The Department of Leadership Studies and Adult Education at North Carolina Agricultural and Technical State University will host its fourth annual Contemporary Issues in Transformative and Innovative (CITI) Leadership Conference on Friday, October 19, 2018. The title of the conference is: "Moral and Ethical Leadership in the 21st Century." The goal of this conference is to address leadership challenges, strategies, and delivery systems in our local and global societies through research, scholarship, and praxis – which is timely considering the continued injustices witnessed around the world. Recent political and societal events in the United States and abroad have reinforced the need for scholars and practitioners to think globally and act locally. To transcend the differences that divide us as a society and as global citizens, the voices of many – not just a few – must have a seat at the table. This year’s conference will address the importance of moral and ethical leadership that is representative of our diverse cultural, economic, educational, and political demographics. We invite graduate students, community members, and professionals to submit proposals for paper and poster presentations based on original research, innovative teaching, professional practices, and community based activities. The submission deadline is Tuesday, September 11, 2018. For more information, click here.
Dr. Virginia Snodgrass Rangel has published an extensive literature review on principal turnover. It can be found in Review of Education Research in January of this year.
Snodgrass Rangel, V. (2018). A review of the literature on principal turnover. Review of Educational Research, 88(1), 87-124.
Megan Tschannen-Moran’s new book Evoking Greatness: Coaching to Bring out the Best in Educational Leaders (2017, Corwin) equips those who coach educational leaders to host coaching conversations that are engaging, inspiring, and productive. Evocative coaching is a person-centered, no-fault, strengths-based coaching model, which is a refreshing change from the deficit mindset that has disheartened and demoralized so many educators in this era of accountability. This model invites people to explore and dream together, in a judgment-free space, in order to awaken a new and higher interest for change. Resting on strong, evidence-based practices, the evocative coaching model offers coaches the help they need to foster the capacities of educational leaders they coach. Leadership coaches are introduced to the evocative coaching model, structured around the acronym LEAD: Listen, Empathize, Appreciate, and Design. The evocative coaching model starts with the stories that coachees bring to their work as educational leaders and to the coaching context. By spending time with these stories, skillful coaches unearth the values and fears that both motivate and block educational leaders from achieving all that they hope to achieve. The evocative coaching model then incorporates a concrete, skills-based process for expressing empathy. Once connection, trust, and rapport have been established, coach and coachee engage in a search for strengths on which to build, and together design an experiment for moving forward. Through collaborative dialogue, people enhance not only their performance but also their enjoyment and engagement with their work.
Tschannen-Moran, M. & Tschannen-Moran, B. (2017). Evoking greatness: Coaching to bring out the best in educational leaders. Thousand Oaks, CA: Corwin.
Please see this Journal of Research on Leadership Education co-authored publication discussing the importance of utilizing application-oriented projects in the school context as a resource for early leaders' development.
Cosner, S., De Voto, C., & Andry Rah’man, A. (2018). Drawing in the school context as a learning resource in school leader development: Application-oriented projects in active learning designs. Journal of Research on Leadership Education (https://doi.org/10.1177/1942775118763872).
Dr. Kimberly Kappler Hewitt (PI) and Dr. Carl Lashley (Co-PI) of the University of North Carolina Greensboro, in partnership with the Southern Regional Education Board and 9 rural districts in North Carolina, have received a $3.5 million, 4-year grant to continue the Principal Preparation for Excellence and Equity in Rural Schools (PPEERS) program, which prepares teacher leaders to be principals of high-needs rural schools. The program involves intentional recruiting and rigorous selection and includes a 10-month, full-time paid internship, leadership coaching, mentor principal training and support, and a rich curriculum that is integrated with a practicum (Year 1) and internship (Year 2). For more information about the program, contact Hewitt at email@example.com.
CALL for Submissions to the journal of case studies in Educational leadership: Indigenous Perspectives and Experiences
Educational leadership (K-20) has commonly been constructed, understood, and developed as a practice of an individual person – a leader, which runs the risk of discounting the wider field of relations (Evers & Lakomski, 2013). According to Warner & Grint (2012), “the individualist and democratic culture of white America has generated a particular approach to American Indians that promotes western governance systems at the expense of indigenous leadership cultures” (p. 971). Such constructions of leading in education have not served Indigenous students well (Mackey, 2017). The Journal of Case Studies in Educational Leadership is calling for submissions related to the theme of indigenous perspectives and experiences in educational leadership. This themed issue focuses on educational leadership through cases that help readers to understand and apply ways of understanding, practicing, and developing leadership that are reflective of Indigenous worldviews. One approach to changing the culture of education is to take up ways of relating, being, thinking and leading that are more consistent with longstanding views of relationality, community, and oneness with all living or non-living matter. These cultural elements can be amplified across various sectors to sustain cultural heritage, reciprocity, and survivance (survival and resistance).
Cases submitted by July 15, 2018; Issue published in Spring, 2019
Send inquiries to David Fisher, Managing Editor: firstname.lastname@example.org
Submit: Indicate the submission is for the themed issue: Indigenous Perspectives and Experiences
For more information, please click here.
BRAD C. PHILLIPS and JORDAN E. HOROWITZ; Harvard Education Press (2017)
Brad C. Phillips and Jordan E. Horowitz offer a research-based model and actionable approach for using data strategically at community colleges to increase completion rates as well as other metrics linked to student success. They draw from the fields of psychology, neuroscience, and behavioral economics to show how leaders and administrators can build good habits for engaging with data constructively.
At the core of their approach is helping administrators and faculty identify leading indicators that they can impact and monitor before student failure occurs. The book also helps educators make better use of common sources of data, clarify problems to be solved, match research-based interventions to problems, and evaluate results. Three cases studies from Long Beach City College, Southwestern College, and Odessa College further illustrate how this approach was implemented as a part of comprehensive reform efforts.
Based on two decades of experience working with colleges across the country, Creating a Data-Informed Culture in Community Colleges promises to be a valuable contribution to the ongoing conversation about information use in education to improve student outcomes.
See a related blog post by Jordan E. Horowitz at https://drive.google.com/file/d/1lubRKRbCz4RE_Xb8A0QTYq9zhfFAPaSP/view?usp=sharing
Does Compliance Matter in Special Education? IDEA and the Hidden Inequities of Practice
By Catherine Kramarczuk Voulgarides
This book asks a question that many educators may think, but won’t say outloud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with IDEA (Individuals with Disabilities Education Act) is important, it can also be an administrative burden that detracts from practitioners’ capacity to adequately serve students with disabilities. The author uses data collected from three suburban school districts to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. In this timely and thought-provoking book, the author unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel.
John Rogers, representing the Institute for Democracy, Education, and Access at the University of California, Los Angeles, has published a report entitled Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America’s High Schools. The report, drawing upon surveys of 1,535 teachers and 35 follow-up interviews, examines school climate in high schools during the first four months of the Trump administration. The report can be found here: https://idea.gseis.ucla.edu/publications/teaching-and-learning-in-age-of-trump.
Harvey Alvy, Professor Emeritus in Educational Leadership at Eastern Washington University, authored, Fighting for Change in Your School: How to Avoid Fads and Focus on Substance (ASCD, 2017). ASCD selected the book as a Premium Member book in August of this year.