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Program on Education Policy and Governance

Today, school principals are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities. Are principal preparation programs equipping their charges for this new role? The authors examined the content of instruction at a stratified sample of the nation's principal preparation programs, including the programs training the most candidates, the programs regarded as the most prestigious, and more typical programs. Fifty-six programs were surveyed and at least four core course syllabi were collected from 31 that met the standards permitting systematic coding for a total of 210 syllabi. The syllabi yielded 2,424 total course weeks. Some of the key findings include: Just 2% of 2,424 course weeks addressed accountability in the context of school management or school improvement and less than 5% included instruction on managing school improvement via data, technology, or empirical research; 11% of course weeks dealt with instructional management issues like curriculum development, pedagogy, classroom management, and learning theory; and 1% of course weeks dealt with school public relations and small business skills, while less than 1% addressed parental or school board relations.

Descriptors: Administrator Education, Higher Education, Course Content, Curriculum, Course Descriptions, Course Objectives, School Administration, Leadership Training, Principals

Program on Education Policy and Governance, Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg[at]fas.harvard.edu.

Autor: Hess, Frederick M; Kelly, Andrew P.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5556&id=ED485999

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