This study examines the practices and roles that influence the participation or nonparticipation of teacher leaders of color in taking on additional leadership roles. The concern is that there are certain practices or roles, which hinder or support teachers of color aspiring to roles of leadership. Taking on these roles could advance occupants to…

This study examined if there was a significant difference in perceptions of principals who participated in the Missouri Leadership Satellite Academy offered by the Missouri Department of Elementary and Secondary Education (DESE) compared to the perceptions of principals who have not participated regarding the 21 leadership responsibilities of…

Principals need to acquire understanding of, and proficiency in, technology skills and integration to be effective instructional leaders. As issues concerning the lack of systemic change in school reform and technology integration persist, little research has been published concerning the extent to which technology leadership behaviors identified…

This study examined the experiences of three vocal jazz ensemble directors who influenced the field through their successful programs at the university level. These directors, Dr. Gene Aitken, Professor Larry Lapin, and Dr. Stephen Zegree, were chosen because of their national reputations as well as their program's longevity and success. The…

Due to the immense growth of community colleges since the 1960s and particularly over the last decade, a leadership gap now exists as presidents, provosts, and deans retire in record numbers. This diminished leadership pipeline can be attributed to two main factors: the obvious increase in retirement of senior executives completing their academic…

The purpose of this study was to explore with 25 filmmakers their perceptions of how they learned to develop the competencies needed to become proficient filmmakers-as-educators. Hence, this study describes (I) the filmmakers-as-educators' competency development as they integrated filmmaking into teaching film, and (2) key experiences that…

This is a review of literature that seeks to add to the body of information on the evidence of the leadership capacity of elementary school principals who have pre-kindergarten and kindergarten programs in their school and how the leadership capacity influence student achievement. This review of literature purpose is out to find what the…

Literature abounds on professional development. However, teacher change is not so much the result of professional development, but rather successful implementation of strategies learned into the classroom: a mastery experience. Mastery experience, after all, is the most influential predicator of teacher efficacy, which is equated to student…

This exploratory study investigated the long-term learning resulting from participation in a LeaderShape program. The research examined LeaderShape graduates' current practices and definitions of leadership to see if they remain consistent with the program's learning goals. Graduates with five or more years since attendance were studied to provide…

This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these…

In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science…

Just as in the United States, political changes in the United Kingdom and other nations affect education policy. Louise Stoll, professor at the London Centre for Leadership in Learning, Institute of Education, University of London, offers a different view on policy in these excerpts from a conversation with Tracy Crow, Learning Forward's associate…

In this article, the author provides an overview of the "Getting Practical" training programme of professional development for all those involved with teaching practical science at primary, secondary, and post-16 levels. The programme is being led by the ASE, working with its co-ordinating partners: the Centre for Science Education,…

In recent years, regulatory boards have been asked to implement procedures to evaluate the competency of licensees throughout their careers, but the implementation of such competency measures is not on the immediate horizon. The responsibility for continuing competency, therefore, lies with each counselor. The work of Vygotsky is put forth as a…