.Retrievedfromwww.naceweb.org/advocacy/position-statements/united-states-internships.aspx

Domain4:ClinicalPractice


QMSelf-StudyToolkit

Domain4:ClinicalPracticeQMINDICATORS QMCRITERIA

LEVELS OF EFFECTIVENESS 4-Meets

ALLcriteria3-Meets

MOSTcriteria2-Meets

SOMEcriteria1-Meets

FEW/NOcriteria

1 ClinicalDesignClinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

2 ClinicalQuality

Clinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

3 ClinicalCoaching

Candidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.

4 ClinicalSupervision

Candidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

5 ClinicalPlacements

Clinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

6 ClinicalEvaluation

Candidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.


QMSelf-StudyToolkit

Criterion-referencedassessmentsaredesignedtomeasurecandidateperformanceagainstafixedsetofpredeterminedcriteriaorlearningstandards—i.e.,concise,writtendescriptionsofwhatcandidatesareexpectedtoknowandbeabletodoataspecificstageoftheireducation.Theyareusedtoevaluatewhethercandidateshavelearnedaspecificbodyofknowledgeoracquiredaspecificskillset.Ifcandidatesperformatorabovetheestablishedexpectations,theyaredeemedtobeproficient.Inafullycriterion-referencedsystem,objectives(learningoutcomes)definewhatstudentsneedtoknowandbeabletodo(content),howtheywillbetaught(pedagogy),andhowlearningwillbeassessed.11Inacriterion-referencedsystemofassessment,instructorresponsibilitiesincludelinking/scaffoldinglearningandteachingactivitiestotheintendedoutcomesandstructuringassessmentsappropriatetotheleveloflearningexpected.

QMIndicatorsofEffectivePerformanceAssessment:

1. AssessmentPurpose2. CandidatePerformanceTargets3. AssessmentQuality4. AssessmentMethods5. CommunicationofAssessmentResults6. AssessmentImpact

11Biggs,J.B.,&Tang,C.(2011).Teachingforqualitylearningatuniversity:Whatthestudentdoes(4thed.).NewYork:McGraw-HillEducation.

Domain5:PerformanceAssessment


QMSelf-StudyToolkit

Domain5:PerformanceAssessment


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 AssessmentPurpose

Assessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

2CandidatePerformanceTargets

Candidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

3 AssessmentQuality

Assessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

4 AssessmentMethods

Assessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

5CommunicationofAssessmentResults

Methodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

6 AssessmentImpact

Candidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.


QMSelf-StudyToolkit

Outcomesareclearlearningresultsthatwewantstudentstodemonstrateattheendofsignificantlearningexperiences.Theyarenotvalues,beliefs,attitudes,orpsychologicalstatesofmind.Instead,outcomesarewhatlearnerscanactuallydowithwhattheyknowandhavelearned.Theyarethetangibleapplicationofwhathasbeenlearned.Thismeansthatoutcomesareactionsandperformancesthatembodyandreflectlearnercompetenceinusingcontent,information,ideas,andtoolssuccessfully.Havinglearnersdoimportantthingswithwhattheyknowisamajorstepbeyondknowingitself.Becauseoutcomesinvolveactualdoing,ratherthanjustknowingoravarietyofotherpurelymentalprocesses,theymustbedefinedaccordingtotheactionsordemonstrationprocessesbeingsought.12

QMIndicatorsofEffectivePrincipalPreparation:1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementandRetention13,146. JobPerformance

12Spady,W.G.(1994).Outcome-basededucation:Criticalissuesandanswers.Arlington,VA:AmericanAssociationofSchoolAdministrators.13Daloisio,J.(2017).Principalchurn:Acasestudyonprincipalturnoverandstrategiestobuildsustainabilityandcontinuity(Doctoraldissertation).Retrievedfromhttp://d-scholarship.pitt.edu/33237/14Goldring,R.,&Taie,S.(2014).Principalattritionandmobility:Resultsfromthe2012–13PrincipalFollow-upSurvey(NCES2014-064rev).Washington,DC:U.S.DepartmentofEducation,NationalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubsearch(accessed2017October)

Domain6:GraduatePerformanceOutcomes


QMSelf-StudyToolkit

Domain6:GraduatePerformanceOutcomesQMINDICATORS QMCRITERIA

LEVELS OF EFFECTIVENESS 4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 ExitCompetencies

Candidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

2 StateCertification

Programgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

3 SchoolDistrictEligibility

Eligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

4 SchoolDistrictHiring

Eligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

5 JobPlacementandRetention

Programgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

6 JobPerformance

Programgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.


QMSelf-StudyToolkit

GlossaryofTerms

Thisglossaryof terms is includedhereasaquick referencetool forself-studyteamsengaged in theprocessofexamining theirprincipalpreparationprogrampracticesusingQualityMeasures™rubrics.Theglossaryisintendedtooffergeneraldefinitionsoftermstoassistteamsindevelopingasharedunderstandingofindicatorsassociatedwitheachprogramdomain.

Domain1:CandidateAdmissionsMarketingStrategy:Acomprehensiveplanforrecruitingadiversepoolofhighlyqualifiedapplicantstoenrollintheinstitution’sprincipalpreparationprogram.RecruitmentPractices:Specificactionstakenbyprogramstoattractapplicantswhodemonstratestrongpotentialforbecomingeffectiveschoolleaders.Practicesmayinclude:strategicsocialmedia,digitalcampaigns(websitewithanalytics),event-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents,andotherpracticesthattargetethnicandgenderspecificapplicants.AdmissionsStandards:Admissionstandardsdefinethespecificrequirementsforscreeningprogramapplicationsandselectingcandidatesforadmission.ApplicantScreening:Referstospecificprocessesdesignedandimplementedtoscreenapplicationsinordertoidentifyhighlyqualifiedapplicantswhomeetprogramadmissionrequirements.PredictorAssessments:Abatteryofassessmentsusedaspartoftheapplicantscreeningprocesstopredictdifferentleadershipbehaviors(e.g.,task-orientedbehaviors,relational-orientedbehaviors,andchange-orientedbehaviors).CandidateSelection:Processesusedtoselectcandidateforadmissiontotheprogram.Mayincludeface-to-faceinterviews,jobshadows,referencechecks.Mayinvolveaselectioncommitteecomprisedofprogramfacultyandschooldistrictstaff.


QMSelf-StudyToolkit

Domain2:CourseContentStandardsBased:ReferstoProfessionalStandardsforSchoolLeaders(PSEL).LearningGoals:Learninggoalsclearlydefinethepurposeforthelearning(i.e.,whatthelearnershouldknowandbeabletodoasaresultoftheinstruction).Whendevelopedbythelearner,incollaborationwiththeinstructor,learninggoalshelptocreateasharedunderstandingandfocusforthelearningandalsoprovideaguidefordevelopingshort-andlong-termmeasurestoassessresults.ConstructiveAlignment:Referstotheprocessfordevisingteachingandlearningactivities,andassessmenttasks,todirectlyaddresstheintendedlearningoutcomes.ThetermconstructivealignmentwasfirstcoinedbyProfessorJohnBiggsandrepresentsamarriagebetweenaconstructivistunderstandingofthenatureoflearningandanaligneddesignforoutcomes-basedteachingeducation.CourseDesign:Anapproachtodesigningcurriculumthatintegrateslearninggoals,coursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.CourseEvaluation:Theprocessofgatheringinformationabouttheimpactoflearningandofteachingpracticeonstudentlearning,analyzingandinterpretingthatinformation,andrespondingtoandactingontheresults.CourseCoherence:Referstoasetofinterrelatedcoursesandlearningexperiencesthatarelogicallysequenced(verticallyaligned)andguidedbyacommonframework/designforcurriculum,instruction,assessment,andlearningclimate,andpursuedoverasustainedperiodoftime.Domain3:Pedagogy-AndragogyPedagogy-Andragogy:Pedagogy,asusedhere,referstothefieldofstudythatdealsmainlywithmethodsofteachingandlearninginschools;whileandragogyreferstotheartorscienceofteachingadults(MalcolmKnowlesfirstcoinedthistermin1970).Andragogyisbasedonahumanisticconceptionofself-directedandautonomouslearnersandteachersasfacilitatorsoflearning.ImportantNote:MalcolmKnowleshimselfchangedhispositiononwhetherandragogyreallyappliedonlytoadultsandcametobelievethat"pedagogy-andragogyrepresentsacontinuumrangingfromteacher-directedtostudent-directedlearningandthatbothapproachesareappropriatewithchildrenandadults,dependingonthesituation.”Hanson(1996)arguesthatthedifferenceinlearningisNOTrelatedtotheageandstageofone'slife,butinsteadrelatedtoindividualcharacteristicsandthedifferencesin"context,cultureandpower"withindifferenteducationalsettings.ActiveLearning:Amethodoflearningthatengagesstudentsintwoaspectsofthelearningprocess–doingthingsandthinkingaboutthethingstheyaredoing.


QMSelf-StudyToolkit

ExperientialLearning:Theprocessoflearningthroughexperience.Morespecificallydefinedas"learningthroughreflectionondoing."Experientiallearningisdistinctfromroteordidacticlearning,thelatterinwhichthelearnerplaysacomparativelypassiverole.ReflectivePractice:Involvesthepracticeofreflectingonone'sactionsasawaytoengageinaprocessofcontinuouslearning.Accordingtoonedefinition,reflectivepracticesinvolve"payingcriticalattentiontothepracticalvaluesandtheorieswhichinformeverydayactions.”FormativeFeedback:Ongoingfeedbackthroughoutthelearningprocessthatcanbeusedbyinstructorstoimprovetheirteachingandbystudentstoimprovetheirlearning.PerformanceBenchmarking:Awayofdiscoveringwhatisthebestperformancebeingachieved–whetherinaparticularcourse,inacompetitorprogram,orinanentirelydifferentindustry.Thisinformationcanthenbeusedtoidentifygapsinprogramcontentandprocessesinordertoimproveoutcomesandachieveacompetitiveadvantage.CulturallyResponsivePedagogy:Aninstructionalmethodthatisgroundedinteachers'displayingskillatteachinginacross-culturalormulticulturalsetting.Enablesstudentstorelatecoursecontenttotheirownculturalexperiences.Domain4:ClinicalPracticeClinicalDesign:Referstotheessentialelementsofaneffectiveexperientiallearningexperiencethatintegratesknowledgeandtheorylearnedintheclassroomwithpracticalapplicationandskillsdevelopmentinaprofessionalschoolsetting.Essentialelementsincludelearninggoalsthatarestructuredintothelearningexperienceandsupervisedbyaprofessionalwithrelevantandrelatedbackgroundinthefield.Theoverallclinicaldesignbalancestheintern’slearninggoalswiththeorganization’s(school)needs.Maybepart-timeorfull-time.ClinicalQuality:Referstothedegreetowhichclinicaldesignsincorporatethedesignelementsthatresultindesiredlearnerperformanceoutcomes.ClinicalCoaching:Referstothededicatedtimesupervisorsand/orcoachesspendobservingandprovidingfeedbacktointernsonbothaccomplishmentsandareasforimprovement.Includesintentionalsupportintheintern’stransitionfromtheclassroomtotheworkplace.ClinicalSupervision:Referstothelevelofguidanceandoversightprovidedtointerns.Generallyincludes:familiarizingthemwiththeschoolassignment,providingassignments,andservingasa“contact”personforquestions.Internshipsupervisionshouldbeconductedbyanexpertinthetypeofworktheintern(s)willbeperformingtoprovidetheappropriateguidancefortheintern’sassignments.Aninternsupervisor’sresponsibilitiestypicallyinclude:takingpartinanintern’splacement,screening,andinterviewprocess;conductingtheinternorientation;


QMSelf-StudyToolkit

developinginternlearninggoals;meetingwithandobservinganinternregularlytoevaluateperformanceanddetermineifneeds/goalsarebeingmet;andassessingtheinternshipprogram’ssuccess.ClinicalPlacements:Referstotheprofessionalschoolsidentifiedforinternstocompletetheexperientialsegmentoftheirpreparationandtraining.ClinicalEvaluation:Referstotheevaluationoftheintern’sinitiallearningobjectivesidentifiedatthestartoftheinternship.Typically,supervisorsareaskedtoevaluateinternsatthemidpointandendoftheinternship.Employersareencouragedtoreviewtheinternshipwiththeinternbeforeheorsheleaves.Evaluationsarehelpfulindeterminingtheintern’ssuccesswithintheassignedschoolandalsoserveaspredictorsofsuccessforfutureinternshipsoremploymentupongraduation.Domain5:PerformanceAssessmentFormativeAssessment:Providesfeedbacktoteachersandlearnersthroughouttheteachingandlearningprocessaboutwhatisworking,whatisnotworking,andwhatthestudentandtheteachershoulddonexttoimprove.

SummativeAssessment:Measurestheextenttowhichthelearnerhasaccomplishedtheintendedlearningoutcomesandcontributestothefinalgrade.Itismostoftenusedattheendofacourseofstudytoquantifylearningachievementandprovidedatafordeterminingthenextlevelofstudy.

CandidatePerformanceTargets:Definesthespecificlearnerperformancetobeaccomplishedbytheendofthecourseofstudyaswellasinterimindicatorsofprogressalongtheway.AssessmentQuality:Asusedhere,assessmentqualityisdefinedastheextenttowhichanassessmentaccuratelymeasurestheperformanceitisintendedtomeasure.AssessmentMethods:Referstothestrategies,techniques,toolsandinstrumentsusedtocollectinformationtodeterminetheextenttowhichlearnersdemonstratedesiredlearningoutcomes.Severaldifferentmethodsshouldbeusedtoassesslearneroutcomes.CommunicationofAssessmentResults:Referstothemethodsandtimelinesusedtocommunicateprogresstowardperformancetargetsandlearninggoalstolearners.AssessmentImpact:Referstothemethodsusedtodeterminetheeffectsofteachingandlearningonchangesinlearnerbehaviors,eitherintendedorunintended.


QMSelf-StudyToolkit

Domain6:GraduatePerformanceOutcomesExitCompetencies:Ageneralstatementthatdescribesthedesiredknowledge,skills,andbehaviorsofastudentgraduatingfromaprogram(orcompletingacourse).Competenciescommonlydefinetheappliedskillsandknowledgethatenablepeopletosuccessfullyperforminprofessional,educational,andotherlifecontexts.StateCertification:Thecertificationprocessisdifferentforeachstate,butmoststatesrequireanin-depthanalysisofapotentialprincipal'sbackground,aswellasexamsthattesthisorherknowledgeofrunningaschool.SchoolDistrictEligibility:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetschooldistrictrequirementsand,asaresult,areeligibletobeinterviewedbytheschooldistrictforthepositionofschoolprincipal.Requirementsforhiringeligibilityvarybyschooldistrict.SchoolDistrictHiring:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoarehiredbyschooldistrictsasschoolprincipals.JobPlacementandRetention:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoareplacedasfirst-yearprincipalsorassistantprincipalsinchronicallylowperformingschools,andtheirtenureintheposition.JobPerformance:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetorexceedschooldistrictperformanceexpectationsasreflectedinperformanceevaluationsconductedduringthefirstthreeyearsofinduction.


QMSelf-StudyToolkit

DOMAIN1:CANDIDATEADMISSIONSBray,D.W.(1982).Theassessmentcenterandthestudyoflives.AmericanPsychologist,37,108-189.Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychological

development(pp.112-146).NewYork:Guilford.Frolich,N.,&Stensaker,B.(2010).Studentrecruitmentstrategiesinhighereducation:Promotingexcellenceanddiversity?International

JournalofEducationalManagement,24(4),359-370.doi:10.1108/09513541011045281.Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-

9010.71.3.530Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.NewYork:TheWallaceFoundation.NoelLevitz,R.(2013).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearandtwo-yearinstitutions.CedarRapids,IA:

RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsNoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:

RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsDOMAIN2:COURSECONTENTAckoff,R.L.(1974).Redesigningthefuture:Systemsapproachtosocietalproblems.NewYork:JohnWiley&Sons.Anyon,J.(1997).Ghettoschooling:Apoliticaleconomyofurbaneducationalreform.NewYork:TeachersCollegePress.Anyon,J.(2005).Radicalpossibilities:Publicpolicy,urbaneducation,andanewsocialmovement.NewYork:Routledge.doi:

10.1177/0042085907304904Argyris,C.&Schön,D.A.(1974).Theoryinpractice:Increasingprofessionaleffectiveness.SanFrancisco,CA:Jossey-Bass.Au,K.H.,&Kawakami,A.J.(1994).Culturalcongruenceininstruction.InE.R.Hollins,J.E.King,&W.C.Hayman,(Eds.),Teachingdiverse

populations:Formulatingaknowledgebase(pp.5–23).Albany,NY:StateUniversityofNewYorkPress.Banathy,B.H.(1991).Systemsdesignofeducation:Ajourneytocreatethefuture.EnglewoodCliffs,NJ:EducationalTechnologyPublications.Banks,J.A.,Cookson,P.,Gay,G.,Hawley,W.D.,Irvine,J.J.,Nieto,S.,Schofield,J.W.,&Stephan,W.G.(2001).Diversitywithinunity:Essential

principlesforteachingandlearninginamulticulturalsociety.PhiDeltaKappan,83(3),196–203.

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