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Gimbel, Phyllis, and Kristine Kefor. "Perceptions of a Principal Mentoring Initiative." NASSP Bulletin 102, no. 1 (January 24, 2018): 22–37. http://dx.doi.org/10.1177/0192636518754405.
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The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring “program.” Vermont requires new principals to be mentored for 2 years. Study participants discuss their mentor-mentee relationship and how that affects their leadership practices.
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Patrick M., Wambua,, Kalai, Jeremiah M., and Okoth, Ursula, A. "Principals’ Use of Student Mentorship Programmes and Students’ Discipline in Secondary Schools in Machakos County, Kenya." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 38. http://dx.doi.org/10.19044/esj.2017.v13n28p38.
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Studies have advocated for participatory governance in education (Kindiki, 2009, Tikoko& Kiprop, 2011). There is however a dearth of literature on use student mentoring in relation to discipline. The purpose of this study was investigating principals’ use of student mentorship programmes and students’ discipline in secondary schools in Machakos County, Kenya. The study sought to establish the focus of student mentoring and determine significant relationships existed between principals’ use of successful alumni, mentoring on ethical living and students’ discipline in secondary schools. The study used systems theory by Ludwig Bartalanffy which postulates that schools are part of the environment in which they operate and influence and get influenced by other systems. Questionnaires for principals and student leaders were used. Cross-sectional survey design was adopted with a target population of 354 secondary schools principals and 4602 student leaders. Probability sampling was employed and stratified proportionate random sampling was used. A sample of 118 secondary school principals and 1534 student leaders were sampled and the return rate consisted of 101(85.6%) principals, 100 teachers (100%) and 1433(93.4%) student leaders. Frequencies, percentages and Means were used to compare various forms of mentoring while correlation coefficients were used to determine the strengths of the association between the various participatory practices and establish if statistically significant or not. Student mentoring was practised in 66.3 per cent of schools with attendant reduced cases of indiscipline. There was a strong correlation between use of successful alumni, mentoring on academic excellence, mentoring on ethical living and student discipline.
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Service, Brenda, Gulay Erin Dalgic, and Kate Thornton. "Benefits of a shadowing/mentoring intervention for New Zealand school principals." Professional Development in Education 44, no. 4 (September 25, 2017): 507–20. http://dx.doi.org/10.1080/19415257.2017.1378705.
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Searby, Linda J., and Denise Armstrong. "Supporting the development and professional growth of middle space educational leaders through mentoring." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 162–69. http://dx.doi.org/10.1108/ijmce-06-2016-0054.
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Purpose – The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers. Design/methodology/approach – The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process. Findings – The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position. Research limitations/implications – The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts. Practical implications – This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves. Originality/value – This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.
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Bush, Tony. "Preparation and induction for school principals." Management in Education 32, no. 2 (March 21, 2018): 66–71. http://dx.doi.org/10.1177/0892020618761805.
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This article will examine different international approaches to leadership preparation and induction, linked to concepts of socialization and identity. Although leadership is widely understood to be the second most important factor influencing student outcomes, principal preparation is neglected in many countries. A teaching qualification and teaching experience are often considered to be sufficient attributes for new principals. The article will argue that being a principal is a different role from classroom teaching and requires specific preparation. This involves three phases of socialization. First, aspiring leaders require professional socialization, preparing to become a principal. Second, they need to change their identity, from teacher to principal – a process of personal socialization. Third, they need a period of organizational socialization, learning to lead in a specific school. The article will draw on international research and literature to consider the experience of new principals in different settings. It will also examine examples of preparation and induction in several settings to establish what works effectively and in what contexts. It will also consider the role of mentoring in successful principal preparation and induction, bearing in mind the need for induction to be an extended process, not a ‘one-off’ event. The article will conclude with a model for leadership preparation and induction, which could be applied in many places, subject to careful adaptation to fit the local culture and context.
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Hasan, Salim, Abdul Rahman, Andi Bunyamin, and Hasibuddin Hasibuddin. "Management of Character Education at Integrated Islamic Elementary School, Gowa and Al-Biruni Mandiri Makassar Integrated Islamic Elementary School: A Multi-Case Study." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (August 8, 2021): 677. http://dx.doi.org/10.18415/ijmmu.v8i7.2891.
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This study aims to determine, study and analyze character education management and its effectiveness at SDIT Al-Fityan School Gowa and SDIT Al-Biruni Mandiri Makassar. This research is a qualitative research with a phenomenological approach. The method of collecting data is through interviews with school principals, vice principals for curriculum affairs, students, homerooms and teachers. Other data sources are through observation and documentation. The data obtained were analyzed by data reduction steps, data presentation and conclusion drawing. The results of this study indicate that character education planning begins with establishing the school's vision, mission, goals and programs, as well as determining character values, designing a curriculum that integrates character values into an integrated syllabus and lesson plans based on Islamic education. The organization of character education is carried out by the principal through coordination between elements, division of tasks based on SOPs, controlling and evaluating. implementation. Implementation of character education through (1) integrating character values into Islamic values-based learning, (2) through apperception activities or morning briefings, (3) mentoring activities or Islamic Personal Development, (4) Al-Qur'an mentoring, outing class and outbound. Character education is also carried out through extracurricular activities, habituation of worship and Islamic etiquette, modeling and school culture. Supervision of character education from the principal, and homeroom supervision of students through mutaba'ah/scoring boards. The implementation of character education has formed students who are able to be religious, able to apply Islamic etiquette, very good in tolerance, speak politely, independently, help, socially care, honest, disciplined, confident, cooperative and responsible.
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Protik, Ali, Steven Glazerman, Julie Bruch, and Bing-ru Teh. "Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives." Education Finance and Policy 10, no. 4 (October 2015): 573–610. http://dx.doi.org/10.1162/edfp_a_00174.
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We examine behavioral responses to an incentive program that offers high-performing teachers in ten school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. We discuss behavioral responses to the program on high-performing teachers’ willingness to transfer (supply) and the effect of the transfer offer on the internal dynamics of the receiving schools (demand). We found low take-up rates among the 1,514 high-performing teachers who were offered the incentive, with minimal sorting on observable characteristics. Within the new schools, transfer teachers were less likely than their counterparts in a randomized control group to require mentoring and more likely to provide mentoring themselves. No significant differences occurred in school climate, collegiality, or the way in which students were assigned to teachers, but evidence indicates that principals may have strategically assigned existing teachers to grades in both treatment and control schools in response to the quality of the incoming teachers.
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Ganser, Tom, Melissa Freiberg, and John Zbikowski. "The perceptions of school principals about a mentoring program for newly hired urban school teachers." Teacher Educator 30, no. 2 (September 1994): 13–23. http://dx.doi.org/10.1080/08878739409555079.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.
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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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de Bruyn, Nicolette, and Raj Mestry. "Voices of resilience: Female school principals, leadership skills, and decision-making techniques." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1757.
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In this article we report on a qualitative study which explored the life narratives and career trajectories of female school principals, to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study reveal, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.
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Handayani, Tutik. "Peningkatan Kemampuan Kepala Madrasah dalam Menyusun Program Supervisi Pendidikan melalui Kelompok Kerja Kepala Madrasah (KKM) Berbasis Pendampingan di Madrasah Binaan." Jurnal Kependidikan 6, no. 1 (May 25, 2018): 107–22. http://dx.doi.org/10.24090/jk.v6i1.1693.
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The purpose of this study is to describe and obtain information about the efforts of the principal's ability in preparing the program of educational supervision through the working group of principals KKM-based mentoring in MTS Binaan This research is a school action research. The research procedures in this study include planning, action, obeservation and reflection. This study consists of two cycles with four meetings. The subjects consisted of 3 headmasters of /MTS Binaan. Research data was collected using obeservation sheets. Data were analyzed using percentages. The result of the research indicates that KKM based on Mentoring can improve the ability of headmaster in preparing the education supervision program in MTS Binaan. This is evidenced by the increase in the ability of the principal in preparing the education supervision program from cycle I to cycle II. The average ability of headmaster in preparing the education supervision program in cycle I is 73.17 with enough category and in cycle II is 84.29 with good category
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Goodrich, Andrew. "Peer Mentoring in a High School Jazz Ensemble." Journal of Research in Music Education 55, no. 2 (July 2007): 94–114. http://dx.doi.org/10.1177/002242940705500202.
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The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.
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Hancock, Carl B. "Music Teachers at Risk for Attrition and Migration." Journal of Research in Music Education 56, no. 2 (July 2008): 130–44. http://dx.doi.org/10.1177/0022429408321635.
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This study examined the effects of teacher characteristics, school conditions, teacher efficacy, external support, and remuneration on music educators' risk for attrition and migration. Data from the 1999—2000 Schools and Staffing Survey—a comprehensive, nationally representative survey of teachers, principals, and schools conducted by the National Center for Educational Statistics—were examined for 1,931 music teacher participants. Based on sequential logistic regression analysis, significant predictors included young age (less than 30 years; 30—39 years), teaching in a secondary or private school, extracurricular hours, schoolwide concerns, limited support from administrators and parents, lower salary, and dissatisfaction with salary. When not controlling for school conditions and teacher efficacy, female music teachers were more likely than males to be at greater risk, and minority teachers were more likely to be a high risk than nonminorities. No observed effects were found for older teachers, education, mentoring, and school location. Implications for music teacher retention policy are discussed.
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Kelehear, Zach. "Mentoring the Organization: Helping Principals Bring Schools to Higher Levels of Effectiveness." NASSP Bulletin 87, no. 637 (December 2003): 35–47. http://dx.doi.org/10.1177/019263650308763704.
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Zepeda, Sally J., Ed Bengtson, and Oksana Parylo. "Examining the planning and management of principal succession." Journal of Educational Administration 50, no. 2 (March 16, 2012): 136–58. http://dx.doi.org/10.1108/09578231211210512.
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PurposeThe purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.Design/methodology/approachLooking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple‐case approach was selected with semi‐structured interviews providing the major source of data.FindingsFindings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations was highly valued.Practical implicationsThe implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession.Originality/valueThe originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness.
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Creasap, Sally A., April L. Peters, and Cynthia L. Uline. "The Effects of Guided Reflection on Educational Leadership Practice: Mentoring and Portfolio Writing as a Means to Transformative Learning for Early-Career Principals." Journal of School Leadership 15, no. 4 (July 2005): 352–86. http://dx.doi.org/10.1177/105268460501500401.
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An in-depth, 2-year instrumental case study considered the degree to which ongoing reflection, within the context of mentoring relationships and administrative portfolio writing, supported the development of administrative leadership practice within an Administrative Leadership Academy: Entry Year Program. By observing the ways in which entry-year principals applied academy-supported knowledge, dispositions, and performances within the school setting, researchers sought to determine the impact of ongoing Leadership Academy experiences on leadership practice. Findings suggest that guided reflection through mentoring and reflective writing presented an effective means to improve leader learning and practice within the current context of state and federal accountability systems and standards-based education.
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Cheng, Eric C. K. "Knowledge management strategies for sustaining Lesson Study." International Journal for Lesson and Learning Studies 9, no. 2 (December 3, 2019): 167–78. http://dx.doi.org/10.1108/ijlls-10-2019-0070.
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Purpose The purpose of this paper is explore the relative effectiveness of people-based and information technology-based knowledge management (KM) strategies as implemented by principals in Hong Kong schools to facilitate and sustain Lesson Study for teachers’ knowledge sharing and internalization. Design/methodology/approach Data from 184 principals in Hong Kong were collected by a cross-sectional quantitative survey. Confirmatory factor analysis and reliability tests have been used to examine the constructed validity and reliability of the instrument. A structural equation model was applied to confirm the predictive effect of people-based and information technology-based KM strategies on teachers’ knowledge sharing and internalization through Lesson Study. Findings Results show that people-based KM strategy predicts knowledge sharing and internalization by and among teachers. However, while information technology-based knowledge management strategies predict teachers’ knowledge sharing, they do not predict how effectively they internalize knowledge. Practical implications Cultivating communities of practice, professional learning communities and mentoring schemes in schools can nurture a knowledge-sharing culture to facilitate and sustain Lesson Study for teacher learning. Institutionalizing an information technology system can help teachers to retrieve, share and store the school’s explicit knowledge. Originality/value The paper not only suggests school management strategies and practices for school leaders to facilitate and sustain Lesson Study, but also brings a new research dimension, KM, to the research area.
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Mullen, Carol A., and S. Sonja Cairns. "The Principal's Apprentice: Mentoring aspiring school administrators through relevant preparation." Mentoring & Tutoring: Partnership in Learning 9, no. 2 (August 2001): 125–52. http://dx.doi.org/10.1080/13611260123854.
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Marbun, Sariana. "ASSISTANCE IN IMPROVING QUALITY OF EDUCATION IN EARLY CHILDREN BASED ON STANDARD PAUD IN DELI SERDANG DISTRICT." Journal of Community Research and Service 3, no. 1 (August 27, 2019): 43. http://dx.doi.org/10.24114/jcrs.v3i1.14433.
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Activities in Quality Improvement of ECD Management Based on ECD Standards based on the low understanding of managers (principals and teachers) on eight PAUD Standards (Standards for Achieving Child Development, Content, Processes, Educators and Education Personnel, Assessment, Facilities and Infrastructure, Management and Financing). This activity aims to assist principals and teachers in managing PAUD based on PAUD standards. The activities carried out began with enlightenment and question and answer about the Nature of PAUD Standards, then analyzed the Instruments for PAUD Quality Mapping, and Assistance in completing the documents of each Standard. Mentoring activities were carried out from August to October 2018, which took place at PAUD Miska and PAUD Harapan Bangsa, Percut Sei Tuan District, Deli Serdang Regency. The participants of this activity were the Principal and Teachers and Education Personnel who served in the two schools totaling 10 people. Activities are carried out by means of discussion, question and answer, group work and assignments. At the end of the activity an evaluation of the process and work results of the participants was conducted, and agreed on follow-up activities from mentoring. The results of the mentoring activities concluded that: 1) Understanding of Principals and teachers and other education personnel about PAUD management Based on PAUD Standards increased; 2) Managers' lack of understanding of PAUD Standards causes a lack of realization of programs that refer to standards, lack of procurement of facilities and infrastructure, and not storing documents or letter files, certificates, photos, attendance lists and others. It is recommended that PAUD managers try to rediscover some of the physical evidence that the activities that have been carried out are in accordance with the standards, and the following day the manager must carry out the program in accordance with the PAUD Standards.Keywords: Assistance in Quality Improvement of PAUD Management, PAUD Standards.
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Isjoni, Isjoni. "AN EVALUATION OF THE 2013 CURRICULUM ASSISTANCE TRAINING PROGRAM FOR HISTORY TEACHERS IN PEKANBARU." International Journal of Educational Best Practices 3, no. 2 (November 27, 2019): 85. http://dx.doi.org/10.31258/ijebp.v3n2.p85-92.
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This study is aimed at measuring the effectiveness of the 2013 Curriculum implementation assistance training program for school principals and History teachers conducted by the education office in Pekanbaru City. The study was conducted using the CIPP (Context, Input, Process, and Product) evaluation model introduced by Stufflebeam (2003). The data were collected through interviews, documentation, and observation. The subject of the study was the Pekanbaru city education office. The results show that the evaluation of the 2013 Curriculum implementation assistance training program resulted in a background, goals, objectives, expected results, and legal basis; the Input Evaluation resulted in criteria for training participants, training preparation programs, companion criteria, training organizers, training facilities, mentoring strategies, mentoring patterns, mentoring training mechanisms, training manuals, training implementation schedules, and training funding; The process evaluation resulted in the implementation of mentoring preparation, program structure readiness, teaching material readiness, preparedness of assistant staff, readiness of organizers, and readiness of training facilities which became the foundation of the committee to carry out the training. Furthermore, the assistants carry out the learning process; Product evaluations produce training graduates' competency standards, the level of success of training participants, and the impact of training graduates. From the evaluation results, the context obtained a value of 4.96 in the Very Good category. While the process evaluation obtained an average of 2.6 Poor categories and product evaluations obtained a score of 2.80 Poor category. Overall, the evaluation component of the K13 mentoring training program for history subjects at the Pekanbaru City High School scores 3.7 in the Good category. This means that the implementation of the K13 mentoring training program for history subjects at the Pekanbaru City High School is at a good level.
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Munawwaroh, Khidayatul, Efa Silvia, Uli Wahyuni, Sri Dewi, and Mayasari Mayasari. "Peningkatan Performa Sekolah Dasar Melalui Program Pelatihan Guru dan Kepala Sekolah di Kota Jambi." Seminar Nasional ADPI Mengabdi Untuk Negeri 1, no. 1 (September 20, 2020): 250–55. http://dx.doi.org/10.47841/adpi.v1i1.64.
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This training aims to provide an overview of the concepts of improving the performance of teachersand school principals as an effort to improve human resources (HR) which is carried out througheducation and training, so that it is expected to produce high enough performance of teachers andprincipals in learning. One of the weaknesses that exist today in the world of education is the lowperformance of teachers in terms of competence and self-quality in managing classes actively andcreatively. Based on the data above, there needs to be a comprehensive effort to improve the qualityof our education. This improvement can be started from the lowest education unit, namely the schoolinstitution. The capacity of Indonesian schools needs to be increased so that they are able to face thechallenges of a much more competitive future. One way to improve school performance is to improveteacher quality. The quality of teachers can be improved by providing training and mentoring. For thisreason, as a form of Higher Education Tridharma, a Community Service Program was held with thetheme of Improving Primary School Performance through the Teacher and Principal Training Programat the As'ad Islamic Elementary School Foundation in Jambi City. The purpose of this training is toassist teachers in the development of teacher professional competencies such as updating learningmethods in class, use of learning media, etc. Through increasing the capacity of teachers through thisworkshop, it is hoped that it can improve the school's performance.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Jack, David, and Robert Lobovsky. "Mentoring aspiring racialized leaders." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 170–86. http://dx.doi.org/10.1108/ijmce-03-2016-0022.
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Purpose – The purpose of this paper is to examine the initial outcomes of a mentoring program designed to increase the advancement prospects of racialized teachers to vice principal positions within a Canadian school district. Design/methodology/approach – This program assessment documents evidence that challenges current school leadership paradigms rooted in western dominance and suggests new approaches to leadership informed by research on diversity, equity, and identity. Findings – Survey data from 32 participants (13 mentors and 19 mentees) from Canada’s second largest school district were analyzed thematically and showed that racialized mentees generally rated their satisfaction with the program lower than did mentors (both racialized and non-racialized), particularly as it relates to feelings of inclusion and in the program’s potential to influence the recruitment and advancement of racialized employees in the district. Research limitations/implications – The findings are limited to a single mentoring program for aspiring racialized leaders within a single, large school district but reinforce similar findings from research conducted in another large Canadian urban center, the USA and UK, and are of interest in other educational contexts where leaders from diverse backgrounds are underrepresented. Originality/value – The paper reinforces findings from the small number of studies on targeted leadership mentoring for specific populations. While the findings support the practice of mentoring for leaders, the authors challenge the culture-free leadership paradigm that permeates Western education literature and question its role as an underlying barrier for aspiring racialized leaders in schools.
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Arrieta, Gilbert S. "Curriculum Evaluation: Inputs for Principal’s Instructional Leadership." International Journal of Social Learning (IJSL) 1, no. 2 (April 20, 2021): 146–61. http://dx.doi.org/10.47134/ijsl.v1i2.45.
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One of the most important components in education is the curriculum. It undergoes evaluation and development to be responsive to the needs of the times. It adapts to the kind of teachers and learners because teaching and learning are dynamic. The main drivers of the curriculum are the education leaders primarily the principals who are the instructional leaders. The main task of the principal is instructional leadership which means overseeing the teaching and learning process starting with the curriculum. However, the administrative tasks of the principals deprive them of becoming effective instructional leaders. This study aims to present the experiences of the researcher in curriculum evaluation under different principals in a private sectarian school in Manila and seeks to identify how principals can take a strong leadership presence in the challenges in instruction and curriculum evaluation. A critical reflection which is an extension of “critical thinking” and asks us to think about our practice and ideas and then it challenges us to step back and examine our thinking by asking probing questions was used as the method in this study. The researcher looks back into his experiences and identifies the key points in curriculum evaluation vis-à-vis the tasks of instructional leadership. It found out that curriculum evaluation, primarily an integral part of instructional leadership. The principals have to do curriculum evaluation as a collaborative task and process. Moreover, curriculum evaluation with instructional leadership should be giving importance to professional development and mentoring of academic heads and teachers.
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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (November 4, 2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.
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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
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Nurtanto, Muhammad, Nur Kholifah, Alias Masek, Putu Sudira, and Achmad Samsudin. "Crucial problems in arranged the lesson plan of vocational teacher." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 345. http://dx.doi.org/10.11591/ijere.v10i1.20604.
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<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>
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Attard Tonna, Michelle. "The benefits of mentoring newly qualified teachers in Malta." International Journal of Mentoring and Coaching in Education 8, no. 4 (November 21, 2019): 268–84. http://dx.doi.org/10.1108/ijmce-02-2019-0034.
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Purpose Newly qualified teachers (NQTs) seek advice from more experienced colleagues and are considered as learning through participation, including observing other teachers and receiving feedback. In many education systems around the world, induction programmes are developed to support these new teachers in needs ranging from pedagogical to the practical. The induction programme in Malta has been in place since 2010 and offers support to NQTs through their mentor, a member of the school management team, and their college principal. The purpose of this paper is to examine the benefits of mentoring as experienced by a group of NQTs and their mentors in select Maltese schools. Design/methodology/approach Through a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1994), the reflections and online conversations with 15 mentors from 10 schools, who were given the role of supporting an NQT in their school for one scholastic year, informed this study. This approach was used because grounded theory seeks to derive its explanations from the data of the phenomenon itself and encourages systematic, detailed analysis of the data. Codes were developed from the transcripts, which were then compared against the research questions, using an inductive approach. Themes emerged, helping the researcher to construct meaning. Findings The data strongly suggest that a mentoring approach based on reflection and dialogue promoted positive relationships between the mentors and the mentees and led to professional growth. Moreover, the school and social environment played a crucial role in the way the participants interacted and defined their challenges. It is thus recognised that the NQT induction programme needs to be adequately understood and acknowledged by schools and the education authorities in order for it to reach its aims of supporting beginning teachers. Physical spaces and opportunities for collaboration can enhance what the mentors are trying to achieve. Originality/value This research is the first of its kind in Malta as it explores the perceptions and experiences of mentors who are actively participating in the induction programme for NQTs.
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McNeven, Sean, Loraine McKay, and Katherine Main. "The Lived Experience of Professional Mentorship and Its Implications for School-Based Mentoring Programs." Journal of Education 200, no. 2 (September 17, 2019): 89–96. http://dx.doi.org/10.1177/0022057419875129.
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School-based mentoring (SBM) is an intervention that addresses the disengagement of “at-risk” youth. Currently, empirical evidence that SBM may help to stem youth disengagement remains largely inconclusive and inconsistent, and few studies have sought to examine the relational element of SBM. This article reports on a study that used a hermeneutic phenomenological methodology to identify and describe the constructs that constitute the lived experiences of two professional mentors working with young adolescents. The study’s analysis revealed the mentor–mentee relationship as the principal operative element of such programs and identified mechanisms for the successful generation of mentor–mentee relational quality.
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Lestari, Nina Dwi, Laili Nur Hidayati, and Salis Sangadatun Abadiyah. "GERAKAN MASYARAKAT SEKOLAH TANGGAP BULLYING DALAM UPAYA PENCEGAHAN BULLYING PADA ANAK USIA SEKOLAH." Jurnal SOLMA 8, no. 1 (April 30, 2019): 101. http://dx.doi.org/10.29405/solma.v8i1.2957.
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The phenomenon of bullying is currently a serious problem, especially in groups of school-age children because the incidence has increased from year to year. The results of interviews with fourth and 5th-grade students at Bangunjiwo Elementary School showed that 80% of students had been involved in the incidence of bullying. The results of interviews with teachers indicate that teachers have not known much about the problem of bullying. So far there is no school policy in the effort to prevent and overcome bullying. The data shows that the teacher's perception of bullying in school-age children is still not right. This community service program aims to improve the knowledge, awareness, and ability of the school community in efforts to prevent bullying in school-age children by increasing the participation of the school community. This program is carried out through tiered education for students, teachers, employees, student principals regarding bullying in school-age children, counseling training and mentoring for teachers, policy advocacy efforts related to bullying and the creation of health promotion media related to bullying. The resulting output in the form of increased knowledge, attitudes and perceptions of partners related to bullying in school-age children and the initiation of school policies in the prevention of bullying.
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Retnowaty, Retnowaty, Prita Indriawati, and Kiftian Hady Prasetya. "Pengenalan Kosakata Bahasa Inggris Bertema Lingkungan Sekolah di Sekolah Dasar." Abdimas Universal 2, no. 1 (April 30, 2020): 1–7. http://dx.doi.org/10.36277/abdimasuniversal.v2i1.53.
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English vocabulary mastery in elementary school students is quite minimal. This can happen because they have not yet learned English because the lessons have been removed from the elementary school curriculum starting in 2014. The implementation team was restless and wanted to introduce English early on to students, especially at SDN 012 West Balikpapan as a form of initial recognition in order to survive and able to compete in junior high school. The method used is to provide theory and practice to the target audience. The activity of introducing English vocabulary on the theme of the school environment is carried out through face to face with the delivery of material through the lecture method followed by guidance, practice, and evaluation in understanding vocabulary with the themes of alphabets, numbers, colors and school subjects, School Things, and People in School. The results of community service activities carried out at SDN 012 West Balikpapan provide considerable benefits and are needed by students at the school. School principals, teachers, and students expect this activity to be carried out continuously through mentoring activities and forms of English language training and other lessons. Language Training is one form of non-formal education that is very important and useful for students to get to know English that still feels foreign.
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Misranik, Misranik. "THE RESPONSIBILITIES OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN IMPLANTING ISLAMIC VALUES FOR STUDENTS." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (May 1, 2021): 43–52. http://dx.doi.org/10.29313/tjpi.v10i1.7557.
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This study aims to determine the Islamic and the responsibility of Islamic religious education teachers in instilling Islamic values in students. This research uses a descriptive qualitative approach. In obtaining data researchers used interview, observation, and documentation methods. The results of this study concluded that: 1) The forms of Islamic values that are applied, the value of faith, the value of worship, and the value of morals. 2) Supporting factors for Islamic Religious Education teachers in instilling Islamic values in students, namely, the existence of a community in a very religious school environment, besides that it has full support from the principal and school committee, an appropriate school vision and mission, and existence Mentoring. 3) PAI teachers have carried out their duties and obligations as well as their responsibilities as PAI teachers to instill Islamic values in students, and all comply with the existing curriculum in schools, and Islamic religious education teachers in instilling Islamic values in students with habituation. 4) The results of Islamic activities, it can be seen that all students wear a headscarf for those who are Muslim, their behavior and behavior are also good, as well as many Islamic achievements achieved.
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Hartini, Sri. "Developing the quality of early childhood mentoring institutions." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 1 (September 5, 2017): 87. http://dx.doi.org/10.21831/jppfa.v5i1.15508.
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The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the facility limitation and the lack of program management effectiveness.Keywords: development, educational quality, kindergarten
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Arar, Khalid Husny. "The challenges involved when Arab women forge a path to educational leadership: Context, personal cost, and coping." Educational Management Administration & Leadership 47, no. 5 (February 2018): 749–65. http://dx.doi.org/10.1177/1741143217753191.
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This paper traces challenges faced by six Arab women from three different Arab localities – Palestinian Arab society in Israel, Palestinian Authority territories, and Jordan – on their path to appointment as school principals, investigating how they cope with the challenges involved in women’s leadership in a patriarchal society. Qualitative methodology employed in-depth interviews to elucidate the life stories of six Arab women principals. Findings show that the women’s professional careers were empowered by family support. They report various difficulties and obstacles that they needed to overcome, especially since they are expected to continue to fulfil their homemaker role while complying with the requirements of their demanding profession. It is concluded that Arab women who attain educational leadership posts employ their strong characteristics, their empowered agency, and the values they acquire and represent to improve their social status, transform their personal and professional identity, and improve their resources despite restrictive cultural norms. Enlisting support from their families and other resources, they overcome barriers on the path to principalship. It is recommended that government policy in the studied societies should encourage women to undertake senior roles in education and provide the necessary mentoring and support to ensure their success. Further implications of the findings are discussed.
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Wong, Harry K. "Programas de indução que mantêm os novos professores ensinando e melhorando (Induction Programs That Keep New Teachers Teaching and Improving)." Revista Eletrônica de Educação 14 (October 9, 2020): 4139112. http://dx.doi.org/10.14244/198271994139.
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e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.
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Tana, Ardian, and Florinda Tarusha. "Institutionalizing University-School Relations in Order to Strengthen the Role of Teaching Practices." European Journal of Education 3, no. 1 (January 1, 2020): 36. http://dx.doi.org/10.26417/ejed.v3i1.p36-39.
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The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their present-day stage and provide concrete suggestions on how to regulate these relationships.
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Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.
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Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.
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Richards, K. Andrew, and Thomas J. Templin. "The Influence of a State Mandated Induction Assistance Program on the Socialization of a Beginning Physical Education Teacher." Journal of Teaching in Physical Education 30, no. 4 (October 2011): 340–57. http://dx.doi.org/10.1123/jtpe.30.4.340.
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Using occupational socialization theory, this investigation describes the socialization of Janet, an induction phase physical education (PE) teacher. Special attention was given to the forms of induction assistance Janet was exposed to during her first two years at Liberty Middle School. Data were collected through seven interviews with Janet and interviews with Janet’s mentor, principal, and assistant superintendent. Analyses were conducted using inductive analysis and the constant comparative method. Results indicate that Janet was exposed to several forms of assistance including a state wide induction assistance initiative called the State Mentoring and Assessment Program (S-MAP). She found the informal assistance provided by her teaching colleague and the community of practice they formed to be among the most important elements of her induction, and she was critical of the formal support she received through the S-MAP.
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Veftisia, Vistra, Luvi Dian Afriyani, and Eti Salafas. "Pengabdian Masyarakat SMPN 4 Ungaran Pelatihan Kader Kesehatan Remaja Tentang Status Gizi Remaja Dan Deteksi Dini Masalah Kesehatan Reproduksi Remaja." Jurnal Pengabdian Dharma Bakti 3, no. 1 (February 25, 2020): 49. http://dx.doi.org/10.35842/jpdb.v3i1.105.
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Teenagers are often classified as a group that is always healthy away from risk factors for illness, but many health problems suffered by adolescents due to behavioral factors that can actually be prevented. Teenagers are faced with complex problems related to physical, psychological and emotional changes that cause teens to experience health problems. Some health problems that often occur are nutrition and reproductive health. Prevention can be done if students make early detection of nutritional problems and adolescent reproductive health problems with the support of the environment both at home and at school. The obstacle that often occurs in schools is a fairly large comparison between the number of health service providers and the number of students in school. The role of adolescent health cadres to help adolescents be more comfortable discussing about nutrition and adolescent reproductive health issues. In connection with these problems, community service programs provide solutions to improve students' knowledge of adolescent nutritional status and early detection of adolescent reproductive health problems through training and mentoring of adolescent health cadres. The activity began with the training of adolescent health cadres totaling 18 grade 7 students through active learning learning methods. From these activities it was found there was an increase in the knowledge of adolescent health cadres after the training. The next activity was an accompanying adolescent health cadre to conduct health education with peers consisting of class 8 totaling 54 students. The result is an increase in knowledge. The next activity is the evaluation of activities with the school principal and Wa.Ka. students, and obtained results that this activity will be continued with other class targets using the media that has been given.Keywords: Health cadres, adolescent nutrition, adolescent reproductive health
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Swaminathan, Raji, and Latish Reed. "Mentor Perspectives on Mentoring New School Leaders." Journal of School Leadership 30, no. 3 (November 13, 2019): 219–37. http://dx.doi.org/10.1177/1052684619884785.
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The purpose of this study was to understand the perspectives of recently retired principals who were mentors to new school leaders in a high-need urban school district. Mentors reflected on the mentoring needs and challenges faced by new school leaders while also reflecting on their own careers as school principals. This study was informed by the literature on mentoring as well as the reflective practice literature. We used focus groups as the primary method of collecting data. Data analysis followed the process of open coding and independently identifying relevant data followed by constant comparison to narrow down the list of codes. The findings point to the need for mentoring new school leaders and to focus on promoting confidence and a growth mind-set in principals. Additionally, the findings point to reflective mentoring as a possible mentor model to benefit and support mentor self-learning as well as supporting principals.
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Aravena, Felipe. "Mentoring novice school principals in Chile: what do mentors learn?" International Journal of Mentoring and Coaching in Education 7, no. 3 (September 3, 2018): 219–30. http://dx.doi.org/10.1108/ijmce-01-2018-0002.
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Purpose The purpose of this paper is to explore the mentors’ knowledge gained of eight Chilean mentors during their first experience working within a formal mentoring program supporting novice school principals. Design/methodology/approach This study uses a qualitative approach. Research design, data collection and data analysis comprise an interpretative approach to aid the understanding of the learnings and personal processes involved in the mentoring experiences of mentors. For that the authors have coded 280 reflection sheets from the whole process of mentoring. Findings Mentors learn how the system works, how the school context offers opportunities and limitations for novice school principals, how they themselves perform their role and what professional strategies are effective for supporting new principals. In practical terms, mentors learn the relevance of being a good listener, critical friend, guide, supporter, respondent and source of knowledge. Practical implications Mentoring is an important professional activity that can promote the retention of principals and improve their organization and professional socialization within schools. Originality/value This is the first study presenting a formal experience in mentoring in Latin America.
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Muse, Ivan D., Gloria Jean Thomas, and F. Del Wasden. "Potential Problems (and Solutions) of Mentoring in the Preparation of School Administrators." Journal of School Leadership 2, no. 3 (May 1992): 310–19. http://dx.doi.org/10.1177/105268469200200306.
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In a few university administrator preparation programs, experienced principals are being used effectively as mentors to aspiring principals. The mentoring relationship has been found to be more positive and beneficial if the practicum experience is long term and the mentor is seen as an important member of the university training effort. Under the best of circumstances problems may occur that affect the value of mentoring. The article discusses twelve common pitfalls of mentoring and provides suggestions for their resolution.
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McCreary Kring, Kay. "Mentoring Principals: Who Does It and When?" NASSP Bulletin 76, no. 546 (October 1992): 116–20. http://dx.doi.org/10.1177/019263659207654625.
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Zirkel, Perry A., and Ivan B. Gluckman. ""Downsizing" School Principals." NASSP Bulletin 80, no. 578 (March 1996): 99–101. http://dx.doi.org/10.1177/019263659608057813.
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Barnett, Bruce G., Alan R. Shoho, and Nathern S. A. Okilwa. "Assistant principals’ perceptions of meaningful mentoring and professional development opportunities." International Journal of Mentoring and Coaching in Education 6, no. 4 (December 4, 2017): 285–301. http://dx.doi.org/10.1108/ijmce-02-2017-0013.
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Purpose When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles. Design/methodology/approach Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders. Findings Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect. Originality/value This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.
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Pariente, Nirit, and Dorit Tubin. "Novice principal mentoring and professional development." International Journal of Mentoring and Coaching in Education 10, no. 3 (July 14, 2021): 370–86. http://dx.doi.org/10.1108/ijmce-01-2021-0015.
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PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.
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Kwan, Paula, and Yuet-man Benjamin Li. "Striving for a way out from a rock and a hard place." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 239–52. http://dx.doi.org/10.1108/ijmce-04-2016-0037.
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Purpose – The purpose of this paper is to understand the dilemmas facing Hong Kong vice-principals in discharging their roles and to further explore their engagement in informal mentoring as a coping mechanism in the absence of a structured professional development program. Design/methodology/approach – The qualitative study was conducted in the form of in-depth face-to-face, loosely structured individual interviews with ten informants from a variety of personal and school backgrounds, contributing to a set of data that unveiled the basic themes. Findings – Three dilemmas facing Hong Kong vice-principals were identified: juggling administrative work with teaching, standing by management or siding with peer teachers, and forced innovation vs omnipresent conservatism. The findings also suggested that the informants tended toward external resources intentionally with a view to gaining emotional support as well as professional stimulation. They also engaged in informal mentoring, which took the form of observing principals’ behaviors, joining support groups organized by school governing bodies, and enrolling in academic programs offered by universities and/or professional bodies, as a way to resolve the dilemmas. Research limitations/implications – Informal mentoring has been identified as an effective approach for Hong Kong vice-principals to acquire the skills and knowledge needed to overcome workplace challenges and the feelings of loneliness experienced upon changing their role. The findings point to the importance of formalizing mentoring in vice-principal development programs. Originality/value – This study is the first of its kind to explore the impact of informal mentoring on vice-principals in Hong Kong where both dual-career track systems and a structured mentoring programs are missing.
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Gonzales, Kathleen, and Ira Bogotch. "Fiscal Practices of High School Principals: Managing Discretionary School Funds." NASSP Bulletin 83, no. 610 (November 1999): 37–48. http://dx.doi.org/10.1177/019263659908361006.
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How do we arrive at a pool of aspiring administrators who can manage money wisely? We may assume all principals are honest, but we should not assume all principals know how to handle money. With so many other pressures on school principals to perform as educational leaders, money management is just one more reality principals must shoulder.
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Grift, W. van de, and Th Houtveen. "Principals and School Improvement." School Effectiveness and School Improvement 2, no. 1 (January 1991): 53–70. http://dx.doi.org/10.1080/0924345910020105.
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Griffith, Allison I., and Svitlana Taraban. "Mentoring Narratives ON-LINE:Teaching the Principalship." education policy analysis archives 10 (May 17, 2002): 27. http://dx.doi.org/10.14507/epaa.v10n27.2002.
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The need to develop new models for preparation of school administrators has been a prominent concern in educational discourse in the last decade. Having been criticized for the inadequate preparation of the school leadership cadre, academic departments responsible for training future school administrators have had to revisit their approaches and to reframe their teaching philosophies to ensure the readiness of their graduates for the challenges and complexities of school leadership. This article reports on the new model of principals' training that has been used in York University's Principals' Qualification Program (PQP) from the late 1990s onward. One component of the program brings traditional case methodology into a computer-mediated/on-line environment. The on-line cases are narratives from the everyday lives of the Ontario school administrators who serve as mentors in the on-line environment. Situating our discussion within the context of the rapidly changing educational landscape of Ontario, we focus on the PQP model to explore experientially generated case narratives as one method for teaching and learning the work of the local school administrator. We focus particularly on the teaching and learning embedded in computer-mediated or on-line case narratives used in training teachers for school leadership. We argue that the complexities of school leadershipthe social, cultural, relational, ethical and moral context of school leadershipcan be taught effectively through the reflective processes of on-line case narratives. We seek to contribute to the ongoing dialogue on the potential of new pedagogies and new technologies to help prepare the competent and responsible leaders for tomorrow's schools.
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Walker, Allan, and Kenneth Stott. "Mentoring Programs for Aspiring Principals: Getting a Solid Start." NASSP Bulletin 78, no. 558 (January 1994): 72–77. http://dx.doi.org/10.1177/019263659407855811.
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