Volume 5, Number 2
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Abstract: Mentoring is a kind of professional support that has been very popular in training beginner teachers and principals in education and several studies has been done during the last two decades. The purpose of this study was to examine the literature related to mentoring with the emphasis of its benefits for school principals. The article focuses on principal mentoring since preparation of new principals to the position adequately is really crucial in ensuring students are educated in effective schools. The key conclusions in the literature indicate that school principals who were trained through a mentoring process gained great benefits from the mentoring process in the most troublesome period of their early professional life.
AVAILABLE AT: http://cnx.org/content/m34197/latest/
Keywords: Mentoring, new principals, principal mentoring, school administration
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Abstract: This simulation is used in a class titled The Principalship, an introductory class in the graduate level principal preparation program. The simulation focuses on the importance and process of selecting high quality teachers. The educational leadership students will identify the skills and abilities that define high quality teachers, develop interview questions that will target the identified skills and abilities, develop a rubric to evaluate teacher candidates, plan the interview process and conduct simulated interviews with teacher education candidates. Practicing educational leaders from local public schools serve as observers of the process to ensure authenticity.
AVAILABLE AT: http://cnx.org/content/m34239/latest/
| Full Text | [ ] | 140 kB |
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Abstract: The main aim of this paper is to examine the Knowledge Work Supervision model as a paradigm that offers possible solutions to enhance teaching and learning in schools throughout the Sultanate of Oman by transforming those schools into learning organizations. In the 21st Century Information Age society, educational supervision can become a vital role to improve teachers' performance if that process is transformed from an inspectorial model to a knowledge-creation model. Yet, in the Sultanate of Oman, teacher supervision is still based on the inspectorial approach to supervising teachers. A model of supervision that views schools as learning organizations and teachers as knowledge workers is Knowledge Work Supervision (KWS) (Duffy, 1995, 1997; Duffy, Rogerson & Blick, 2000). By adapting the KWS model, teachers will become effective knowledge workers and the Omani schools become learning organizations.
AVAILABLE AT: http://cnx.org/content/m34266/latest/
Keywords: Knowledge Work Supervision, knowledge work , types of knowledge, knowledge creation educational supervision , learning organization
| Full Text | [ ] | 611 kB |
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Abstract: Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance in a large metropolitan, racially and economically diverse, Midwestern school district. Programs that reduce the amount of missed class time due to students' verbally disruptive behavior merit consideration by educators for implementation.
AVAILABLE AT: http://cnx.org/content/m34272/latest/
Keywords: verbally disruptive students, positive behavioral support, principal led assistance
| Full Text | [ ] | 194 kB |