IEJLL: International Electronic Journal for Leadership in Learning
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Educational Reform in the Balkans: Getting Past the Conflict in Kosovo, 9(8)
No full textThis paper provides a brief history of education in Kosovo before and after the conflict. It then provides an understanding of the current state of affairs in the education of teachers in Kosovo as derived from interviews with two figures intimately involved with that process
Using Action Research in British Columbia: Preliminary Findings from School Improvement Projects in Seven Schools, 2002-2004, 9(1)
No full textThe School Improvement Grants Program is a British Columbia-based action research project to support efforts to raise literacy and math skills in public schools serving low-socioeconomic status neighborhoods. The program – which provides $25,000 in planning and implementation grants for each participating school over 2.5 years – began in 2001 and has just complete its first cycle of seven schools. Although effects were noted in the domains of teacher learning, staff collaboration, teacher professional development and parental involvement, preliminary findings have not yielded significant improvements in student outcomes. This research highlights some of the challenges of using action research to improve student learning
The Story of 10 Principals Whose Exercise of Social and Political Acumen Contributes to Their Success, 9(5)
No full textThis article reflects one part of a research study about the need for dynamic leaders to exercise social and political acumen. As part of the study, I interviewed 10 principals who had been nominated as dynamic leaders. The interview questions focused on the principals’ experiences and their understanding of the role of social and political acumen in contributing to their success. Discussion with these principals also centered on the role of leadership development and how their leadership development experiences had contributed to their success. In addition, these principals were asked for their ideas about effective leadership development activities
Review Essay: Resiliency And Capacity Building In Inner-City Learning Communities, By Dawn Sutherland And Laura Sokal 8(1)
No full textIntegrating Mixed Methods and Stakeholders Participation in the Evaluation of a Teacher Induction Program, 8(3)
No full textThis paper reports the evaluation of a unique three-year program designed to support teachers new to a school district. The emphasis of the evaluation process was on the participation of the stakeholders in the evaluation process and the development of their abilities in evaluation. There is educational significance to this study on two levels. First, it is an example of using a highly participatory process for the formative evaluation of a teacher induction program. Second, the finding that all groups were comfortable with the mentor also being a participant in the evaluation of the interns contradicted the conventional wisdom that the roles should be separated
Conferencing – An Exploration Into Connectivity, Content and Community, 8(4)
No full textThe electronic conference, Bits and Bytes: An Online Symposium on the Evolution of Technology in Education, was a joint initiative of the Faculty of Education at Memorial University of Newfoundland and the Centre for Advanced Placement Education at Discovery Collegiate. The format of this electronic conference (e-conference) was similar to that of an on-site conference, with a call for submissions, a peer-reviewed processing of these proposals, and a presentation of the accepted proposals. However, the participants of this e-conference never met in a specific locale in a synchronous time frame, as is the case with traditional conferences. The authors and participants interacted in a virtual sense, with presentations, commentary and feedback taking place in an asynchronous time frame
Designing a Standards-Based Master’s Program in Educational Leadership: Trends, Contexts, and Adaptations, 8(9)
No full textWe present a dialogue about the current context for educational leadership preparation that draws upon worldwide thought and discussion. We examine some of the significant developments and a new conceptualization of educational leadership, and we link these developments to implications for preparation of school leaders for the future. These developments may be categorized as shifts in epistemology and values, concerns about the integration of theory with practice, the rise of the standards movement in education for leadership preparation, the contested role of the academy in addressing these issues, new ideas about program design, and specific features of the Alberta context that inform the orientation of an educational leadership program. Upon reflection of these trends and contexts, we conclude with a structure and content proposal for a Master of Education cohort focus group specializing in educational leadership at The University of Lethbridge, Alberta. Appendix A features a description of topics that each of our courses tackle; Appendix B includes some of the Internet sources we used to scan what others say about educational leadership programming
International Leadership Development through Web-Based Learning, 8(12)
No full textThis article provides a rationale for developing an online graduate course in educational leadership. Then, it offers a set of seven assumptions for online teaching: the relevance of public teaching and learning, the need for a broad leadership base in schools, the merit of peer guidance by classmates, the need to validate personal knowledge, the value of international learning networks, the strength of online learning communities, and the efficacy of leadership for teaching and learning. Then, the development of the online course is explained and lessons learned are provided, for example, the importance of a design team that includes technical support personnel, the need for instructors to have computer skills and access to ongoing professional development. Other lessons include the following: a caution about directing too much class communication through the instructor, the advantages associated with attention to community building among class members, the value of layered participation in the class by representatives of educational stakeholder groups, new perspectives on teaching time, cross-cultural differences in online participation, prudent considerations of copyright, and the politics of online teaching. The article closes with a set of questions and possibilities for online educators and a proposed model for developers of online courses and programs
Telling Teachers About Tests: Education Departments’ Uses of the Internet to Communicate About Large-Scale Assessments, 8(8)
No full textLarge-scale assessment programs rely on teachers to administer the tests and to interpret and communicate the results. Consequently, it is important that teachers have up-to-date knowledge about the testing programs. Education Departments’ web sites are ideal tools for communicating such information to teachers. The web sites of Education Departments across North America were surveyed for information about testing programs, including their purpose(s), sample items, appropriate interpretations and uses of the results, summaries of performance trends, and tips for communicating results to parents. Sites varied widely in what information was provided and the ease with which it could be located
“I need instant help”: Assessing the mentoring needs of new primary head teachers in Slovenia, 8(11)
No full textIn this paper we describe a peer mentoring program for new elementary school head teachers in Slovenia. First, the results of a preliminary needs assessment are reported, and the dissonance between new head teacher expectations and the realities of their work are described. We then present an overview of the two cross-cutting themes that emerged, and conclude with a discussion of the need to integrate both theoretical and practical aspects of school administration into a mentoring program