| Sessions of Interests of Practicing Administrators
3.10, Hermitage A
Innovative Session: Can Schools Significantly
Change?
Lew Smith, Michele Hancock, Rob Carroll, Fordham University
Over six years, 373 schools, from 38 states, have
been nominated for a national award that recognizes
significant school change. All 36 winners have been
studied and eight of the schools have been selected
for deep portraits from which a conceptual framework
has been designed. This session will look at the dominant
themes identified in the research, with principals
of two of the award-winning schools serving as reactors.
There will be an opportunity for interaction and discussion.
Session 4, Magnolia Ballroom
Friday General Session: A Townhall Meeting
Welcomes: Michelle D. Young, UCEA Executive Director
Presentation of the Paula Silver Case Award: Michael
Dantley, JCEL Editor
Implications of Leadership Reform Initiatives for
the Preparation of Democratic Ethical Educational
Leaders: A Town Hall Meeting
Featured Speaker: Stephen Jay Gross, Temple University;
Jerry Starrat, Boston
College; Nona Prestine, The Pennsylvania State University;
Gary Crow, University of Utah;
Khaula Murtadha, IUPUI; Margaret Terry Orr, Columbia
University; Kent McGuire, Temple
University
In this town hall meeting,
several major reform initiatives are highlighted,
including the revision of the Interstate School Leadership
Licensure Consortium's (ISLLC) Standards for School
Leaders, the development of a national advanced certification
for principals, the search for signature pedagogy,
preparation program evaluations, and district partnerships.
Steve Gross, Temple University, will facilitate a
discussion among panelists regarding the implications
of these and other initiatives for the preparation
of democratic ethical educational leaders.
5.2, Cheekwood B
Symposium: Latinos in Educational Leadereship:
Una Platica Sobre Opportunidades
Sylvia Mendez-Morse, Texas Tech University; Mariela
A. Rodriguez, University of Texas at
San Antonio; Anna Pedroza, Austin Independent School
District; Gerardo R. Lopez, University of Indiana;
Maria Luisa Gonzáles, New Mexico State University;
Aida Alaniz, Texas State University
The session is una platica
sobre oportunidades -- a conversation about opportunities
-- stemming from the cultural and linguistic attributes
that Latino/a educational leaders possess and how
these may contribute to democratic practices in schools.
It is an opportunity to consider multicultural and
multilingual characteristics as more than challenges
to educators and instead view these as resources for
a more democratic society.
5.7, Belle Meade AB
Meeting: Voices from the Field: Phase 3
Gary Ivory, New Mexico State University; Michele Acker-Hocevar,
Florida Atlantic University
Researchers across the U.S. are conducting focus groups
with principals and superintendents to understand
better their conceptions of educational leadership.
Publishing and presenting opportunities will be available
to all who conduct focus groups. This session is a
progress report and discussion of future plans. All
are welcome.
5.8, Belle Meade CD
Paper Session: Recruitment and Retention of Principals
Chair: Timothy Ilg, University of Dayton
Discussion Leader: Susan Printy, Michigan State University
Principal Recruitment: Predicting Job Attraction Among
Students in Principal Certification Programs
Paul Winter, John L. Keedy; University of Kentucky:
Lars Bjork, James S. Rinehart, University of Louisville
Applicant pools for principal vacancies are shrinking
nationally because individuals qualified for the job
do not apply. This study detected predictors (e.g.,
expected job security) of principal job attraction
among educators (N = 516) enrolled in principal preparation
programs. The regression model derived explained 20%
of the variance in participant principal job ratings.
Attracting Beginning Teachers: The School and
District Characteristics That Matter
Suzanne Painter, Sally Hurwitz, Thomas Haladyna, Arizona
State University:
School districts seeking teacher applicants have little
information about the job characteristics that new
teachers consider when deciding whether or not to
apply in a particular school district. This study
surveyed 469 newly graduating asking what factors
they thought most salient when choosing where they
would to teach. The development and validation of
the survey instrument is discussed.
The Challenges of Novice School Administrators:
Implications for Preparation, Induction, and Professional
Support
Bruce Barnett, Alan R. Shoho, University of Texas
at San Antonio
An empirical study of new principals to determine
the challenges they face, how the job compares with
their expectations, previous learning experiences
that assist in their role transition, and additional
knowledge and skills needed to do the job effectively.
Implications for preparation and professional development
are provided.
6.8, Belle Meade CD
Paper Session: Organizational Studies and School
Reform
Chair: Ronit Bogler, The Open University of Israel
Discussion Leader: James Henderson, Duquesne University
Human, Economic, and Social Resources That Affect
Instruction
M. Cecilia Martinez, Rutgers University
This study of three urban schools traced how human,
social and economic resources influenced mathematics
teaching. Analyzing teachers’ interviews about
their practice together with observations of their
lessons, we traced how different dimensions of school
capacity influenced teaching practices at each school.
Findings indicated that teachers’ beliefs and
knowledge about pedagogies and expectations about
their students strongly influenced teachers’
selection of teaching tasks and strategies.
Using a Constructivist Leadership Change Strategy
to Reform and Decentralize an Entire School by Building
a Collaborative, Democratic Constructivist Culture:
Teachers' Perceptions of the Three-Year Process of
Subsidiarity
Arthur Shapiro, University of South Florida
A highly individualized bottom-up
constructivist change process was used to move an
entire school of close to a thousand students into
developing and practicing a constructivist culture.
Using a collaborative constructivist leadership approach,
the school became constructivist in philosophy, culture,
structure, curriculum, decision-making, and teaching
methods to meet teachers' and students' needs and
interests.
The Salience of Institutional Fields: Exploring
the Institutional Control of School Reform and Change
Kieran Killeen, University of Vermont; John W. Sipple,
Cornell University
The purpose of this paper is to make a theoretical
contribution in terms of the identification, measurement,
and analysis of the variety of institutional mechanisms
(e.g., regulative, normative, cognitive institutions;
See Scott, 2000) felt by local educators. Additionally,
we utilize multi-level modeling to analyze how these
institutional pressures and constraints may influence
changes in school structure controlling for variations
in school context (e.g., urbanicity, wealth, academic
performance) and layer (e.g., teacher vs. administrator).
When Students Have Power over Their Learning:
An Imperative for the "Unfinished Journey Towards
Justice"
John Smyth, Texas State University-San Marcos
This paper aims to open up
debate on a crucial issue in a way currently missing
from much of the educational reform literature. The
central argument of the paper is that if we want to
turn around the extent to which young people are 'disengaging'
from and 'dropping out' of high school, then we will
need to give them real power over their learning.
6.11, Hermitage CD
Paper Discussion Sessions
Table 5: Teacher Perceptions of Gender Differences
in Academic Achievement
Brian Noonan, Amanda Stalwick, University of Saskatchewan
It is generally recognized
that girls' achievement on large-scale assessment
often exceeds that of boys, however there is less
known about gender differences in classroom achievement.
This study examined high school teachers' perceptions
on differentiated achievement as a way to better understand
the effect of gender on teachers' classroom instructional
and assessment practices.
Table 7: Ethical Leadership for the Educational
Needs of Youth in Foster Care
John Palladino, Eastern Michigan State University;
Jean Haar, Minnesota State University Mankato
Each year, thousands of youth in foster care will
require academic-behavioral interventions associated
with special education.
This report describes how
seven secondary school administrators (principals,
assistant principals, and counselors) led collaboration
on behalf of youth with emotional-behavior impairments
and resided in foster care. Suggestions for administrative
best practice and ongoing research are presented as
means to ensure equity and excellence for this diverse
group of individuals.
6.12, Hermitage B
Conversation: What Matters Around Here: A Community
Study of Rural Education, Poverty, Policy and Praxis
Angela Kirby, Michigan State University
The research shows that poor tend to be educationally
disadvantaged and rural poor more educationally disadvantaged.
Yet, educational policy reform typically uses urban-based
models when addressing issues of rural education.
This study expands a limited body of research in the
area of rural education of poor students and their
communities.
6.13, Hermitage A
Symposium: Preparing the Next Generation of Urban
Leaders for St. Louis City Schools
Margaret Grogan, Jay P. Scribner, Brendan Maxcy, Juanita
Simmons, Jerry Valentine, Richard Andrews, Betty Porter
Wells; St. Louis Public Schools: Sheila Smith-Anderson,
Gerald Arbini, University of Missouri-Columbia
This symposime presents qualitative data from participants
and instructors during the first phase of a new leadership
preparation program, which has been co-constructed
collaboratively between leadership professionals in
St. Louis City Schools and the educational leadership
faculty at the University of Missouri-Columbia.
7.2, Cheekwood B
Paper Session: School Violence
Chair: Joanne Marshall, Iowa State University
Discussion Leader: Catherine Lugg, Rutgers University
Teacher and School Predictors of Fear of School
Violence among U.S. Adolescents
Motoko Akiba, Hui Zhao, University of Missouri-Columbia
While school shooting incidents
over the past decade have created fear of school violence
among American students, few studies have examined
what school characteristics are associated with students'
fear of school violence victimization. Based on the
secondary analyses of data from 2,686 U.S. 15 year-olds
in 111 schools in the Program for International Student
Assessment (PISA) in 2000, we found that low-achieving
boys with a weaker sense of belonging to school were
more likely to have a higher level of fear of school
violence.
Students Who Bully - Victimizers or Victims?
Karen Osterman, Dianne Picone, Janet Schwamb, Hofstra
University
Drawing on data from interview
and observational studies, this paper examines school
and classroom factors that affect secondary school
students' psychological well-being and contribute
to disruptive behavior. Findings suggest that these
students are themselves victimized by virtue of emotional
and academic neglect by teachers and rejection by
peers.
Faculty Incivility, Corporate Mentality, and
the Rise of a Bully Culture: Contributing Factors
from the Organizational Structure and Academic Culture
Darla Twale, Barbara De Luca, University of Dayton
The purpose of this paper is to explore faculty incivility
through the shift to a corporate paradigm as giving
rise to the bully culture in academe and also how
organizational structure and academic culture norms
may be legitimizing it. As academic culture moves
to assimilate corporate culture philosophy and values,
bullying, incivility, and camouflaged aggression may
become acceptable management strategies.
The Environment and the Courts: Exploring Students'
Fourth Amendment Rights Pre- and Post- Columbine
Mario Torres, Yihsuan Chen, Texas A & M University
Minimal consideration has been devoted to the impact
of critical episodes capturing extraordinary national
media attention on the judicial treatment of administrative
discretion and student rights. For this reason, this
study examines the influence of the Columbine High
School incident on Fourth Amendment judicial outcomes
and legal reasoning before and after the event.
7.4, Cheekwood F
Paper Session: Urban Reform
Chair: Brianne Reck, University of South Florida,
St. Petersburg
Discussion Leader: Kieran Killeen, University of Vermont
One-Stop Shopping: Innovative Administrative
Design in Urban School Reform
Joy C. Phillips, Stefanie A. Mueller, University of
Houston
This paper presents case study data from a large comprehensive
high school which implemented an innovative administrative
model in response to a dramatically shifting student
population. In use since 1993, this unique model combines
the roles of assistant principal and counselor into
one position which serves approximately 250 students.
Teacher Commitment in a High-Poverty Public School
Sue Mutchler, University of Texas at Austin
A qualitative interview study
of seventeen teachers who presently or formerly worked
in the same high-poverty elementary school in a central
Texas urban district indicated that factors influencing
teachers' professional commitment center on their
culturally- and/or ideologicallybased dedication to
making a difference for students, and on their willingness
to devote personal time and energy outside their classrooms
to take action on that commitment.
Mentoring New Teachers in Urban Schools: Weaving
a Tapestry of Assistance and Support
Melissa Rasberry, University of North Carolina at
Chapel Hill
Given the ever-increasing
rate of teacher turnover, today's schools are faced
with a "revolving door" of educators streaming
in and out of their classrooms. School administrators,
particularly those in urban areas, must stand up and
take notice of this growing epidemic if they ever
hope to curb the constant movement caused by attrition
and migration.
7.9, Belmont B
Symposium: Mayors As Educational Leaders: A Multi-Level
Analysis
Stacey Rutledge, Florida State University; Kenneth
K. Wong, Robert Crowson, Lauren
Pachuki,Vanderbilt University; Francis X. Shen, Harvard
University; James Cibulka, University of Kentucky;
Dorothea Anagnostopoulos, Michigan State University
Mayoral control of school systems has become a popular
reform strategy to improve low performing schools.
Twenty-four states have passed legislation giving
mayors authority over the management of school districts.
High profile mayoral takeovers have taken place in
districts including Chicago, Boston, Cleveland, Detroit,
and New York City. Given the widespread use of this
accountability strategy, it is important to understand
how this reform works as an approach to improve schools
and school systems.
7.10, Belmont C
Symposium: Snapshot of New York School Superintendency:
An Analysis of Challenges, Barriers and Equity Issues
and Their Implications for Democratic Leadership
Gerald M. Cattaro, Marilyn Terranova, Edward M. Fale,
Fordham University
This Snapshot is the 5th in
a series of studies of the school superintendency
in New York State conducted every 3 years since 1991.
As the chief school officers of the state’s
more than 740 public educational institutions, superintendents
play a central role in leading the state's educational
improvement efforts. This iteration marks a major
advancement from previous studies in scholarship,
detail and analysis.
8.12, Hermitage CD
Paper Discussion Session
Table 11: The Superintendent As a Model of Social
Justice
Mariela A. Rodriguez, Janet R. Shefelbine, Michelle
H. Abrego, University of Texas at San Antonio
A case study of a highly successful superintendent
in a high-poverty district explores the behaviors
and attitudes that promote social justice practices.
Reviewing results through an equity framework and
implications for superintendent preparation are discussed.
10.1, Cheekwood A
Paper Session: Democracy and Social Justice
Chair: Judith Mathers, Oklahoma State University
Discussion Leader: Philip McCullum, University of
Oregon
A Study of Democratic Principles at Both the
District and School Level
Lisa Kensler, George White, Lehigh University; Traci
Fenton, WorldBlu, Inc.
A founding purpose of public education is to serve
our democracy by preparing engaged citizens and yet,
it can be said that many of our schools may actually
be the least democratic organizations in our country
(Glickman 2003). Murphy (2002) calls for reframing
the educational leadership profession around the unifying
concepts of social justice, democratic community,
and school improvement.
A Scholar-Practitioner Stance: Practices of Social
Justice and Democracy
Patrick Jenlink, Stephen F. Austin State University
The author theoretical positions leadership as social
justice practice that must necessarily be mediated
by inquiry and scholarly practice as well as be animated
by concerns for equity, justice, and democracy. Examined
are social justice practices of school leaders, supporting
the value of recognitive justice in a democratic culture.
Democracy Works When Principals Partner with
Minority Parents
Sharon Brooks, SUNY at Buffalo
Literature by Fine and Weis (1993) states minority
parents have an asymmetrical relationship with principals.
Principals often consider minority parents inferior
thus dismissing their concerns as unimportant. In
one case study of a high-performing urban predominantly
African American elementary school, the principal
formed a working relationship with parents that enabled
both groups to benefit.
Toward Creating Effective Educational Environments:
Perceptions of Collaborative Efforts to Support Sexual
Minority Youth
Brianne Reck, Lynn Mattiace, University of South Florida,
St. Petersburg
This study explores the collaborative efforts of Gay
Straight Alliances (GSA’s) and community support
agencies to affect school culture and climate to support
the success of lesbian, gay, bisexual, transgendered
and questioning youth. Four critical correlates of
effective school environment were considered: academic
expectations; collaborative school leadership; school
community member relationships and the degree to which
an ethic of care and respect is part of the normative
culture in the schools they serve.
10.2, Cheekwood B
Paper Session: School, Community, and University
Partnerships
Chair: Ann Allen, The Ohio State University
Discussion Leader: John Palladino, Eastern Michigan
University
University Collaboration with an Urban School
District
Barbara Jo McKinley Bennett, Joe Dinan, Shin-Hyun
Ka, Sherry Lepine, Terry Clark, Janice Hansel, University
of Texas at Austin
An urban research university builds partnerships with
area public schools serving diverse student populations
with the intent of helping schools analyze student
performance data to inform school improvement, yet,
interactions at the campus level suggested many of
the issues faced by teachers, administrators, and
communities in their work to improve student performance
were hampered by organizational problems and issues
involving democracy, social justice and shared decision-making.
Connections: Schools, Communities, and the People
Who Made Them
Cynthia J. Reed, Jay Lamar, Conner Henton, Joshua
Adams, Auburn University
This paper presents research exploring the connections
between schools, communities, and people living within
these communities by exploring the personal histories
about education and the quality of life in a southeastern
community. We conducted individual and group oral
histories with a range of citizens, representing current
and past educators, community leaders, parents, and
many others.
Moving Toward Dialogical Collaboration: A Critical
Examination of a University –Community Partnership
Peter Miller, Duquesne University; Madeline Hafner,
University of Utah
To contribute to the expanding literature in the field
of civic engagement, this study utilized qualitative
case study research methods and a critical epistemological
perspective to examine a university-community partnership's
collaborative process. The analytical framework that
was employed was influenced by Paulo Freire's (1970)
concept of dialogue. The study sought to reveal the
extent to which the Freirean dialogical tenets of
humility, faith, hope, and critical thinking were
embodied in this collaborative process.
10.6, Cheekwood H
Paper Session: Women and Leadership
Chair: Brenda CampbellJones, Azusa Pacific University
Discussion Leader: Felicia Wilson, The Pennsylvania
State University
Paradigm Shift or Paradigm Stasis? An Analysis
of Research on Women in Educational Leadership from
1980 to 2004
Jeffrey S. Brooks, Diana Hodgins, Florida State University
Throughout most of the history of American public
education, women have been underrepresented in administrative
positions in elementary and secondary schools, relative
both to their participation in the teaching force
and to their proportion of the general population.
Although women have recently gained a larger share
of school-level administrative positions they have
not yet approached parity with men.
Radical Servant Leaders: African Women Leaders
and the Search for Social Justice
Faith Ngunjiri, Bowling Green State University; Judy
Alston, Widener University
Very little is known about African women and their
leadership experiences. This paper is an attempt to
bring to light the experiences of select African women
leaders whose search for social justice has resulted
in institutional entreprenuership of schools for the
marginalized among other endeavors. The author will
present mini-portraits of women leaders, explore the
context of their leadership, and explicate the challenges
and strategies for thriving amidst the intersecting
domains of race, ethnicity and culture.
Motivation Theory and Attitudes of Aspiration:
Why Do [Not] Women Central Office Administrator Seek
the Superintendency?
C.Cryss Brunner, University of Minnesota-Twin Cities;
Margaret Grogan, University of Missouri-Columbia
The study discussed in this paper takes a beginning
look at the largely untapped resource of qualified
women superintendency candidates, and asserts the
position that not only are women underutilized, but
also due to numerous factors, may lack the aspiration
to pursue the positions. In a nationwide study 3,000
of the 5,500 surveys were sent to women holding central
office positions of Assistant Superintendent or higher.
Examining Leadership Through Media Exploration:
Where Are the Women?
Patricia Ann Marcellino, Adelphi University
This paper will present the
results of a qualitative action research study composed
of 43 aspiring administrators. Participants who were
mainly female (35) were asked to examine the media's
influence on their individual perceptions and assumptions
about leadership. Even though a majority of participants
were female, results illustrated that there was an
absence of female leaders and role-models in the films'chosen
and depicted by these participants.
12.10, Belmont C
Symposium: Scenes From High School Walk-Throughs:
Symposium about a District’s Instructional Improvement
Practice
Beth Boatright, Juli Swinnerton, Dan Lysne, Michael
S. Knapp, University of Washington
As educators face increasing demands on performance
and results, school districts across the country are
looking for ways to effectively support high quality
instruction. This symposium will illustrate how members
throughout the school district system, including central
office leaders, instructional coaches (located at
the central office and within each school), principals
and teacher leaders in one urban district in Washington
state, engage in efforts to improve instructional
practice in literacy at all levels of the K-12 system.
13.8, Belmont B
Symposium: The Activist in the Principals Office:
Social Justice Principals Identity and Their Call
to Enact Justice
George Theoharis, Syracuse University; Frank Hernandez,
University of Wisconsin-Madison; Brad Kose, University
of Illinois at Urbana-Champaign; Michelle Thompson,
University of Florida; Brynnen Ford, University of
Washington
This symposium centers on examining social justice
principals and will include five papers that came
from five distinct qualitative studies on K-12 principals
committed to social justice. This dialogue will provide
insight into who these social justice principals are,
why they seek to enact justice, and how their identity
and commitments to social justice influence their
leadership practice.
14.3, Cheekwood C
Paper Session: Social Justice and Principals
Chair: Cynthia Gerstl-Pepin, University of Vermont
Discussion Leader: Mack T. Hines, III, University
of Arkansas-Monticello
Principals' Perceptions of Social Justice
A. William Place, Patricia Blyden, University of Dayton;
Julia Ballenger, Betty Alford, Stephen F. Austin University;
John Freeman, Michael Natarella, University of Alabama
This paper presents some preliminary findings from
a few of those involved in the UCEA Voices 3 project.
Specifically, these authors conducted three focus
group sessions and examined the focus groups of these
principals in terms of social justice issues. The
three focus groups involved in this manuscript were
from Louisiana, Alabama and Ohio.
Leadership and Professional Development for Social
Justice: A Multi-Case Study of Three School Principals
Brad Kose, University of Illinois at Urbana-Champaign
In this paper, I present a multi-case study of three
public school principals for social justice and their
direct and indirect influence on professional development
in their buildings. Important findings include principals
who created opportunities for formal and informal
professional learning that 1) encouraged personal
diversity awareness including White privilege, 2)
challenged staff to close the achievement gap, 3)
supported inclusive education, and 4) affirmed diversity
through teaching and learning.
Conflict-Handling Styles of Exemplary Principals
Stacey Edmonson, Anthony Indelicato, Sam Houston State
University
The degree of success to which principals can effectively
manage teacher-administrator conflict has an effect
upon the degree to which all stakeholders maintain
focus on the highest academic achievement possible,
which, based upon the Texas accountability system,
is an Exemplary rating. If the leadership (i.e. the
principal) is not effective at managing teacheradministrator
conflict, there is a strong likelihood that the climate
and academic focus in the classroom could suffer.
Isolating the Principal Factor in Teacher Turnover
Karen Jackson, Indiana University
This study seeks to expand our understanding of what
factors motivate teachers to change schools or leave
the teaching profession by focusing on the impact
of principals in the stay/ leave decision. Data from
the Schools and Staffing Survey (1999-2000) and Teacher
Follow-up Survey (2000-2001) are analyzed in a hierarchical
linear model (HLM) to identify which principal characteristics
are significant contributors to determining whether
a teacher will stay at or leave his/her school.
16.5, Cheekwood G
Innovative Session: Who Best Develops Leaders:
Universities, Non-Profits or Districts?
Lew Smith, Jann Coles, Barbara L. Jackson, Michele
Hancock, Rob Carroll, Fordham University
The presenters have had first-hand experience in observing,
designing and conducting three different approaches
to succession leadership development initiated by
school districts. Using a conceptual framework drawn
from an extensive literature review, three different
approaches will be analyzed: the university approach;
a program conducted by a non-profit, and a “homegrown”
program implemented by a major urban school district.
18.9, Belmont B
Symposium: Trials and Tribulations of Creating
Small Learning Communities in a Big District
Edward J. Fuller, Patricia Holland, Jessica Geier,
Shannon Stackhouse, Curtis Brewer, Joy C.
Phillips, Pedro Reyes, Michelle Galindo Cruz, University
of Texas at Austin
The small schools movement is spreading across the
nation. Based on experiences in two districts, participants
in this symposium take a critical look at the problems
and prospects of creating small learning communities
in urban high schools.
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