2012 UCEA Convention

Redesigning Systems for Successful Principal Preparation Programs: Faculty Collaboration, Coaches as Partners, and Global Perspectives. Marla Susman Israel, Loyola University Chicago; Janis Fine, Loyola University Chicago
Redesigning systems for successful principal preparation programs requires educational leadership faculty to break the mold when creating new curriculum and authentic experiences to prepare principals. This paper describes: 1) the collaborative construction with cross-disciplinary colleagues to create a principal knowledge-base focusing on improved student outcomes; 2) a three-year intensive coaching model; and, 3) the development of global perspectives through both international and domestic cultural immersion field experiences. System tools and curricular artifacts will be shared.
Assessment of knowledge transfer from coursework to practice: An educational leadership preparation program case study. Lucy Wakiaga, Howard University
The study assesses graduates’ depth of transfer of knowledge from coursework in an educational leadership preparation program to practice, within the graduates’ organizational context as school leaders. The theoretical framework for this study is Perkins and Solomon’s (1992) Transfer of Learning theory, augmented by Leberman’s (1999) Transfer of Learning model. Thus, the study aims at contributing to ongoing research that gauges the level of congruence between leadership preparation and leadership practice.
Leading the Way: Action Research for School Leaders. Anthony C. Holter, University of Notre Dame; James M. Frabutt, University of Notre Dame; Ronald J. Nuzzi, University of Notre Dame
The purpose of this study is to address the current gap between the importance of problem-based learning strategies in leadership preparation programs, and the demonstrated effect these strategies have on the knowledge, skills, and dispositions of school leaders. Within the context of an educational administration masters degree program, this study examined leadership students’ development of exemplary data-driven leadership skills, knowledge, behaviors and dispositions through the problem- based learning strategy of action research.