DOCSLIB.ORG

Developing Independent School Leaders in Transition: Matching

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing Independent School Leaders in Transition: Matching DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED Kristen D. Ring Dissertation in Professional Practice Doctor of Education Ed.D Program in Educational Leadership High Point University December 16, 2015 i We, the School of Education in the High Point University Norcross Graduate School, are submitting a Dissertation in Professional Practice by Kristen D. Ring, titled “DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED.” We have examined the final copy of this dissertation for format and content, and we recommend that it be accepted in partial fulfillment of the requirements for the Doctor of Education in the Ed.D. Program in Educational Leadership. _____________________________________ Dr. Donald Martin Chair of the University Doctoral Committee __________________________________ Dr. Dustin Johnson UDC Committee Member __________________________________ Dr. Amanda VanDerHeyden UDC Committee Member Accepted by Norcross Graduate School ________________________________ ii ©2015 Kristen D. Ring ALL RIGHTS RESERVED iii ABSTRACT DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED Kristen D. Ring December 1, 2015 Doctor of Education Ed.D. Program in Educational Leadership High Point University School of Education Dissertation in Professional Practice Chair: Dr. Donald Martin The development of effective school leaders is critical to the success of schools. Independent schools across the United States lack a systematic approach to the induction, socialization and development of new and aspiring leaders. Learning on the job is a challenging way to cultivate the skills necessary to lead contemporary independent schools, a job with increasingly difficult demands and expectations. As the “graying” of independent school leadership continues, a potential shortage of leaders ready and willing to step into the role of head will exist. It is increasingly important that new and aspiring leaders are supported with opportunities to fully develop their skillset. This study investigates the perceived leadership development of independent school administrators. Through examination of the responses from iv the Developing Independent School Leaders survey, administered to independent school administrators who are currently employed at National Association of Independent Schools (NAIS) member schools, it is evident that contemporary school leaders desire increased professional development, particularly in areas in which their current roles lack exposure. These administrators recognize that in their transition to a leadership position, a structured mentor program would be beneficial. It is also important that leadership development for new leaders be matched to the organizational needs of the institution to be led. By developing the particular skills required by an organization, a new leader is likely to experience a smoother transition and a more successful tenure. After several recent leadership transitions, it is evident that improved efforts to cultivate leaders ready and able to meet the specific needs of the school are necessary. This study focuses on the development of a strategic plan to address the leadership development needs of one specific independent school located in Alabama. Additionally, the study examines the initial implementation of a mentoring program for new and novice leaders at the school. Feedback from participant reflections and surveys administered to evaluate program effectiveness indicate that direct mentoring is a valuable tool in leadership development. By tailoring the induction and mentoring program to meet both the individual and organizational needs, successful leadership transitions were achieved. v DEDICATION For my husband, Dennis, and three amazing children – Reilly, Colby, and Samantha; your unwavering support encourages me to be my best. vi ACKNOWLEDGEMENTS The journey towards the doctoral degree has been both rewarding and fulfilling, but it is not a journey upon which one ventures alone. I am eternally grateful to my husband, Dennis, who has been my greatest cheerleader from the start. I am thankful that during these years that study often took me away from family time, Dennis was an especially devoted father to our amazing three children, who are developing into independent, wonderful people. I am proud to model for them the value of life-long learning. Reilly, Colby and Samantha, thank you for understanding and accepting the time I devoted to my studies was time I wished was spent with you. I am grateful to my teammates on the Yes Ma’am team, who have been by my side since day one. I couldn’t have chosen finer friends with whom to travel this long road. Patricia, Heather, Cate, Sonja and Jonathan, you got me through. Thank you for the laughter, the conversation, and the commiseration. A special thank you to the professors of the School of Education at High Point University, who have tirelessly worked on our behalf. A particular thank you to Dr. Donald Martin and Dr. Barbara Mallory, who have been incredible teachers and mentors. Your tireless efforts did not go unnoticed. And finally, a heartfelt thank you to Dr. Amanda VanDerHeyden, my “tiny little data fairy.” Your knowledge and expertise are astounding, and your willingness to invest in me has not only profoundly impacted my aptitude, but likely transformed my future career path. Thank you hardly seems worthy. I appreciate you. vii TABLE OF CONTENTS Abstract…………………………………………………………………………………….. ……iv Dedication………………………………………………………………………………………...vi Acknowledgements………………………………………………………………………………vii List of Tables………………………………………………….………………………………...xiii List of Figures…………………………………………………………………………………...xiv List of Abbreviations…………………………………………………………………………....xvi Chapter 1: Introduction to the Study……………………………………………………….. ……..1 Introduction to the problem…………………………………………….…………………1 Problem Context – National Level……………………………………….……………….3 Problem Context – Local Level………………………………………….………………..4 Problem Statement………………………………………………………….……………..5 Problem Analysis…………………………………………………………….……………5 Problem Critique……………………………………………………………….………….6 Significance of Addressing the Problem…………………………………………………10 A Review of the Literature…………………………………………………...………….11 Defining the Role of School Leader………………………………………...…………...12 School Leader as Instructional Leader………………………………………...…………15 viii The Shift to Accountability…………………………………………………...………….18 The Shortage of School Leaders………………………………………………...……….20 The Need for Leadership Development………………………………………...………..22 Principal Preparation………………………………………………………...…………...23 University Based Programs…………………………………………...………….24 Alternative Preparation Programs………………………………………….. ……28 Leadership Development Opportunities for Independent School Leaders……...……….30 University Based Programs………………………………………………………31 Alternative Programs……………………………………………………...……..32 Socializing Novice School Leaders……………………………………………...………33 Mentoring New School Leaders………………………………………………...……….35 Mentoring Independent School Leaders…………………………………………………38 Executive Coaches for Independent School Leaders…………………………………….39 Summary……………………………………………………………………………........40 Implications of the Literature Review for Harborview Academy……………………….41 Chapter 2: The Strategic Plan……………………………………………………………………42 Section I: The Strategic Planning Team…………………………………………………42 Section II: The SPT – The Work………………………………………………………...46 Survey items……………………………………………………………………..48 ix Procedure………………………………………………………………………...49 Study: Developing Independent School Leaders Survey………………………………..50 Participants……………………………………………………………………….50 Survey Results…………………………………………………………………………...52 Rank Order of Leadership Development Needs…………………………………57 Discussion………………………………………………………………………………..59 Limitations……………………………………………………………………….60 Section III: Strategic Plan for Bayside Academy………………………………………..62 The SWOT Analysis……………………………………………………………………..62 The Preliminary Work…………………………………………………………………...68 The Strategic Plan………………………………………………………………………..73 Section IV: Action Plan Proposal………………………………………………………..80 Summary………………………………………………………………………………....83 Chapter 3: Developing New Leaders at Harborview Academy…………………………………85 Introduction………………………………………………………………………………85 Harborview’s Mentoring Program for New Leaders…………………………………….88 Action Plan Implementation……………………………………………………………..89 Goal 1………………………………………………………………………….…89 x Goal 2…………………………………………………………………………….96 Barriers………………………………………………………………………….……....103 Goal 3………………………………………………………………………...…109 Summary………………………………………………………………………………..110 Chapter 4: Concluding Briefs…………………………………………………………………..113 Brief 1:Executive Summary……………....…………………………………………….113 Survey Results………………………………………………………………….116 Results…………………………………………………………………………………..121 Communication Plan……………………………………………………………………124 Brief 2: Impact, Implications, and Significance of Study………………………………126 Brief 3: Advice to Future Scholar Practitioners……………………………………...…133 Appendix A: Consent and Confidentiality Statement for Developing Independent School Leaders Survey……………………………………………………………………………………..……139 Appendix B: Independent School Leadership Survey Instrument……………...………………140 Appendix C: Institutional Review Board (IRB) Approval……………………………………..145 Appendix D: Strategic Planning Team Agendas and Notes……………………………………146 Appendix E: Mentoring Sessions with the Head of School Agendas…………………………..163 Appendix F: Questions Asked by
Load more

Recommended publications
  • Gifts That Give Back a Guide for Independent School Families On…
    THE INDEPENDENT SCHOOL PARENT SERIES Gifts That Give Back A guide for independent school families on… How everybody wins—including you—when you volunteer Why schools ask for tuition plus a gift What those fund-raising appeals are really asking for “ In an uncertain world, the school is a stable, nurturing community. That makes it all the more necessary and important to support it.” Helen Colson, former associate headmaster for development and planning at Sidwell Friends School in Washington, DC “ What you give to your school you’ll get back.” Judy Schwarz, director of parent involvement at Paideia School in Atlanta, GA © 2009 by the National Association of Independent Schools. All rights reserved. The opinions expressed in this book are not necessarily those of the publisher, NAIS. ISBN: 1-893021-56-4 Printed in the United States of America. The National Association of Independent Schools represents approximately 1,400 independent private schools in the United States and other countries. All are accredited, non-discriminatory, nonprofit organizations governed by independent boards of trustees. NAIS’s mission is to serve and strengthen member schools and associations by “articulating and promoting high standards of education quality and ethical behavior; to work to preserve their independence to serve the free society from which that independence derives; to advocate broad access for students by affirming the principles of diversity, choice, and opportunity.” To find out more information, go to the NAIS website at www.nais.org. To receive a listing of NAIS books, call (800) 793-6701 or (240) 646-7052. Writer: Karla Taylor Editor: Nancy Raley Designer: Fletcher Design, Inc./ Washington, DC Cover image: Lambert/Archive Photos/Getty Images; Page 8: ESTHER BUBLEY/Getty Images All rights reserved.
    [Show full text]
  • Alphabetical Listing of Accrediting Agencies
    Private Elementary and Secondary Schools: List of SEVP-identified accrediting agencies for private elementary and secondary schools only (Direct questions regarding this list to [email protected]). SEVP Policy Guidance for Adjudicators applies to and is binding on all SEVP employees unless specifically exempt. Its intention is solely for the guidance of SEVP personnel in the performance of their official duties. Nothing in this guidance limits SEVP’s authority or discretion to interpret, administer or enforce any statute, regulation, policy or guidance related to SEVP certification. This guidance may be modifi ed, superseded or withdrawn at any time. It is not intended to, does not, and may not be relied upon to create or confer any right or benefit, substantive or procedural, enforceable at law or in equity by any person, individual or other party, public or pr ivate, in any administrative, civil or criminal matter. ALPHABETICAL LISTING OF ACCREDITING AGENCIES Accreditation Commission of the Texas Association of Baptist Schools (ACTABS) Accreditation International Adventist Accrediting Association (AAA) (also known as Accrediting Association of Seventh- day Adventist Schools, Colleges, and Universities) Accrediting Commission of Educational Institutions (CADIE) AdvancED Alabama Independent School Association (AISA) American Association of Christian Schools (AACS) American Montessori Society (AMS) Arkansas Nonpublic School Accrediting Association (ANSAA) Association of Christian Schools International (ACSI) Association of Christian Teachers
    [Show full text]
  • Registered Independent Schools Handbook: How to Register A
    Registered Independent Schools Handbook How to Register a School in Saskatchewan saskatchewan.ca Introduction The handbook provides information to groups or individuals interested in starting a registered independent school in Saskatchewan. The handbook explains the registration process and answers some commonly asked questions. In Saskatchewan, students of compulsory school age must attend a public or separate school, attend a funded or non-funded registered independent school or be home-schooled. A registered independent school provides its students of compulsory school age with an exemption from attendance at a public or separate school. Legislation, Regulations and Policies All independent schools in Saskatchewan must be registered with the Ministry of Education. Applications for registration are to be made before a school admits students. The Education Act, 1995, makes provision for the registration of independent schools by private groups or organizations. The purpose of these provisions is to recognize the right of parents to raise and educate their children in accordance with their faith or conscientious beliefs. The Education Act, 1995, states: ““independent school” means an institution: (a) in which instruction is provided to pupils of compulsory school age; and (b) that is controlled and administered by a person other than a public authority; 4(1) The Minister may: (x) make provision for the registration of independent schools; (y) make provision for the inspection and supervision of registered independent schools;” Registration of an independent school does not automatically grant the school the ability to provide students with eligibility for secondary level credits. Only registered independent schools/high schools that have received additional Ministry of Education authorization and approval of their educational program can provide secondary level credits.
    [Show full text]
  • Versus % Change in Enrollment 2
    ISM CONSULTING Presented by: Terry L Moore, Sr. Strategic Planning Retreat Executive Consultant © 2014 Independent School Management ISM CONSULTING Contact Websites [email protected] isminc.com facebook.com/ismfanpage Office:302.646.4944 Twitter.com/isminc youtube.com/indschmgt About ISM Founded in 1975 Serves independent schools exclusively Presenter 8778 clients Terry L. Moore United States and 31 foreign countries Primarily a research firm Consultations, publications, workshops, and online learning Insurance Consortium © 2014 Independent School Management ISM CONSULTING Creating A Strategic Plan 3-6 plan to guide the overall direction of the school 3-6 financial plan with estimates to assure the strategic plan is executable ISM Method 1. Educate the Board about what really matters. 2. Review important data to help you understand where the school is vis-à-vis other independent schools. 3. Brainstorm the ideal school in 5 years © 2014 Independent School Management ISM CONSULTING Competing Tuition Philosophies Price Ceiling Versus No Price Ceiling © 2014 Independent School Management ISM CONSULTING 3 PI School Taxonomies Price Product Process © 2014 Independent School Management ISM CONSULTING Price Product Process Characteristics Characteristic Price Product Process Student/Fclty 16:1 10:1 8:1 Ratio Student/Stf 11.7:1 5.8:1 5.1 -1 Ratio Tuition $7,000 $20,000 $25,000 Faculty 44 70 88 Admin/Staff 16 50 50 © 2014 Independent School Management ISM CONSULTING Key Outcomes – High Performing/High Perceived Value Schools Board – highly
    [Show full text]
  • Independent Schools Association of the Central States Accredited Private School Professional Teachers’ Levels of Nomophobia
    Independent Schools Association of the Central States Accredited Private School Professional Teachers’ Levels of Nomophobia Alyssa S. Boyer B.A., Wichita State University, 1996 M.Ed., Wichita State University, 2000 Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership ________________________________ Justin Hawpe, Ed.D. Major Advisor ________________________________ Sharon Zoellner, Ph.D. ________________________________ Margaret Waterman, Ed.D. Date Defended: April 21, 2021 Copyright 2021 by Alyssa S. Boyer Abstract Nomophobia is “the fear of being unable to use one’s mobile phone or being unreachable through one’s mobile phone” (Yildirim & Correia, 2015, p. 1323). A sample of 161 professional teachers from accredited private schools in Kansas and Missouri was utilized to measure levels of nomophobia and differences based on teachers’ gender, age group, and grade level taught. The survey data was collected using the Nomophobia Questionnaire (NMP-Q) created by Yildirim (2014). Independent-samples t tests and ANOVAs were used to address the four research questions. Results indicated that teachers are experiencing moderate to severe nomophobia. Additionally, female teachers’ levels are higher than male teachers, teachers 18-35 have the highest level of all of the age groups, and teachers in early education and elementary schools experience higher levels of nomophobia. Further analysis regarding the four underlying factors of nomophobia revealed significant levels of nomophobia in the fear of being unable to communicate, the fear of losing connectedness, and the fear of being unable to access information. Female teachers reported significantly higher levels of nomophobia in the fear of losing connectedness, the fear of being unable to access information, and the fear of losing convenience.
    [Show full text]
  • 2021-2022 Back to School Plan
    HISD 2021-2022 Back to School Plan Updated September 10, 2021 Houston Independent School District Houston Independent School District HISD FAST FACTS uu SIZE & DIVERSITY uu LARGEST EIGHTH School District in Texas largest in the United States 196,943 Students PROGRAM OPTIONS uu 61.84% Hispanic u 121+ Magnet Programs 22.4% African American u Montessori 4.4% Asian u Vanguard 9.67% White u International Baccalaureate Programs u Science, Technology, Engineering and 100 Languages Spoken Math (STEM) u Dual Language & Language Immersion u Fine Arts 276 Schools u Early Colleges u Career Academies 8 ..........................................Early Childhood Schools u Prekindergarten 160 ..............................................Elementary Schools u Bilingual Education 39 .......................................................... Middle Schools u Specialized Special Education Programs 37 .............................................................. High Schools u Gifted & Talented 32 ...................................................... Combined/Other u College & Career Prep with free college credit and industry training and certifications AWARDS & HONORS uu 7 schools ranked No. 1 by Children at Risk $240 MILLION best public schools listing in scholarships and financial aid offers in 2020 4 high schools recognized by U.S. News & World Report as among the top 100 schools in the country 43 schools offering prestigious international baccalaureate programing HISD 2021-2022 back to school plan 3 Houston Independent School District 4 HISD 2021-2022 Back to School Plan Houston Independent School District Hello HISD Family, I’m so excited to join you on this journey as we prepare for a safe, successful 2021-2022 school year. I believe this fall will mark the start of a new beginning for the Houston Independent School District. As we continue to navigate one of the most challenging times in recent history, I know everyone is eager to safely move forward.
    [Show full text]
  • The Influence of Schools and Place on Admissions to Top Universities
    ACCESS TO ADVANTAGE The influence of schools and place on admissions to top universities Rebecca Montacute and Carl Cullinane – December 2018 Contents Foreword ................................................................................................................................... 2 Key findings .............................................................................................................................. 3 Recommendations ...................................................................................................................... 5 1. Introduction .................................................................................................................... 6 2. Background .................................................................................................................... 7 Access to higher education ...................................................................................................... 7 Access to elite universities ....................................................................................................... 8 Access to Oxbridge ................................................................................................................ 11 The role of schools ................................................................................................................ 12 3. Methodology ................................................................................................................. 15 4. Applications and acceptances ........................................................................................
    [Show full text]
  • Private School Enrollment Report 2020-2021
    Private School Enrollment Report 2020-2021 Student Enrollment for the Hawai‘i Private Schools: 2020-2021 School Year 200 N. Vineyard Blvd., Suite 401 • Honolulu HI, 96817 Tel. 808.973.1540 • www.hais.us Table of Contents Hawai‘i Independent School Enrollment Overview .............................................................................................................................. 4 Statewide Overview .......................................................................................................................................................................................................... 4 Preschool - Grade 12 Overview .......................................................................................................................................................................................... 4 By Island ........................................................................................................................................................................................................................... 4 Oahu ................................................................................................................................................................................................................................. 4 Neighbor Islands ............................................................................................................................................................................................................... 5 Special Purpose Schools ...................................................................................................................................................................................................
    [Show full text]
  • Agreement Between Dallas College and Rockwall Independent School District Concerning Dual Credit
    STATE OF TEXAS § § COUNTY OF DALLAS § AGREEMENT BETWEEN DALLAS COLLEGE AND ROCKWALL INDEPENDENT SCHOOL DISTRICT CONCERNING DUAL CREDIT This Agreement (“Agreement”) is made and entered into by and between the Dallas College, a Texas political subdivision of higher education, (“Dallas College” or “College”) and Rockwall Independent School District (“Rockwall ISD”), a Texas political subdivision of secondary education, on behalf of Rockwall High School and Rockwall Heath, (collectively, the “High School”). The High School and College may hereafter be individually referred to as “Party” and collectively as “Parties.” The Parties enter into this Agreement pursuant to the following terms and conditions in order to provide eligible High School students (each a “Student” and collectively the “Students”) with the lower division college courses (“Courses” or “Dual Credit Courses”) enumerated herein: 1. Attachments to this Agreement: The Agreement contains the following attachments that are incorporated herein by this reference: A. Attachment A: Dallas College Guidelines for Dual Credit Courses and Remedial Courses Offered in Partnership with Texas Schools(2020-21); B. Attachment B:Course List(s); and B1-Additional Courses, if needed post signing; and 2. Term: Subject to prior termination of this Agreement as provided in Section 10, the initial term of this Agreement shall be in full force and effect for a period of twelve (12) months. This Agreement begins on August 7, 2020 and ends on August 5, 2021 (the “Initial Term”). Sixty-days before the end of the Initial Term, Rockwall ISD may renew this Agreement for up to three, one year terms upon written approval of the College.
    [Show full text]
  • Values Added: the Lifelong Returns of an Independent School Education
    Values Added: The Lifelong Returns of an Independent School Education February 2004 WHAT IS NAIS? The National Association of Independent Schools (NAIS) is a voluntary membership organization of more than 1,200 independent schools and associations in the United States and abroad. NAIS acts as the national voice of independent pre-collegiate education and as the center for collective action on behalf of its membership. It serves and strengthens its member schools and associations by articulating and promoting high standards of educational quality and ethical behavior, by working to preserve their independence to serve the democratic society from which that WHAT IS AN independence derives, and by advocating INDEPENDENT SCHOOL? broad access for students in affirming the • Independent schools are private, principles of equity and justice. pre-collegiate learning institutions, To be eligible for membership in NAIS, each with a unique mission. schools must be 501(c)3 nonprofit • Independent schools are governed by organizations that are fully accredited and independent boards of trustees. nondiscriminatory in hiring and admission. • Independent schools are nonprofit institutions that are primarily supported through tuition payments, charitable contributions, and endowment income. • Independent schools uphold high standards of educational quality. • Independent schools are publicly accountable to parents, communities, and the agencies that accredit them. © 2004 National Association of Independent Schools An Education That’s NAIS Students Measure Up to All of Life’s Tests Value Added New data from the U.S. Department of and Values Added Education show that NAIS schools excel in offering young people exactly this kind Americans are intelligent consumers who of values-added education.
    [Show full text]
  • Roswell Independent School District Preschool Family Handbook
    Up, Up and Away With Roswell PreK! Roswell Independent School District Preschool Family Handbook 2020-2021 1 Table of Contents ............................................................................. 2 Welcome Letter to Families .......................................................... 3 NM PreK Initiative ........................................................................... 4 RISD Pre/Preschool Quick Tips ............................................... 4-5 Program Expectations ...................................................................... 5 RISD PreK Attendance Policy ....................................................... 5 ERSEA .................................................................................................. 6 Curriculum and Practices ............................................................ 6-7 Preschool Staff License/Certifications .................................... 7 Screening and Assessment ......................................................... 7-8 Child Find ............................................................................................. 8 Safety ................................................................................................... 9 Mental Health Support .................................................................... 9 FERPA ................................................................................................. 10 Photo Release ................................................................................... 10 RISD PreK/Preschool Transition
    [Show full text]
  • Independent School Approval Process in Our Neighboring States of Maine, Connecticut, Massachusetts, New York and New Hampshire
    Item H2 219 North Main Street, Suite 402 Barre, VT 05641 (p) 802-479-1030 | (f) 802-479-1835 Independent School Approval Process in our Neighboring States of Maine, Connecticut, Massachusetts, New York and New Hampshire Maine: 1. Maine’s law explicitly prohibits private schools from discriminating on the basis of disability. Both the law and regulations provide for a complaint and investigation by the Maine Human Rights Commission. Maine defines “unlawful educational discrimination” as: 2. Unlawful educational discrimination on the basis of physical or mental disability. It is unlawful educational discrimination in violation of this Act solely on the basis of physical or mental disability to: C. Deny admission to any institution or program or fail to provide equal access to and information about an institution or program through recruitment; or [1987, c. 478, §4 (NEW).] 2. In Maine’s law, “educational institution” is defined as: 2-A. Educational institution. "Educational institution" means any public school or educational program, any public post-secondary institution, any private school or educational program approved for tuition purposes if both male and female students are admitted and the governing body of each such school or program. For purposes related to disability- related discrimination, "educational institution" also means any private school or educational program approved for tuition purposes. [1995, c. 393, §4 (AMD)]. 3. Maine requires schools to be approved prior to receipt of tuition. In Maine, the process is similar to Vermont, either through accreditation by recognized entity (i.e., NEASC) or State Accreditation (site review process through phases and over time--up to 5 year process) by Maine’s DOE.
    [Show full text]