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.
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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.  Craig De Voto 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 protected].
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