Principal Preparation Program Self-Study Toolkit for use in … · 2018. 1. 17. · QM Self-Study Toolkit Overview Education Development Center, Inc., funded by The Wallace Foundation,

10thEdition

Principal Preparation Program Self-Study Toolkit for use in developing, assessing, and improving principal preparation programs

• Candidate Admissions • Cl inical Pract ice • Course Content • Performance Assessment • Pedagogy-Andragogy • Graduate Performance Outcomes

QMSelf-StudyToolkit

TheWallaceFoundationgenerouslysupportsthiswork.Copyright©2018byEducationDevelopmentCenter,Inc.Allrightsreserved.CoverGraphic:©iStockphoto.comSuggestedcitation:King,C.(2018).QualityMeasures™principalpreparationprogramself-studytoolkit:Foruseindeveloping,assessing,andimprovingprincipalpreparationprograms(10thed.).Waltham,MA:EducationDevelopmentCenter,Inc.CopyrightNotice

ThisdocumentisprotectedbyUnitedStatescopyrightlawandmaynotbereproduced,distributed,transmitted,displayed,orotherwisepublishedwithoutthewrittenpermissionofEducationDevelopmentCenter,Inc.Youmaynotalterorremoveanytrademark,copyrightorothernotice.

© 2018 Education Development Center, Inc. 2

QMSelf-StudyToolkit

TableofContents

I. Introduction……………………………………………………..………………………….….……….4

II. Overview.………..………………………………….……………………..………………………………5

III. OperatingTheoryofChange…….……………………………………………………………….7

IV. ProgramDomainsandIndicatorsataGlance…….……………………………………..8

V. SupportingEvidence…………………………………………………………………………………9

VI. Rubrics……………………………………………………………………………………………………11

• CandidateAdmissions………………………………………………………………………12

• CourseContent………………………………………………………………………………...14

• Pedagogy-Andragogy………………………………………………………………………..16

• ClinicalPractice……………..……….………………………………..……………………...18

• PerformanceAssessment………………………………………………………………….20

• GraduatePerformanceOutcomes…..………………………………………………..22

VII. GlossaryofTerms…………………………………………………………………………….…..…24

VIII. SelectedReferences……………………………………………………………………………..…29


QMSelf-StudyToolkit

IntroductionThe10theditionofQualityMeasures™representsamilestoneinmorethanadecadeofEDCworkwithschooldistrictsandprincipalpreparationprogramsacrossthecountry,workingtoprepareprincipalstoleadchronicallylowperformingschools,withanendgoalofimprovingstudentachievement.SubstantialchangesinQMcontent,format,andmethodsarereflectedinthiseditionandareindirectresponsetofeedbackfromusersaswellasinsightsgleanedfromourownobservationsofuserimplementationoverthecourseofthepasttwoyearswithadiversepoolofprogramsandschooldistricts.ItiswithsincereappreciationthatweextendourthankstoTheWallaceFoundation,whosegenerousfundingsupportedtheproductionofthis10theditionofQMaspartofthelaunchoftheUniversityPrincipalPreparationInitiative(UPPI)inthefallof2016.UPPIprogramsfromAlbanyStateUniversity,VirginiaStateUniversity,FloridaAtlanticUniversity,SanDiegoStateUniversity,UniversityofConnecticut,WesternKentuckyUniversity,andNorthCarolinaStateUniversity–engagedtheirself-studyteamsinthecollectionofbaselineprogramdatausingQualityMeasures™toolsandprotocolsinpartnershipwithaffiliatedschooldistrictstaff.Wewouldalsoliketoacknowledgesurveyfeedbackreceivedfromschooldistrictidentifiedpreparationprogramsthatconductedself-studiesinpartnershipwiththeiraffiliatedschooldistrictsasaninitialstepintheirpartnercollaborationefforts.MembersoftheNationalTrainingProvider-PrincipalGraduateProfessionalLearningCommunity(TPPGPLC)wereanotherimportantcontributingsourcetothiseditionoftheQualityMeasures™toolkit.Contributionsincluded,butwerenotlimitedto,carefulreviewandfeedbackonProfessionalStandardsforEducationalLeaders(PSEL,2015)aspartofa2016PLCsessioninMassachusetts.AdditionalcontributorsincludedmembersofthefirsttrainingcohortofQMFacilitatorswhoco-facilitatedself-studieswithnon-Wallacefundedprincipalpreparationprogramsaspartoftheirtraining,andprovidedfeedbackandsuggestionsforimprovingtoolsandprocesses.Finally,itiswithheartfeltgratitudethatIacknowledgeMelissaLin.Hercountlesshoursoftooleditingandformatting,self-studymeetingcoordinationandscheduling,informationandmaterialsmanagement,andexemplarcataloguedesignandpopulationhavesupportedtheevolutionofQualityMeasures™since2009.HertalentedsupporthasbeenaconsistentsourceofbothinspirationandaspirationtoQMusers,trainers,facilitators,anddevelopers.CherylL.King,QMPrincipalInvestigatorEducationDevelopmentCenter,Inc.


QMSelf-StudyToolkit

OverviewEducationDevelopmentCenter,Inc.,fundedbyTheWallaceFoundation,ispleasedtointroducethe10theditionofQualityMeasures™evidence-basedtoolsandprotocols.TheQMtoolkitisintentionallydesignedtobeaself-led,analytic,andtopic-specificresourceforuseinthecriticalself-examination,reflection,andpeerreviewofprincipalpreparationprogrameffectiveness.HighlightsandNewResourcesThe10theditionoftheQMtoolkitreflectsseveralimportantchangesthatrespondtonewresearchfindings,performancestandardsforeducationleaders,andfeedbackfromQMprogramandschooldistrictpartners.Amongthemorenoticeablechangesisareturn(bypopulardemand)toarubricformatanddevelopmentallevelcontinuum.Alsoincorporated,aspartofthe10thedition,ismoredetailedguidanceonassemblingsupportingevidencethatincludes:typesofevidence,descriptionsforeachtype,andillustrativeexamplesbydomainandlevelofevidencestrength.Inadditiontothesechanges,thiseditionofthetoolincludes:selectedreferencesthatareorganizedbydomain,theQMtheoryofchange,andan“ataglance”lookatQMdomainsandindicators.ResearchBaseandPerformanceStandardsQMtoolsaregroundedintheseminalresearchofLindaDarling-Hammondonexemplaryprincipalpreparationpractices.QMrubricindicatorsandcriteriadescribethecharacteristicsassociatedwitheffectivepracticesfromtheliteratureandempiricalresearchonadulttransformationalpedagogy.Inaddition,indicatorsandcriteriaaretightlylinkedtoProfessionalStandardsforEducationalLeaders(PSEL).RubricOrganizationandRatingContinuumThisQualityMeasures™toolkitincludesarubricforeachofthefollowingprogramdomains:1)candidateadmissions,2)coursecontent,3)pedagogy-andragogy,4)clinicalpractice,5)performanceassessment,and6)graduateperformanceoutcomes.Eachdomainidentifiesspecificindicatorsofeffectivepracticeandcriteria.Rubricsprovideadetaileddescriptionofindicatorsandperformancecriteriaforeachprogramdomain.Afour-levelperformancecontinuumallowsteamstoexaminetheirprogrampracticesagainstindicatorcriteriaateachlevelofthecontinuumtodeterminethedegreetowhichtheirprogrammeetsthestatedcriteriaforaparticularlevel.Evidence-BasedProtocolQMusesaninteractivefacilitatedprocesstocompletetheprogramself-study.Self-studyteamsaretypicallycomprisedofprogramfaculty,affiliatedschooldistrictrepresentatives,andotherprogramstakeholders.Beginningwithafacilitatedorientationsession,theself-studytypicallyconsistsoffourparts:1)ageneralinformationsessionthatintroducesQualityMeasures™toanaudienceofpotentialusers;2)anorientationsessionforteams,interestedincompletingaprogramself-study,tobuildasharedunderstandingofQMdomainsaswellasindicatorsofeffectivenessandcriteria,andtobrainstormexamplesofevidenceofeffectivepractices;3)thepresentationofevidenceand


QMSelf-StudyToolkit

self-scoringsessionthatistypicallyheldwhenteamshavecompletedpreliminaryself-ratingsforeachprogramdomainandassembledsupportingevidence,andfollowingthepresentationofevidenceforeachdomain,theteammakesfinaldeterminationsaboutratinglevels;and4)apresentationoffindingsandrecommendationsforteamconsiderationonwheretofocusinterventionefforts.Thefourpartsofaneffectiveself-studyprocessaretypicallyscheduledasfollows:

• Thegeneralinformationsessionistypicallyaone-hoursessiondesignedforprograms,districts,andpolicymakersinterestedinlearningmoreabouttheQMself-studyprocessasawaytosupportcontinuousimprovementactivities.Thissessionisoftenconductedvirtuallyinordertoaccommodatelargeraudiencesofpotentialuserswhomaybelocatedindifferentlocations.

• Theorientationsessionisusuallya2-to3-hourmeetingthatisintendedforprograms,districts,andpolicymakerswhohavedecidedtoparticipateintheQMself-studyprocess,andhaveassembledaself-studyteamtoleadtheprocess.ThesessionisdesignedtofamiliarizeteamswithQMtoolsandprotocols,indicatorsandratingcriteria,andtheprocessforassemblingevidenceandcompletingpreliminaryratings.Teamsalsousethistimetofinalizeplansfortheevidencereviewandfinalratingsession.

• Theevidencereviewandratingsessionisoftendividedintomorethanonesittinginordertoallowadequatetimeforteamstoreviewevidenceandrateeachdomain(suggestaminimumof1-2hoursforeachdomain).Forexample,teamsmaychoosetoreviewallsixdomainsinoneday,ordividethereviewintotwohalf-daysessionsandreviewthreedomainsonone½dayandthreeonanother½day.

• Thereportoffindingsandimprovementplanningsessionismosteffectiveifagendasareplannedtoallowtimeforadiscussionoffindings,targetingareasforintervention,andconductingsomepreliminaryplanningfornextsteps.

QMProcessFacilitationQualityMeasuresoffersuserstheoptionofhavingatrainedQMfacilitatortomoderatetheprocessforconductingthecompleteprogramself-studyfromapositionofneutrality.BasedonresponsesfromQMusers,choosingtouseatrainedQMprocessfacilitatortosupporttheprogramself-studyhasproventobeaninvaluableresourceinhelpingself-studyteamsto:

• Understandthegoals,objectives,andprocessforconductingaQMprogramself-study• Planhowtoaccomplishobjectiveswithinaspecifiedtimeframe(roles,responsibilities,logistics,groupprocessnorms)• Managedifficultconversationsanddifferencesofopinionusingspecificprotocols• Submitself-studydatafororganizationandinterpretationusingQMelectronicplatform• Understandinitialreportsoffindings,conclusions,andrecommendationsfornextsteps• AccessexamplesofexemplarypracticeselectronicallyusingtheQMExemplarCatalogue

FormoreinformationaboutenlistingthesupportofatrainedQMfacilitatortoworkwithyourself-studyteam,[email protected].


QMSelf-StudyToolkit

OperatingTheoryofChange

OUTCOMES

HIGHLYEFFECTIVEPRINCIPALS

HighlyEffectiveTeachers

HighPerformingStudents

PrincipalPreparationPrograms

3.ActiveLearning

Experiences

6.Graduate

PerformanceOutcomes

4.Clinical

PracticeinReal

Schools5.

Performance-Based

Assessments

1.Selectingthe"Right"Candidates

2.Standards-BasedCourseContent

ProfessionalStandardsforEducationLeadersStandard1.

Mission,Vision,andCoreValuesEffectiveeducationalleadersdevelop,advocate,andenactasharedmission,vision,andcorevaluesofhigh-qualityeducationandacademicsuccessandwellbeingofeachstudent.

Standard2.EthicsandProfessionalNormsEffectiveeducationalleadersactethicallyandaccordingtoprofessionalnormstopromoteeachstudent’sacademicsuccessandwellbeing.

Standard3.EquityandCulturalResponsivenessEffectiveeducationalleadersstriveforequityofeducationalopportunityandculturallyresponsivepracticestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard4.Curriculum,Instruction,andAssessmentEffectiveeducationalleadersdevelopandsupportintellectuallyrigorousandcoherentsystemsofcurriculum,instruction,andassessmenttopromoteeachstudent’sacademicsuccessandwellbeing.

Standard5.CommunityofCareandSupportforStudents.Effectiveeducationalleaderscultivateaninclusive,caring,andsupportiveschoolcommunitythatpromotestheacademicsuccessandwellbeingofeachstudent.

Standard6.ProfessionalCapacityofSchoolPersonnelEffectiveeducationalleadersdeveloptheprofessionalcapacityandpracticeofschoolpersonneltopromoteeachstudent’sacademicsuccessandwellbeing.

Standard7.ProfessionalCommunityforTeachersandStaffEffectiveeducationalleadersfosteraprofessionalcommunityofteachersandotherprofessionalstafftopromoteeachstudent’sacademicsuccessandwellbeing.

Standard8.MeaningfulEngagementofFamiliesandCommunityEffectiveeducationalleadersengagefamiliesandthecommunityinmeaningful,reciprocal,andmutuallybeneficialwaystopromoteeachstudent’sacademicsuccessandwellbeing.

Standard9.OperationsandManagementEffectiveeducationalleadersmanageschooloperationsandresourcestopromoteeachstudent’sacademicsuccessandwellbeing.

Standard10.SchoolImprovementEffectiveeducationalleadersactasagentsofcontinuousimprovementtopromoteeachstudent’sacademicsuccessandwellbeing.

OUTPUTSINPUTS


QMSelf-StudyToolkit

ProgramDomainsandIndicatorsataGlance

1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

1. ActiveLearningStrategies2. ExperientialLearning

Activities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsive

Pedagogy

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

CLINICALPRACTICE

1. AssessmentPurpose2. CandidatePerformance

Targets3. AssessmentQuality4. AssessmentMethods5. Communicationof

AssessmentResults6. AssessmentImpact

PERFORMANCEASSESSMENT

1. MarketingStrategy2. RecruitmentPractices3. AdmissionStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

CANDIDATEADMISSIONS PEDAGOGY-ANDRAGOGYCOURSECONTENT

GRADUATEOUTCOMES

1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementand

Retention6. JobPerformance


QMSelf-StudyToolkit

SupportingEvidenceTheQMself-studyprocessusesanevidence-basedprotocolthatasksteamstoprovideproofthatprogramsmeettheindicatorcriteriaforaparticularlevelontheratingcontinuum.Forthesepurposes,sixtypesofevidencearedescribedinthetablebelow:numerical,documents,demonstrational,observational,inferential,andanecdotal.Numericaldata,demonstratingdegreeofimplementation,areconsideredtobethestrongestproofofeffectiveness.Documents,demonstrations,andobservations,thoughstrongformsofevidence,involvesomedegreeofinferenceandsubjectivityandaregenerallyratedfrom5(stronger)to3(moderate).Inferentialandanecdotaldataareconsideredtobeinconclusivetypesofevidenceandareratedas2(weak)and1(weakest),respectively.Thefollowingtableisprovidedtoassistwithassemblingandclassifyingsupportingevidencefordiscussionandratingpurposes.Itdisplayssixtypesofsupportingevidence,andincludesashortdescriptionforeachtype.Finally,illustrativeexamplesforeachtypeandlevelofevidenceareprovidedbyprogramdomainandareincludedforreferencepurposes.

EvidenceType Strength Description QMDomain(Example) IllustrativeExamplesofEvidence

Numericaldata 6Strongest

Quantitativedatathatusenumbers(orstatistics)tosupportaposition.Thistypeofevidenceisbasedontrackingsystemdata,surveyorpollresults.

o CandidateAdmissions

o Longitudinalapplicantdatareportso Longitudinaladmissionsdatao Studentsurveydatao Predictorassessmentdata

Documents 5Stronger

Writtenformsofproofsuchasdocuments,catalogs,textbooks,other.Canalsoincludeothertypesofmedia,suchasimages,videooraudiorecordings,etc.

o CourseContento Coursesyllabio Programscopeandsequenceo Standardsalignmentmatrices

Demonstrations 4Strong

Anobjectordocumentisconsideredtobedemonstrationevidencewhenitdirectlydemonstratesfact/indicatorcriteria. o Pedagogy-Andragogy o Instructionalvideosusedtodemonstrate

ormodelaspecificpractice

Observations

3Moderate

Recordofsomethingactuallyseenandrecorded–involvessomeinference;documentedbyobserver. o PerformanceAssessment o Fieldobservationnotes

o Videorecordingsofclinicalobservations

Inferentialdata 2Weak

Evidencepresentedimplies/concludesthatacertainconditionexists,basedoninconclusivedata. o ClinicalPractice o Conclusionsdrawnwithoutsufficient

data

Anecdotaldata 1Weakest

Evidenceisprimarilybasedonhearsay;unreliable,subjective,questionable. o GraduateOutcomes o Letterofreferencefromfieldsupervisor

o Anecdotalfeedback(verbal)


QMSelf-StudyToolkit


QMSelf-StudyToolkit

QMRubrics


QMSelf-StudyToolkit

Whilecandidaterecruitmentisavitalcomponentleadingtothesuccessofaschool,researchshowsthatlessthanhalfofallhighereducationinstitutionshaveaclearstrategythatguidesthedevelopmentoftheirrecruitmentefforts.1Whileinstitutionsarerelyingmoreonsocialmediaanddigitalpresencetodefinetheirbrandandattractstudents,mostpopulararethetraditionalformsofoutreachthatareevent-drivenandinvolvedirectinteractionwithprospectivestudents.2Amoreselective,probingprocessforselectingcandidatesfortrainingisthoughttobeanessentialfirststepincreatingamorecapableanddiversecorpsoffutureprincipals.3Effectiveprogramsprobetodetermineifapplicantshavetheneededexperience,leadershipskills,aptitudesanddispositionstoachievedistrictgoalsandimproveinstructionundertryingconditions.4Meta-analysesofpsychologyresearchstudiessuggestthatthebestwaytoforecastleadershipistouseacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniques.5Bray(1982)reportedthattheseassessmentdatawerereasonablyvalidpredictorsofaperson’spromotionrecord.6,7

QMIndicatorsofEffectiveCandidateAdmissions:1. MarketingStrategy2. RecruitmentPractices3. AdmissionsStandards4. ApplicantScreening5. PredictorAssessments6. CandidateSelection

1Frolich,N.,&Stensaker,B.(2010).Studentrecruitmentstrategiesinhighereducation:promotingexcellenceanddiversity?InternationalJournalofEducationalManagement,24(4),359-370.2NoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReports 3Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.WallacePerspectiveSeries.NewYork:TheWallaceFoundation.4Ibid.,55Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.6Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-9010.71.3.530 7Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychologicaldevelopment(pp.112-146).NewYork:Guilford.

Domain1:CandidateAdmissions


QMSelf-StudyToolkit

Domain1:CandidateAdmissions

QMINDICATORS QMCRITERIALEVELS OF EFFECTIVENESS

4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria

1-MeetsFEW/NOcriteria

1 MarketingStrategy

Acomprehensivemarketingstrategyisbasedonthefollowingdata:1)anin-depthanalysisofthecurrentandfuturemarketforschoolprincipalsintheregion;2)anassessmentofprogramstrengthsandweaknesses;3)theidentificationofmarketopportunitiesandthreatsthatwillpositivelyornegativelyimpacteffortstoattractthebest,brightest,andmostdiversetalenttoapplyforadmissiontoyourprogram.

2 RecruitmentPractices

Recruitmentpracticesarepartofastrategicplanthatbuildsonprogramstrengthsandopportunitiesidentifiedinthemarketanalyses.Practicesaredesignedtoattractapplicantswhohavethemaximumpotentialforbecomingeffectiveschoolleadersinchronicallylow-performingschools.Practicesinclude:socialmedia,adigitalpresence(websitewithanalytics),andevent-basedoutreacheventsthatinvolvedirectinteractionwithprospectivestudents.Thereisevidencethatintentionalstrategiesarebeingimplementedtoexpandtheethnicandgenderdiversityofcandidatepools.

3 AdmissionStandards

Admissionstandardsfortheprogramincludearequirementthatapplicantsprovidedocumentedevidenceofpriorexperienceinleadingchange,fosteringcollaboration,andcontributingtotheprofessionalgrowthanddevelopmentofothers.

4 ApplicantScreening

Applicationsarescreenedtoensurethatapplicantsmeetadmissionstandardsincludingevidenceofpriorexperienceleadingchange,fosteringcollaboration,andsupportingthegrowthanddevelopmentofprofessionalstaff.

5 PredictorAssessments

Screenedapplicantsparticipateinacombinationofcognitiveability,personality,simulation,role-play,andmulti-raterassessmentinstrumentsandtechniquesasthefinalstepintheapplicantscreeningprocess.

6 CandidateSelection

Candidatefinalselectionprocessesincludeaformalinterviewoffinalistsbyacommitteecomprisedofprogramfacultyandschooldistrictstafftoconfirmthatapplicantsare:1)genuinelymotivatedtoleadachronicallylowperformingschool,2)likelytosuccessfullycompleteprogramrequirements,and3)areviewedaspotentialhiresbytheschooldistrict.


QMSelf-StudyToolkit

Themostimportantdevelopmentinuniversityteachingoverthepastfewyearshasbeentheshiftfromteachingseenasanindividualresponsibilitytoonethattheinstitutionshouldassumeinmattersofassessmentpracticeandoverallteachingdesign.McMahonandThakore(2006),inacomprehensivereviewofhigherorderthinkingandcriticalthinkinginconstructivelyalignedcourses,foundthatconstructivealignment8,9(theprocessforlinkingteachingandlearningactivitieswithassessmenttasks,todirectlyaddresstheintendedlearningoutcomes)ledto:

® Increasedstandardization–leadingtofairerandmorereliableassessment;® Greatertransparency–leadingto(a)easierandmoreaccurateinter-universityandinternationalcomparisons,(b)studentsbeing

abletofocusmoreeffectivelyonthekeylearninggoals;® Moreeffectiveevaluationofbothmodulesandcourses;® Increasedabilityofevaluatortodeterminehowwellteachingandlearningstrategies,content,materials,otherresourcesand

assessmentproceduresactuallysupportstudentsinachievinglearninggoals;® Greatercoherenceinprogramsoflearning;and® Anincreaseinthecriticalityanddepthofstudentwork.

QMIndicatorsofEffectiveCourseContent:1. Standards2. LearningGoals3. CourseDesign4. CourseEvaluation5. CourseCoherence

8Note:ThetermconstructivealignmentwasfirstcoinedbyProfessorJohnBiggsandrepresentsamarriagebetweenaconstructivistunderstandingofthenatureoflearning,andanaligneddesignforoutcomes-basedteachingeducation.9Biggs,J.B.,&Tang,C.(2007).Teachingforqualitylearningatuniversity:Whatthestudentdoes(3rded.).NewYork:McGraw-HillEducation.

Domain2:CourseContent


QMSelf-StudyToolkit

Domain2:CourseContent


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 Standards

Coursesarebasedonleaderperformancestandardsanddesignedtodevelopleadercompetenciesincluding:1)agencyforchange;2)parent-community-schoolpartnerships;3)professionalcapacitybuilding;4)studentcenteredlearning;5)instructionalguidanceandsupport;6)culturallyresponsiveteachingandlearning.

2 LearningGoals

Coursesarticulateclearlearninggoalsforcandidatesthatidentifyboththeleaderbehaviortobedevelopedandthecontextwithinwhichthebehaviorwillbeperformed.

3 CourseDesignCoursedesignsexplicitlyconnectcoursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.

4 CourseEvaluation

Courseevaluationsareauditedonaregularscheduletoensurethatassessmenttasksandcriteriaclearlyanddirectlyrelatetointendedlearningoutcomes.

5 CourseCoherence

Coursesareorganizedandlogicallysequencedtoensurethat:concepts,knowledge,andskillsbuilduponeachotherinastructuredprogressionoflearning,andlearninginonecoursemirrorslearninginthesamecoursetaughtbyadifferentinstructorincludingmethodsusedtoevaluatelearning.


QMSelf-StudyToolkit

Keyindicatorsofeffectivepedagogy-andragogyemergefromreviewsofempiricalstudiesontransformativelearningandarerootedindeeplyheldassumptionsaboutthenatureofadultlearningandpurposesofteachingforchange.Whentakentogether,theyseektoestablishareciprocalrelationshipbetweenthepracticesandthetheoreticalorientationoftransformativelearningthatcanprovidealensformakingmeaningandguidingtransformativeleaderpractice.

QMIndicatorsofEffectivePedagogy-Andragogy:1. ActiveLearningStrategies2. ExperientialLearningActivities3. ReflectivePractices4. FormativeFeedback5. PerformanceBenchmarking6. CulturallyResponsivePedagogy

Domain3:Pedagogy-Andragogy


QMSelf-StudyToolkit

Domain3:Pedagogy-Andragogy


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1ActiveLearningStrategies

Coursesconsistentlyuseactivelearningstrategiesincludingproject-basedandcase-basedinstructiontoengagecandidatesinthecontentbeingstudied.

2ExperientialLearningActivities

Coursesincludestructuredexperientiallearningactivitiesinwhichlearnersapplynewlearningandbecomefamiliarwithvariousreal-worldcontextsandassociatedskillrequirements.

3 ReflectivePractices

Coursesincorporatereflectivepracticesasastandardofpracticeindevelopingtheessentialhabitofself-examinationandcontinuousimprovementofone’spractice.

4 FormativeFeedback

Coursesuseformativefeedbackasanessentialtoolinguidinglearningtowardstatedgoals,objectivesandperformancebenchmarks.

5 PerformanceBenchmarking

Coursesprovidecandidateswithperformancebenchmarksofbestpracticesforuseinreflectinguponandrefiningspecificcompetenciesbeingdeveloped.

6CulturallyResponsivePedagogy

Coursesuseculturallyresponsivemethodstodevelopleadercompetenciesatthepersonal,instructional,andinstitutionallevel.


QMSelf-StudyToolkit

Clinicalpracticeisdefinedasaformofexperientiallearningthatintegratesknowledgeandtheorylearnedincourseswithpracticalapplicationandskilldevelopmentinareal-world,professionalsetting.Theseexperiencesareintendedtogivestudentstheopportunitytogainvaluableappliedknowledgeandmakeconnectionstotheprofessionalfieldbeingconsideredasapossiblecareerpath.Additionally,itgivesprospectiveemployerstheopportunitytoguideandevaluatetalent.10Practicumsandinternshipsaretwoformsofschool-basedexperientiallearningoftenusedbypreparationprogramsandschooldistrictstoprovideaspiringprincipalswithexperientiallearningexperiencesinrealschoolsettings.

Practicum Internship

Acomponentofsomeeducationalprogramswherestudentsareplacedinareal-worldsetting(i.e.,classroomorschool)toobservetheworkofprofessionalswhilealsospendingsometimeperformingassignedtasksthemselves.Typically,studentsarealsoenrolledinacourseconnectedtothepracticumfordeeperunderstandingandmeaningfulfacilitationofwhatisbeinglearnedduringtheexperience.

Ashort-termopportunityforstudentstowork(paidorunpaid)foranemployerwhere,ideally,theiracademiclearningcanbeappliedtoreal-worldtasks.Astructuredacademicprogramwherestudents“learnandearn”byworkingatajobsitewhiletakingalimitednumberofacademiccourses.Apprenticeshipscantakebetween3-4years,oftenrequireon-the-jobtraining,andcanleadtoprofessionalcertificationandoftenfull-timeemploymentatthejobsite.

QMIndicatorsofEffectiveClinicalPractice:

1. ClinicalDesign2. ClinicalQuality3. ClinicalCoaching4. ClinicalSupervision5. ClinicalPlacements6. ClinicalEvaluation

10NationalAssociationofCollegesandEmployers(2011).Positionstatement:U.S.internships.Retrievedfromwww.naceweb.org/advocacy/position-statements/united-states-internships.aspx

Domain4:ClinicalPractice


QMSelf-StudyToolkit

Domain4:ClinicalPracticeQMINDICATORS QMCRITERIA

LEVELS OF EFFECTIVENESS 4-Meets

ALLcriteria3-Meets

MOSTcriteria2-Meets

SOMEcriteria1-Meets

FEW/NOcriteria

1 ClinicalDesignClinicaldesignsareco-developedbyacademicfaculty,prospectiveemployers,andcandidates.Theyareanchoredtoacademiccourseworkandarticulateclearandspecificlearningandcareerdevelopmentgoals/targetsforeachcandidate.

2 ClinicalQuality

Clinicalexperiencesareguidedbycriterionstandardsanddatasystemsthatproduceactionableinformationonthequalityandefficacyofclinicalexperiences.Standardsincludeexpectationsforthedurationoftheclinicalexperience,relevanthigh-levelleadershiptasks,high-qualityonsiteguidanceandmodeling,coordinationbetweenacademicprogramandschoolsitestoensurehigh-qualitylearningexperiencesforcandidates.

3 ClinicalCoaching

Candidatesreceivedetailed,high-qualityfeedbackandcoachingsupport,frombothacademicstaffandseniorlevelprofessionals,onavarietyofauthentic,professional-leveltasks.

4 ClinicalSupervision

Candidatesaresupervisedthroughoutthedurationoftheirclinicalexperience,bybothacademicstaffandaschool-sitesupervisor(s).Performanceexpectationsandevaluationcriteriaareclearlydefined,priortobeginningtheclinicalexperience,byacademicstaffandschoolsitesupervisors.

5 ClinicalPlacements

Clinicalplacementsareidentifiedbyacademicprogramstaffandensurethatschoolsitesareadequatelyresourcedtoprovidecandidateswithahigh-qualityclinicalexperience.

6 ClinicalEvaluation

Candidateclinicalevaluationsarebasedonsystematicallydevelopedprogramassessmentcriteriaandusedtoguidefieldsupervisionandevaluationappropriateforaspecificclinicalcontext.


QMSelf-StudyToolkit

Criterion-referencedassessmentsaredesignedtomeasurecandidateperformanceagainstafixedsetofpredeterminedcriteriaorlearningstandards—i.e.,concise,writtendescriptionsofwhatcandidatesareexpectedtoknowandbeabletodoataspecificstageoftheireducation.Theyareusedtoevaluatewhethercandidateshavelearnedaspecificbodyofknowledgeoracquiredaspecificskillset.Ifcandidatesperformatorabovetheestablishedexpectations,theyaredeemedtobeproficient.Inafullycriterion-referencedsystem,objectives(learningoutcomes)definewhatstudentsneedtoknowandbeabletodo(content),howtheywillbetaught(pedagogy),andhowlearningwillbeassessed.11Inacriterion-referencedsystemofassessment,instructorresponsibilitiesincludelinking/scaffoldinglearningandteachingactivitiestotheintendedoutcomesandstructuringassessmentsappropriatetotheleveloflearningexpected.

QMIndicatorsofEffectivePerformanceAssessment:

1. AssessmentPurpose2. CandidatePerformanceTargets3. AssessmentQuality4. AssessmentMethods5. CommunicationofAssessmentResults6. AssessmentImpact

11Biggs,J.B.,&Tang,C.(2011).Teachingforqualitylearningatuniversity:Whatthestudentdoes(4thed.).NewYork:McGraw-HillEducation.

Domain5:PerformanceAssessment


QMSelf-StudyToolkit

Domain5:PerformanceAssessment


4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 AssessmentPurpose

Assessmentsaredesignedtocollectevidenceofcandidateprogresstowardproficiencythatisthenusedtoinforminstructionaldecisions.

2CandidatePerformanceTargets

Candidateperformancetargetsareclearlyarticulatedandalignwithhigh-priorityleaderperformancestandardsthatformthefoundationforcandidateassessments.

3 AssessmentQuality

Assessmentsfacilitatevalidevaluationofcomplexcompetencies,promotelearning,andarecomplementedwithexemplarsand/ormodelsofperformance.Assessmentsmakeexpectationsandcriteriaexplicitwhichenablesfeedbackandpromotesself-assessment.

4 AssessmentMethods

Assessmentmethodsaretightlylinkedtolearningtargetsandcollectbothformativeandsummativedatathatprovideasufficientsampleofcandidateperformancedatatoreliablyinferlevelsofproficiencyforaparticularperformancetarget.

5CommunicationofAssessmentResults

Methodsforcommunicatingcandidateassessmentdataproduceaccurate,timely,andimmediatelyusableinformationaboutthelevelofcandidatemasteryofperformancetarget(s).

6 AssessmentImpact

Candidatesuseassessmentdataandcontinuousimprovementprocessestotakechargeoftheirownprogresstowardperformancemasteryandgrowthovertime.


QMSelf-StudyToolkit

Outcomesareclearlearningresultsthatwewantstudentstodemonstrateattheendofsignificantlearningexperiences.Theyarenotvalues,beliefs,attitudes,orpsychologicalstatesofmind.Instead,outcomesarewhatlearnerscanactuallydowithwhattheyknowandhavelearned.Theyarethetangibleapplicationofwhathasbeenlearned.Thismeansthatoutcomesareactionsandperformancesthatembodyandreflectlearnercompetenceinusingcontent,information,ideas,andtoolssuccessfully.Havinglearnersdoimportantthingswithwhattheyknowisamajorstepbeyondknowingitself.Becauseoutcomesinvolveactualdoing,ratherthanjustknowingoravarietyofotherpurelymentalprocesses,theymustbedefinedaccordingtotheactionsordemonstrationprocessesbeingsought.12

QMIndicatorsofEffectivePrincipalPreparation:1. ExitCompetencies2. StateCertification3. SchoolDistrictEligibility4. SchoolDistrictHiring5. JobPlacementandRetention13,146. JobPerformance

12Spady,W.G.(1994).Outcome-basededucation:Criticalissuesandanswers.Arlington,VA:AmericanAssociationofSchoolAdministrators.13Daloisio,J.(2017).Principalchurn:Acasestudyonprincipalturnoverandstrategiestobuildsustainabilityandcontinuity(Doctoraldissertation).Retrievedfromhttp://d-scholarship.pitt.edu/33237/14Goldring,R.,&Taie,S.(2014).Principalattritionandmobility:Resultsfromthe2012–13PrincipalFollow-upSurvey(NCES2014-064rev).Washington,DC:U.S.DepartmentofEducation,NationalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubsearch(accessed2017October)

Domain6:GraduatePerformanceOutcomes


QMSelf-StudyToolkit

Domain6:GraduatePerformanceOutcomesQMINDICATORS QMCRITERIA

LEVELS OF EFFECTIVENESS 4-MeetsALLcriteria

3-MeetsMOSTcriteria

2-MeetsSOMEcriteria


1 ExitCompetencies

Candidatesdemonstrateprogramexitcompetenciesrequiredtobecomeeducationleaders,basedonprogramexitexams,professionalstandardsforeducationalleaders,andlocalschooldistrictperformanceexpectationsforprincipalandassistantprincipal.

2 StateCertification

Programgraduatesarecertifiedandlicensedbythestateuponprogramcompletionoradvancedtothenextlevelofthestatecertificationprocess.

3 SchoolDistrictEligibility

Eligibleprogramgraduatesareadmittedintooneormoreschooldistrictapplicantpoolsandareeligibletobeinterviewedforprincipaland/orassistantprincipalpositions.

4 SchoolDistrictHiring

Eligibleprogramgraduatesarehiredasprincipalsand/orassistantprincipalleadershippositionswithinoneyearofprogramcompletionorprogresstothenextlevelofthehiringprocess.

5 JobPlacementandRetention

Programgraduateshiredbyaschooldistrictareplacedinvacanciesinchronicallylowperformingschoolsandremaininthesamepositionforatleastthreeyears.

6 JobPerformance

Programgraduatesplacedinleadershippositionseithermeetorexceedexpectationsondistrictperformanceevaluationsduringtheirinductionperiod.


QMSelf-StudyToolkit

GlossaryofTerms

Thisglossaryof terms is includedhereasaquick reference tool for self-study teamsengaged in theprocessofexamining theirprincipalpreparationprogrampracticesusingQualityMeasures™rubrics.Theglossaryisintendedtooffergeneraldefinitionsoftermstoassistteamsindevelopingasharedunderstandingofindicatorsassociatedwitheachprogramdomain.

Domain1:CandidateAdmissionsMarketingStrategy:Acomprehensiveplanforrecruitingadiversepoolofhighlyqualifiedapplicantstoenrollintheinstitution’sprincipalpreparationprogram.RecruitmentPractices:Specificactionstakenbyprogramstoattractapplicantswhodemonstratestrongpotentialforbecomingeffectiveschoolleaders.Practicesmayinclude:strategicsocialmedia,digitalcampaigns(websitewithanalytics),event-basedoutreachthatinvolvesdirectinteractionwithprospectivestudents,andotherpracticesthattargetethnicandgenderspecificapplicants.AdmissionsStandards:Admissionstandardsdefinethespecificrequirementsforscreeningprogramapplicationsandselectingcandidatesforadmission.ApplicantScreening:Referstospecificprocessesdesignedandimplementedtoscreenapplicationsinordertoidentifyhighlyqualifiedapplicantswhomeetprogramadmissionrequirements.PredictorAssessments:Abatteryofassessmentsusedaspartoftheapplicantscreeningprocesstopredictdifferentleadershipbehaviors(e.g.,task-orientedbehaviors,relational-orientedbehaviors,andchange-orientedbehaviors).CandidateSelection:Processesusedtoselectcandidateforadmissiontotheprogram.Mayincludeface-to-faceinterviews,jobshadows,referencechecks.Mayinvolveaselectioncommitteecomprisedofprogramfacultyandschooldistrictstaff.


QMSelf-StudyToolkit

Domain2:CourseContentStandardsBased:ReferstoProfessionalStandardsforSchoolLeaders(PSEL).LearningGoals:Learninggoalsclearlydefinethepurposeforthelearning(i.e.,whatthelearnershouldknowandbeabletodoasaresultoftheinstruction).Whendevelopedbythelearner,incollaborationwiththeinstructor,learninggoalshelptocreateasharedunderstandingandfocusforthelearningandalsoprovideaguidefordevelopingshort-andlong-termmeasurestoassessresults.ConstructiveAlignment:Referstotheprocessfordevisingteachingandlearningactivities,andassessmenttasks,todirectlyaddresstheintendedlearningoutcomes.ThetermconstructivealignmentwasfirstcoinedbyProfessorJohnBiggsandrepresentsamarriagebetweenaconstructivistunderstandingofthenatureoflearningandanaligneddesignforoutcomes-basedteachingeducation.CourseDesign:Anapproachtodesigningcurriculumthatintegrateslearninggoals,coursecontent,learningactivities,resourcesandmaterials,andcourseassessmentmeasures.CourseEvaluation:Theprocessofgatheringinformationabouttheimpactoflearningandofteachingpracticeonstudentlearning,analyzingandinterpretingthatinformation,andrespondingtoandactingontheresults.CourseCoherence:Referstoasetofinterrelatedcoursesandlearningexperiencesthatarelogicallysequenced(verticallyaligned)andguidedbyacommonframework/designforcurriculum,instruction,assessment,andlearningclimate,andpursuedoverasustainedperiodoftime.Domain3:Pedagogy-AndragogyPedagogy-Andragogy:Pedagogy,asusedhere,referstothefieldofstudythatdealsmainlywithmethodsofteachingandlearninginschools;whileandragogyreferstotheartorscienceofteachingadults(MalcolmKnowlesfirstcoinedthistermin1970).Andragogyisbasedonahumanisticconceptionofself-directedandautonomouslearnersandteachersasfacilitatorsoflearning.ImportantNote:MalcolmKnowleshimselfchangedhispositiononwhetherandragogyreallyappliedonlytoadultsandcametobelievethat"pedagogy-andragogyrepresentsacontinuumrangingfromteacher-directedtostudent-directedlearningandthatbothapproachesareappropriatewithchildrenandadults,dependingonthesituation.”Hanson(1996)arguesthatthedifferenceinlearningisNOTrelatedtotheageandstageofone'slife,butinsteadrelatedtoindividualcharacteristicsandthedifferencesin"context,cultureandpower"withindifferenteducationalsettings.ActiveLearning:Amethodoflearningthatengagesstudentsintwoaspectsofthelearningprocess–doingthingsandthinkingaboutthethingstheyaredoing.


QMSelf-StudyToolkit

ExperientialLearning:Theprocessoflearningthroughexperience.Morespecificallydefinedas"learningthroughreflectionondoing."Experientiallearningisdistinctfromroteordidacticlearning,thelatterinwhichthelearnerplaysacomparativelypassiverole.ReflectivePractice:Involvesthepracticeofreflectingonone'sactionsasawaytoengageinaprocessofcontinuouslearning.Accordingtoonedefinition,reflectivepracticesinvolve"payingcriticalattentiontothepracticalvaluesandtheorieswhichinformeverydayactions.”FormativeFeedback:Ongoingfeedbackthroughoutthelearningprocessthatcanbeusedbyinstructorstoimprovetheirteachingandbystudentstoimprovetheirlearning.PerformanceBenchmarking:Awayofdiscoveringwhatisthebestperformancebeingachieved–whetherinaparticularcourse,inacompetitorprogram,orinanentirelydifferentindustry.Thisinformationcanthenbeusedtoidentifygapsinprogramcontentandprocessesinordertoimproveoutcomesandachieveacompetitiveadvantage.CulturallyResponsivePedagogy:Aninstructionalmethodthatisgroundedinteachers'displayingskillatteachinginacross-culturalormulticulturalsetting.Enablesstudentstorelatecoursecontenttotheirownculturalexperiences.Domain4:ClinicalPracticeClinicalDesign:Referstotheessentialelementsofaneffectiveexperientiallearningexperiencethatintegratesknowledgeandtheorylearnedintheclassroomwithpracticalapplicationandskillsdevelopmentinaprofessionalschoolsetting.Essentialelementsincludelearninggoalsthatarestructuredintothelearningexperienceandsupervisedbyaprofessionalwithrelevantandrelatedbackgroundinthefield.Theoverallclinicaldesignbalancestheintern’slearninggoalswiththeorganization’s(school)needs.Maybepart-timeorfull-time.ClinicalQuality:Referstothedegreetowhichclinicaldesignsincorporatethedesignelementsthatresultindesiredlearnerperformanceoutcomes.ClinicalCoaching:Referstothededicatedtimesupervisorsand/orcoachesspendobservingandprovidingfeedbacktointernsonbothaccomplishmentsandareasforimprovement.Includesintentionalsupportintheintern’stransitionfromtheclassroomtotheworkplace.ClinicalSupervision:Referstothelevelofguidanceandoversightprovidedtointerns.Generallyincludes:familiarizingthemwiththeschoolassignment,providingassignments,andservingasa“contact”personforquestions.Internshipsupervisionshouldbeconductedbyanexpertinthetypeofworktheintern(s)willbeperformingtoprovidetheappropriateguidancefortheintern’sassignments.Aninternsupervisor’sresponsibilitiestypicallyinclude:takingpartinanintern’splacement,screening,andinterviewprocess;conductingtheinternorientation;


QMSelf-StudyToolkit

developinginternlearninggoals;meetingwithandobservinganinternregularlytoevaluateperformanceanddetermineifneeds/goalsarebeingmet;andassessingtheinternshipprogram’ssuccess.ClinicalPlacements:Referstotheprofessionalschoolsidentifiedforinternstocompletetheexperientialsegmentoftheirpreparationandtraining.ClinicalEvaluation:Referstotheevaluationoftheintern’sinitiallearningobjectivesidentifiedatthestartoftheinternship.Typically,supervisorsareaskedtoevaluateinternsatthemidpointandendoftheinternship.Employersareencouragedtoreviewtheinternshipwiththeinternbeforeheorsheleaves.Evaluationsarehelpfulindeterminingtheintern’ssuccesswithintheassignedschoolandalsoserveaspredictorsofsuccessforfutureinternshipsoremploymentupongraduation.Domain5:PerformanceAssessmentFormativeAssessment:Providesfeedbacktoteachersandlearnersthroughouttheteachingandlearningprocessaboutwhatisworking,whatisnotworking,andwhatthestudentandtheteachershoulddonexttoimprove.

SummativeAssessment:Measurestheextenttowhichthelearnerhasaccomplishedtheintendedlearningoutcomesandcontributestothefinalgrade.Itismostoftenusedattheendofacourseofstudytoquantifylearningachievementandprovidedatafordeterminingthenextlevelofstudy.

CandidatePerformanceTargets:Definesthespecificlearnerperformancetobeaccomplishedbytheendofthecourseofstudyaswellasinterimindicatorsofprogressalongtheway.AssessmentQuality:Asusedhere,assessmentqualityisdefinedastheextenttowhichanassessmentaccuratelymeasurestheperformanceitisintendedtomeasure.AssessmentMethods:Referstothestrategies,techniques,toolsandinstrumentsusedtocollectinformationtodeterminetheextenttowhichlearnersdemonstratedesiredlearningoutcomes.Severaldifferentmethodsshouldbeusedtoassesslearneroutcomes.CommunicationofAssessmentResults:Referstothemethodsandtimelinesusedtocommunicateprogresstowardperformancetargetsandlearninggoalstolearners.AssessmentImpact:Referstothemethodsusedtodeterminetheeffectsofteachingandlearningonchangesinlearnerbehaviors,eitherintendedorunintended.


QMSelf-StudyToolkit

Domain6:GraduatePerformanceOutcomesExitCompetencies:Ageneralstatementthatdescribesthedesiredknowledge,skills,andbehaviorsofastudentgraduatingfromaprogram(orcompletingacourse).Competenciescommonlydefinetheappliedskillsandknowledgethatenablepeopletosuccessfullyperforminprofessional,educational,andotherlifecontexts.StateCertification:Thecertificationprocessisdifferentforeachstate,butmoststatesrequireanin-depthanalysisofapotentialprincipal'sbackground,aswellasexamsthattesthisorherknowledgeofrunningaschool.SchoolDistrictEligibility:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetschooldistrictrequirementsand,asaresult,areeligibletobeinterviewedbytheschooldistrictforthepositionofschoolprincipal.Requirementsforhiringeligibilityvarybyschooldistrict.SchoolDistrictHiring:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoarehiredbyschooldistrictsasschoolprincipals.JobPlacementandRetention:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhoareplacedasfirst-yearprincipalsorassistantprincipalsinchronicallylowperformingschools,andtheirtenureintheposition.JobPerformance:Referstothenumberofgraduatesfromcertifiedprincipalpreparationprogramswhomeetorexceedschooldistrictperformanceexpectationsasreflectedinperformanceevaluationsconductedduringthefirstthreeyearsofinduction.


QMSelf-StudyToolkit

DOMAIN1:CANDIDATEADMISSIONSBray,D.W.(1982).Theassessmentcenterandthestudyoflives.AmericanPsychologist,37,108-189.Bray,D.W.,&Howard,A.(1983).TheAT&Tlongitudinalstudiesofmanagers.InK.W.Schaie(Ed.),Longitudinalstudiesofadultpsychological

development(pp.112-146).NewYork:Guilford.Frolich,N.,&Stensaker,B.(2010).Studentrecruitmentstrategiesinhighereducation:Promotingexcellenceanddiversity?International

JournalofEducationalManagement,24(4),359-370.doi:10.1108/09513541011045281.Hogan,R.,Curphy,G.J.,&Hogan,J.(1994).Whatweknowaboutleadership:Effectivenessandpersonality.AmericanPsychologist,49(6),493-504.Howard,A.(1986).Collegeexperiencesandmanagerialperformance.JournalofAppliedPsychology,71(3),530-552.doi:10.1037/0021-

9010.71.3.530Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.NewYork:TheWallaceFoundation.NoelLevitz,R.(2013).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearandtwo-yearinstitutions.CedarRapids,IA:

RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsNoelLevitz,R.(2016).Marketingandstudentrecruitmentpracticesbenchmarkreportforfour-yearcollegesanduniversities.CedarRapids,IA:

RuffaloNoelLevitz.Retrievedfromwww.RuffaloNL.com/BenchmarkReportsDOMAIN2:COURSECONTENTAckoff,R.L.(1974).Redesigningthefuture:Systemsapproachtosocietalproblems.NewYork:JohnWiley&Sons.Anyon,J.(1997).Ghettoschooling:Apoliticaleconomyofurbaneducationalreform.NewYork:TeachersCollegePress.Anyon,J.(2005).Radicalpossibilities:Publicpolicy,urbaneducation,andanewsocialmovement.NewYork:Routledge.doi:

10.1177/0042085907304904Argyris,C.&Schön,D.A.(1974).Theoryinpractice:Increasingprofessionaleffectiveness.SanFrancisco,CA:Jossey-Bass.Au,K.H.,&Kawakami,A.J.(1994).Culturalcongruenceininstruction.InE.R.Hollins,J.E.King,&W.C.Hayman,(Eds.),Teachingdiverse

populations:Formulatingaknowledgebase(pp.5–23).Albany,NY:StateUniversityofNewYorkPress.Banathy,B.H.(1991).Systemsdesignofeducation:Ajourneytocreatethefuture.EnglewoodCliffs,NJ:EducationalTechnologyPublications.Banks,J.A.,Cookson,P.,Gay,G.,Hawley,W.D.,Irvine,J.J.,Nieto,S.,Schofield,J.W.,&Stephan,W.G.(2001).Diversitywithinunity:Essential

principlesforteachingandlearninginamulticulturalsociety.PhiDeltaKappan,83(3),196–203.Beabout,B.R.(2012).Turbulence,perturbance,andeducationalchange.Complicity:AnInternationalJournalofComplexityandEducation,9(2),15-29.

SelectedReferences


QMSelf-StudyToolkit

Beabout,B.R.(2014).Communityleadership:Seekingsocialjusticewhilere-creatingpublicschoolsinpost-KatrinaNewOrleans.InBogotch,I.,&Shields,C.(Eds.),Internationalhandbookofeducationalleadershipandsocial(in)justice.SpringerInternationalHandbooksofEducation,29,543-570.Dordrecht,Netherlands:Springer.

Beabout,B.R.(2014).Principlesofleadingchange:Aninductiveanalysisfrompost-KatrinaNewOrleans.PolicyFuturesinEducation,12(8),1048-1063.Beabout,B.R.,&Jakiel,L.B.(2011).Familyengagementincharterschools.InS.Redding,M.Murphy,&P.Sheley(Eds.),Handbookonfamilyand

communityengagement(pp.147–151).Charlotte,NC:InformationAgePublishing.Berends,M.,Chun,J.,SchuylerIkemoto,G.,Stockly,S.,&Briggs,R.J.(2002).Challengesofconflictingschoolreforms:EffectsofnewAmerican

schoolsinahigh-povertydistrict.SantaMonica,CA:RANDCorporation.Biggs,J.B.(2014).Constructivealignmentinuniversityteaching.HERDSAReviewofHigherEducation,1,5-22.Biggs,J.B.,&Tang,C.(2007).Teachingforqualitylearningatuniversity:Whatthestudentdoes(3rded.).NewYork:McGraw-HillEducation.Borko,H.,Wolf,S.A.,Simone,G.&Uchiyama,K.P.(2003).Schoolsintransition:ReformeffortsandschoolcapacityinWashingtonstate.

EducationalEvaluationandPolicyAnalysis,25(2),171-201.doi:10.3102/01623737025002171Brook,V.(2006).Learning-focusedcurriculumdevelopment:TheredesignofelementsofaPGCEScience(SubjectYear)Programme.Investigations

inUniversityTeachingandLearning,3(2),27-35.Brown,J.K.(2008).Student-centeredinstruction:Involvingstudentsintheirowneducation.MusicEducatorsJournal,94(5),30-35.Brown,S.L.,&Eisenhardt,K.M.(1997).Theartofcontinuouschange:Linkingcomplexitytheoryandtime-pacedevolutioninrelentlesslyshifting

organizations.AdministrativeScienceQuarterly,42(1),1-34.doi:10.2307/2393807Bryk,A.S.,&Schneider,B.(2003).Trustinschools:Acoreresourceforschoolreform.CreatingCaringSchools,60(6),40-45.Bryk,A.S.,Sebring,P.B.,Allensworth,E.,Luppescu,S.,&Easton,J.Q.(2010).Organizingschoolsforimprovement:LessonsfromChicago.Chicago,

IL:UniversityofChicagoPress.Bryk,A.S.,Sebring,P.B.,Kerbow,D.,RollowS.G.,&Easton,J.Q.(1999).ChartingChicagoschoolreform:Democraticlocalismasaleverfor

change.Boulder,CO:WestviewPress.Bulkley,K.E.,Henig,J.R.,&Levin,H.M.(2010).Betweenpublicandprivate:Politics,governance,andthenewportfoliomodelsforurbanschool

reform.Cambridge,MA:HarvardEducationPress.Carr-Chellman,A.A.(2006).Userdesign.Mahwah,NJ:LawrenceErlbaumAssociates.Corcoran,T.,&Lawrence,N.(2003).Changingdistrictcultureandcapacity:TheimpactoftheMerckInstituteforScienceEducationPartnership.

CPREResearchReports.Philadelphia,PA:UniversityofPennsylvania,ConsortiumforPolicyResearchinEducation.CowenInstituteforPublicEducationInitiativesatTulaneUniversity(2008).ThestateofpubliceducationinNewOrleans:2008report.New

Orleans,LA:Author.Cuban,L.(1972).Ethniccontentand‘White’instruction.PhiDeltaKappan,53(5),270–273.Cuban,L.,&Usdan,M.D.(2002).Powerfulreformswithshallowroots:ImprovingAmerica'surbanschools.NewYork:TeachersCollegePress.Darling-Hammond,L.,LaPointe,M.,Meyerson,D.,Orr,M.T.,&Cohen,C.(2007).Preparingschoolleadersforachangingworld:Lessonsfrom

exemplaryleadershipdevelopmentprograms.Stanford,CA:StanfordUniversity,StanfordEducationalLeadershipInstitute.


QMSelf-StudyToolkit

DeVore,D.E.,&Logsdon,J.(1991).CrescentCitySchools:PubliceducationinNewOrleans,1841-1991.Lafayette,LA:CenterforLouisianaStudies,UniversityofSouthwesternLouisiana.

Dow,K.L.,&Braithwaite,V.(2013).Reviewofhighereducationregulationreport.Canberra,ACT:CommonwealthofAustralia.Drago-Severson,E.(2004a).Becomingadultlearners:Principlesandpracticesforeffectivedevelopment.NewYork,NY:TeachersCollegePress.Drago-Severson,E.(2004b).Helpingteacherslearn:Principalleadershipforadultgrowthanddevelopment.ThousandOaks,CA:Corwin.Drago-Severson,E.(2006a,March).Howcanyoubettersupportteachers’growth?TheLearningPrincipal,1(6),1,6-7.Drago-Severson,E.(2006b,Summer).Learning-orientedleadership:Transformingaschoolthroughaprogramofadultlearning.Independent

SchoolJournal,58-62.Drago-Severson,E.(2007).Helpingteacherslearn:Principalsasprofessionaldevelopmentleaders.TeachersCollegeRecord,109(1),70-125.Drago-Severson,E.(2009).Leadingadultlearning:Supportingadultdevelopmentinourschools.ThousandOaks,CA:CorwinandLearningForward.Drago-Severson,E.(2012).Helpingeducatorsgrow:Strategiesandpracticesforleadershipdevelopment.Cambridge,MA:HarvardEducationPress.Drago-Severson,E.(2016).Useavarietyofpracticestoconnectwithall.JournalofStaffDevelopment,37(1),38-42.Drago-Severson,E.,&Blum-DeStefano,J.(2016).TellmesoIcanhearyou:Adevelopmentalapproachtofeedbackforeducators.Cambridge,MA:

HarvardEducationPress.Drago-Severson,E.,Blum-DeStefano,J.,&Asghar,A.(2013).Learningforleadership:Developmentalstrategiesforbuildingcapacityinourschools.

ThousandOaks,CA:Corwin.Eisner,E.W.(1992).Educationalreformandtheecologyofschooling.TeachersCollegeRecord,93(4),610-627.Ellsworth,J.B.(2000).Survivingchange:Asurveyofeducationalchangemodels.Syracuse,NY:ERICClearinghouseonInformation&Technology.Elmore,R.F.,&Burney,D.(1997).Investinginteacherlearning:StaffdevelopmentandinstructionalimprovementinCommunityDistrict

2.Philadelphia,PA:ConsortiumforPolicyResearchinEducationandNationalCommissiononTeachingandAmerica'sFuture.Evans,R.(1996).Thehumansideofschoolchange:Reform,resistant,andtherealproblemsofinnovation.SanFrancisco,CA:Jossey-Bass.Felder,R.M.,&Brent,R.(1996).Navigatingthebumpyroadtostudent-centeredinstruction.CollegeTeaching,44(2),43-47.Ferris,R.M.(2012).Floodofconflict:ThestoryoftheNewOrleansFreeSchool.RoslynHeights,NY:AlternativeEducationResourceOrganization.Fink,D.(2003).Thelawofunintendedconsequences:The‘real’costoftop-downreform.JournalofEducationalChange,4(2),105-128.doi:

10.1023/A:1024783324566FishmanB.,Marx,R.W.,Blumenfeld,P.,Krajcik,J.,&Soloway,E.(2004).Creatingaframeworkforresearchonsystemictechnologyinnovations.

JournaloftheLearningSciences,13(1),43-76.doi:10.1207/s15327809jls1301_3Forsyth,P.B.,Adams,C.M.,&Hoy,W.K.(2011).Collectivetrust:Whyschoolscan'timprovewithoutit.NewYork:TeachersCollegePress.Freire,P.(1985).Thepoliticsofeducation:Culture,power,andliberation.(D.Macedo,Trans.).SouthHadley,MA:Bergin&GarveyPublishers.French,J.R.P.,&Raven,B.H.(1959).Thebasesofsocialpower.InD.Cartwright(Ed.),Studiesinsocialpower(pp.150–167).AnnArbor,

MI:InstituteforSocialResearch.Fullan,M.(2000).Thethreestoriesofeducationreform.PhiDeltaKappan,81(8),581–584.Fullan,M.(2001).Leadinginacultureofchange.SanFrancisco,CA:Jossey-Bass.


QMSelf-StudyToolkit

Fusarelli,L.D.(2002).Tightlycoupledpolicyinlooselycoupledsystems:Institutionalcapacityandorganizationalchange.JournalofEducationalAdministration,40(6),561-575.doi:10.1108/09578230210446045

Gardner,H.(1983).Framesofmind:Thetheoryofmultipleintelligences.NewYork:BasicBooks.Gay,G.(1975).Organizinganddesigningculturallypluralisticcurriculum.EducationalLeadership,33(3),176–183.Gay,G.(2010).Culturallyresponsiveteaching:Theory,research,andpractice(2nded.).NewYork:TeachersCollegePress.Glaser,B.G.,&Strauss,A.L.(1967).ThediscoveryofGroundedTheory:Strategiesforqualitativeresearch.NewBrunswick,NJ:Aldine/Transaction

Publishers.Glesne,C.(2005).Becomingqualitativeresearchers:Anintroduction(3rded.).Boston,MA:PearsonEducation.Goldenberg,C.(2003).Settingsforschoolimprovement.InternationalJournalofDisability,DevelopmentandEducation,50(1),7-16.doi:

10.1080/1034912032000053304Goldstein,L.S.(1999).Therelationalzone:Theroleofcaringrelationshipsintheco-constructionofmind.AmericanEducationalResearchJournal,

36(3),647-673.Goleman,D.(2000,March-April).Leadershipthatgetsresults.HarvardBusinessReview.Retrievedfromhttps://hbr.org/2000/03/leadership-that-

gets-resultsGross,S.J.(1998).Stayingcentered:Curriculumleadershipinaturbulentera.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.Gutiérrez,K.D.,&Rogoff,B.(2003).Culturalwaysoflearning:Individualtraitsorrepertoiresofpractice.EducationalResearcher,32(5),19-25.Hammerness,K.(2001).Teachers'visions:Theroleofpersonalidealsinschoolreform.JournalofEducationalChange,2(2),143-163.doi:

10.1023/A:1017961615264Hargreaves,A.(1994).Changingteachers,changingtimes:Teachers'workandcultureinthepost-modernage.NewYork:TeachersCollegePress.Hargreaves,A.(2008).Thecomingofpost-standardization:Threeweddingsandafuneral.InC.Sugrue(Ed.),Thefutureofeducationalchange:

Internationalperspectives(pp.15–34).London,UK:Routledge.Hargreaves,A.,&Shirley,D.(2009).Thefourthway:Theinspiringfutureforeducationalchange.ThousandOaks,CA:Corwin.Hess,F.(Ed.)(1995).Urbanschoolreform:LessonsfromSanDiego.Cambridge,MA:HarvardEducationPress.Hubbard,L.,Mehan,H.,&SteinM.K.(2006).Reformaslearning:Schoolreform,organizationalculture,andcommunitypoliticsinSanDiego.New

York:Routledge.Jenlink,P.M.,Reigeluth,C.M.,Carr,A.A.,&Nelson,L.M.(1998).Guidelinesforfacilitatingsystemicchangeinschooldistricts.SystemsResearch

andBehavioralScience,15,217-233.doi:10.1002/(SICI)1099-1743(199805/06)15:3<217::AID-SRES223>3.0.CO;2-NJoyce,B.,&Showers,B.(1982).Thecoachingofteaching.EducationalLeadership,40(1),4-10.Kegan,R.(1983).Theevolvingself:Problemsandprocessinhumandevelopment.Cambridge,MA:HarvardUniversityPress.Kegan,R.(1994).Inoverourheads:Thementaldemandsofmodernlife.Cambridge,MA:HarvardUniversityPress.Khalifa,M.(2012).AreNewedparadigminsuccessfulurbanschoolleadership:Principalascommunityleader.EducationalAdministration

Quarterly,48,424-467.doi:10.1177/0013161X11432922


QMSelf-StudyToolkit

Knapp,M.S.,Copland,M.A.,&Talbert,J.E.(2003).Leadingforlearning:Reflectivetoolsforschoolanddistrictleaders.CTPResearchReport.Seattle,WA:UniversityofWashington,CenterfortheStudyofTeachingandPolicy.

Ladson-Billings,G.(1994).Thedreamkeepers:SuccessfulteachersofAfricanAmericanchildren.SanFrancisco,CA:Jossey-Bass.Ladson-Billings,G.(2001).CrossingovertoCanaan:Thejourneyofnewteachersindiverseclass-rooms.SanFrancisco,CA:Jossey-Bass.Ladson-Billings,G.(2001).Fightingforourlives:PreparingteacherstoteachAfricanAmericanstudents.JournalofTeacherEducation,51(3),206-214.Lai,K.-W.,&Pratt,K.(2004).Informationandcommunicationtechnology(ICT)insecondaryschools:Theroleofthecomputercoordinator.British

JournalofEducationalTechnology,35(4),461-475.doi:10.1111/j.0007-1013.2004.00404.xLand,S.M.,&Hannafin,M.J.(1997).Student-centeredlearningenvironments:Foundations,assumptions,andimplications.InstructionalScience,

25(3),167-202.doi:10.1023/A:1002997414652Lewin,K.(1989).Changingasthreesteps:Unfreezing,moving,andfreezingofgroupstandards.InFrench,W.L.,Bell,C.H.,&Zawacki,R.A.(Eds.),

Organizationaldevelopment:Theory,practiceandresearch(3rded.).Homewood,IL:BPI/Irwin.McLaughlin,M.W.(1990).TheRandChangeAgentstudyrevisited:Macroperspectivesandmicrorealities.EducationalResearcher,19(9),11–

16.doi:10.3102/0013189X019009011McLaughlin,M.W.,&Mitra,D.(2001).Theory-basedchangeandchange-basedtheory:Goingdeeper,goingbroader.JournalofEducational

Change,2(4),301-323.doi:10.1023/A:1014616908334McMahon,T.&Thakore,H.(2006).Achievingconstructivealignment:Puttingoutcomesfirst.QualityofHigherEducation,3,10-19.McQuillanP.J.(2008).Small-schoolreformthroughthelensofcomplexitytheory:It's‘goodtothinkwith.’TeachersCollegeRecord,110(9),1772-1801.Miles,M.(2005).Findingkeystoschoolchange:A40-yearodyssey.InA.Lieberman(Ed.),Therootsofeducationalchange:Internationalhandbook

ofeducationalchange(pp.25-57).Dordrecht,Netherlands:Springer.doi:10.1007/1-4020-4451-8_3Moll,L.C.,&Diaz,S.(1987).Changeasthegoalofeducationalresearch.Anthropology&EducationQuarterly,18(4),300-311.doi:

10.1525/aeq.1987.18.4.04x0021uMorrison,K.(2002).Schoolleadershipandcomplexitytheory.London,UK:Routledge.NationalPolicyBoardforEducationalAdministration(2015).Professionalstandardsforeducationalleaders2015.Reston,VA:Author.Neufeld,B.,&Roper,D.(2002).Offtoagoodstart:YearIofcollaborativecoachingandlearningintheEffectivePracticeSchools.Cambridge,MA:

EducationMatters,Inc.Neufeld,B.,&Roper,D.(2003).Coaching:Astrategyfordevelopinginstructionalcapacity:Promisesandpracticalities.Cambridge,MA:Education

Matters,Inc.Newmann,F.M.,&Wehlage,G.G.(1995).Successfulschoolrestructuring:Areporttothepublicandeducators.Madison,WI:Universityof

Wisconsin-Madison,CenteronOrganizationandRestructuringofSchools.Noguera,P.A.(1996).Confrontingtheurbaninurbanschoolreform.TheUrbanReview,28(1),1-19.doi:10.1007/BF02354375Olsen,B.,&Kirtman,L.(2002).Teacherasmediatorofschoolreform:Anexaminationofteacherpracticein36Californiarestructuringschools.

TeachersCollegeRecord,104(2),301-324.doi:10.1111/1467-9620.00164


QMSelf-StudyToolkit

Orr,M.T.,Byrne-Jimenez,M.,McFarlane,P.,&Brown,B.(2005).Leadingoutfromlowperformingschools:Theurbanprincipalexperience.LeadershipandPolicyinSchools,4(1),23-54.doi:10.1080/15700760590924609

Payne,C.M.(2008).Somuchreform,solittlechange:Thepersistenceoffailureinurbanschools.Cambridge,MA:HarvardEducationPress.Peck,K.L.,&Carr,A.A.(1997).Restoringpublicconfidenceinschoolsthroughsystemsthinking.InternationalJournalofEducationalReform,

6(3),316-323.Perry,A.M.,&Schwam-Baird,M.M.(2010).Schoolbyschool:ThetransformationofNewOrleanspubliceducation.InTheNewOrleansIndexat

Five.Washington,DC:BrookingsInstitutionandGreaterNewOrleansCommunityDataCenter.Ravitch,D.(2010).ThedeathandlifeofthegreatAmericanschoolsystem:Howtestingandchoiceareunderminingeducation.NewYork:BasicBooks.Reigeluth,C.M.(2006).Aleveragedemergentapproachtosystemictransformation.TechTrends,50(2),46–47.Reigeluth,C.M.,Carr-Chellman,A.A.,Beabout,B.R.,&Watson,W.(2006).CreatingsharedvisionsofthefutureofK-12education:Asystemic

transformationprocessforalearner-centeredparadigm.JournalofEducationalAlternatives,2(3),34–66.Reynolds,P.R.(2007).The‘pedagogyoftheoppressed’:Thenecessityofdealingwithproblemsinstudents'lives.EducationalHorizons,86(1),53–60.Rogers,E.M.(2003).Diffusionofinnovations(5thed).NewYork:FreePress.Rudman,L.A.(2004).Sourcesofimplicitattitudes.CurrentDirectionsinPsychologicalScience,13(2),79-82.doi:10.1111/j.0963-

7214.2004.00279.xRussell,G.(2006).Guiltypleasexpectedinbribecase.TheTimes-Picayune.Retrievedfromhttp://www.nola.com/education(accessed7December2006).Sammons,P.(1999).Schooleffectiveness:Comingofageinthe21stcentury.Lisse,Netherlands:Swets&Zeitlinger.Santamaría,L.J.(2009).Culturallyresponsivedifferentiatedinstruction:Narrowinggapsbetweenbestpedagogicalpracticesbenefitingall

learners.TeachersCollegeRecord,111(1),214-247.Santamaría,L.J.,&Thousand,J.A.(2004).Collaboration,co-teaching,anddifferentiatedinstruction:Aprocess-orientedapproachtowhole

schooling.InternationalJournalofWholeSchooling,1(1),13-27.Senge,P.M.(1990).Thefifthdiscipline:Theartandpracticeofthelearningorganization.NewYork:Doubleday/Currency.Spillane,J.P.(2002).Localtheoriesofteacherchange:Thepedagogyofdistrictpoliciesandprograms.TeachersCollegeRecord,104(3),377-

420.doi:10.1111/1467-9620.00167Spillane,J.P.,Halverson,R.,&Diamond,J.B.(2004).Towardatheoryofleadershippractice:Adistributedperspective.JournalofCurriculum

Studies,36(1),3–34.Squire,K.D.,&Reigeluth,C.M.(2000).Themanyfacesofsystemicchange.EducationalHorizons,78(3),143–152.Stein,M.K.,&Coburn,C.E.(2008).Architecturesforlearning:Acomparativeanalysisoftwourbanschooldistricts.AmericanJournalof

Education,114(4),583-626.Stein,M.K.,&D’Amico,L.(2002).Inquiryatthecrossroadsofpolicyandlearning:Astudyofadistrict-wideliteracyinitiative.TeachersCollege

Record,104,1313-1344.Supovitz,J.A.(2006).Thecasefordistrict-basedreform:Leading,building,andsustainingschoolimprovement.Cambridge,MA:HarvardEducationPress.


QMSelf-StudyToolkit

Taylor,R.&Canfield,P.(2007).Learningtobeascholarlyteachingfaculty:Culturalchangethroughsharedleadership.InA.Brew&J.Sachs(Eds.),Thetransformeduniversity:Scholarshipofteachingandlearninginaction(pp.233-247).Sydney,Australia:SydneyUniversityPress.

Tearle,P.(2003).ICTimplementation:Whatmakesthedifference?BritishJournalofEducationalTechnology,34(5),567–583.doi:10.1046/j.0007-1013.2003.00351.x

Tomlinson,C.A.(1999).Thedifferentiatedclassroom:Respondingtotheneedsofalllearners.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Tomlinson,C.A.(2003).Fulfillingthepromiseofthedifferentiatedclassroom:Strategiesandtoolsforresponsiveteaching.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Tomlinson,C.A.,&Allan,S.D.(2000).Leadershipfordifferentiatingschoolsandclassrooms.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Tomlinson,C.A.,Brimijoin,K.,&Narvaez,L.(2008).Thedifferentiatedschool:Makingrevolutionarychangesinteachingandlearning.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Tomlinson,C.A.,&Kalbfleisch,M.L.(1998).Teachme,teachmybrain:Acallfordifferentiatedclassrooms.EducationalLeadership,56(3),52-55.Tyack,D.B.,&Cuban,L.(1995).TinkeringtowardsUtopia:Acenturyofpublicschoolreform.Cambridge,MA:HarvardUniversityPress.Warren,M.R.(2005).Communitiesandschools:Anewviewofurbaneducationreform.HarvardEducationalReview,75(2),133–173.doi:

10.17763/haer.75.2.m718151032167438Weick,K.E.(1976).Educationalorganizationsaslooselycoupledsystems.AdministrativeScienceQuarterly,21(1),1–19.doi:10.2307/2391875Weimer,M.(2002).Learner-centeredteaching:Fivekeychangestopractice.SanFrancisco,CA:Jossey-Bass.Wenger,E.(1999).Communitiesofpractice:Learning,meaning,andidentity.Cambridge,UK:CambridgeUniversityPress.Wheatley,M.J.(1999).Leadershipandthenewscience:Discoveringorderinachaoticworld(2nded.).SanFrancisco,CA:Berrett-Koehler.Wolcott,H.F.(1973).Themanintheprincipal'soffice:Anethnography.NewYork:Holt,Rinehart,&Winston.Wong,K.K.,Shen,F.X.,Anagnostopoulos,D.,&Rutledge,S.(2007).Theeducationmayor:ImprovingAmerica'sschools.Washington,

DC:GeorgetownUniversityPress.Wright,G.B.(2011).Student-centeredlearninginhighereducation.InternationalJournalofTeachingandLearninginHigherEducation,23(1),92-97.DOMAIN3:PEDAGOGY-ANDRAGOGY Ambrose,S.A.,Bridges,M.W.,DiPietro,M.,Lovett,M.C.,Norman,M.K.,&Mayer,R.E.(2010).Howlearningworks:Sevenresearch-based

principlesforsmartteaching.SanFrancisco,CA:Jossey-Bass.Barr,R.B.,&Tagg,J.(1995).Fromteachingtolearning—Anewparadigmforundergraduateeducation".Change:TheMagazineofHigher

Learning,27(6),12-25.doi:10.1080/00091383.1995.10544672Bloom,B.S.(1956).Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals.Philadelphia,PA:DavidMcKayPublications.


QMSelf-StudyToolkit

Blumenfeld,P.C.,Soloway,E.,Marx,R.W.,Krajcik,J.S.,Guzdial,M.,&Palincsar,A.(1991).Motivatingproject-basedlearning:Sustainingthedoing,supportingthelearning".EducationalPsychologist,26(3-4),369-398.doi:10.1080/00461520.1991.9653139

Bolton,G.E.J.(2010).Reflectivepractice:Writingandprofessionaldevelopment(3rded.).ThousandOaks,CA:SagePublications.Bonwell,C.C.,&Eison,J.A.(1991).Activelearning:Creatingexcitementintheclassroom.ASHE-ERICHigherEducationReportNo.1.Washington,

DC:TheGeorgeWashingtonUniversity,SchoolofEducationandHumanDevelopment.Bryk,A.S.,Gomez,L.,Grunow,A.,&LeMaheiu,P.(2015).Learningtoimprove:HowAmerica’sschoolscangetbetteratgettingbetter.Cambridge,

MA:HarvardEducationPress.Chickering,A.W.,Gamson,Z.F.(1987).Sevenprinciplesforgoodpracticeinundergraduateeducation.AmericanAssociationofHigherEducation

Bulletin,3-7.Chiu,M.M.(2000).Groupproblem-solvingprocesses:Socialinteractionsandindividualactions.JournalfortheTheoryofSocialBehavior,30(1),

26-49.doi:10.1111/1468-5914.00118Cochran-Smith,M.,&Lytle,S.L.(1999).Relationshipsofknowledgeandpractice:Teacherlearningincommunities.ReviewofResearchin

Education.24(1),249-305.doi:10.3102/0091732X024001249.Cranton,P.(2012).Planninginstructionforadultlearners(3rded.).Toronto,Ontario,Canada:Wall&Emerson.Dillenbourg,P.(1999).Collaborativelearning:Cognitiveandcomputationalapproaches.AdvancesinLearningandInstructionSeries.NewYork:

EmeraldGroupPublishingLimited.Donovan,M.S.,Bransford,J.D.,&Pellegrino,J.W.(1999).Howpeoplelearn:Bridgingresearchandpractice.Washington,DC:NationalAcademyPress.Drago-Severson,E.(2004).Helpingteacherslearn:Principalleadershipforadultgrowthanddevelopment.ThousandOaks,CA:Corwin.Drago-Severson,E.(2016).Useavarietyofpracticestoconnectwithall.JournalofStaffDevelopment,37(1),38-42.Farmer,J.A.,Buckmaster,A.&LeGrand,B.(1992).Cognitiveapprenticeship.NewDirectionsinAdultandContinuingEducation55:41–49.Freeman,S.,Eddy,S.L.,McDonough,M.,Smith,M.K.,Okoroafor,N.,Jordt,H.,&Wenderoth,M.P.(2014).Activelearningincreasesstudent

performanceinscience,engineering,andmathematics.ProceedingsoftheNationalAcademyofSciencesoftheU.S.A.,111(23),8410-8415.doi:10.1073/pnas.1319030111

Grabinger,R.S.,&Dunlap,J.C.(1995).Richenvironmentsforactivelearning:Adefinition.ResearchinLearningTechnology,3(2),5-34.doi:10.1080/0968776950030202

GreatSchoolsPartnership(2013).Authenticlearning.Theglossaryofeducationreform.Retrievedfromhttp://edglossary.org/authentic-learningHansman,C.A.(2001).Context-basedadultlearning.NewDirectionsforAdultandContinuingEducation,2001(89),43-52.Hansman,C.A.(2017).Adultlearningtheoriesinmentoringrelationshipsandmodels.InV.C.X.Wang(Ed.),Theoryandpracticeofadultand

highereducation.Charlotte,NC:InformationAgePublishing.Hanson,A.(1996).Thesearchforaseparatetheoryofadultlearning:Doesanyonereallyneedandragogy?InEdwards,R.,Hanson,A.,&Raggatt,

P.(Eds.).BoundariesofAdultLearning(AdultLearners,Education,andTraining),1,99-108.NewYork,NY:Routledge.Heifetz,R.A.,&Linsky,M.(2002).Leadershipontheline:Stayingalivethroughthedangersofleading.Cambridge,MA:HarvardBusinessReviewPress.Jentz,B.(2007).Talksense:Communicatingtoleadandlearn.Acton,MA:ResearchforBetterTeaching.


QMSelf-StudyToolkit

Kirschner,P.A.,Sweller,J.,&Clark,R.E.(2006).Whyminimalguidanceduringinstructiondoesnotwork:Ananalysisofthefailureofconstructivist,discovery,problem-based,experiential,andinquiry-basedteaching.EducationalPsychologist,41(2),75-86.doi:10.1207/s15326985ep4102_1

Knowles,M.S.(1980).Themodernpracticeofadulteducation:Frompedagogytoandragogy.NewYork:Cambridge,TheAdultEducationCompany.Kozulin,A.(2003).Vygotsky’seducationaltheoryinculturalcontext.Cambridge,UK:CambridgeUniversityPress.Ladson-Billings,G.(2006).Fromtheachievementgaptotheeducationdebt:UnderstandingachievementinU.S.schools.EducationalResearcher,

35(7),3-12.Lipton,L.,&Wellman,B.(2007).Howtotalksoteacherslisten.EducationalLeadership,65(1),30-34.Loughran,J.J.(2002).Effectivereflectivepractice:Insearchofmeaninginlearningaboutteaching.JournalofTeacherEducation.53(1):33-43.doi:

10.1177/0022487102053001004Mann,R.S.,Abbas,A.,Kohl,H.,Orth,R.,Görmer,M.(2010).Globalsurveyonbusinessimprovementandbenchmarking.GlobalBenchmarkingNetwork.McKinney,K.(2010).Activelearning.IllinoisStateUniversity,CenterforTeaching,Learning&Technology.Archivedfromtheoriginalon2011-09-11.Merriam,S.B.,&Bierema,L.L.(2014).Adultlearning:Linkingtheoryandpractice.SanFrancisco,CA:Jossey-Bass.Mezirow,J.,Taylor,E.W.,&Associates(2009).Transformativelearninginpractice:Insightsfromcommunity,workplace,andhighereducation.

SanFrancisco,CA:Jossey-Bass.Milner,H.R.,IV(2010).Startwhereyouare,butdon'tstaythere:Understandingdiversity,opportunitygaps,andteachingintoday'sclassrooms.

Cambridge,MA:HarvardEducationPress.Mitnik,R.,Recabarren,M.,Nussbaum,M.,&Soto,A.(2009).Collaborativeroboticinstruction:Agraphteachingexperience.Computers&

Education,53(2),330-342.Mullainathan,S.(2015,January3).Racialbias,evenwhenwehavegoodintentions.TheNewYorkTimes.Retrievedfrom

https://www.nytimes.com/2015/01/04/upshot/the-measuring-sticks-of-racial-bias-.htmlO’Dell,C.,&C.J.Grayson(1998).Ifonlyweknewwhatweknow:Identificationandtransferofinternalbestpractices.CaliforniaManagement

Review,40(3),154–174.Peterson,L.(2007).Authenticlearningenvironments.ETEC510Wiki,UniversityofBritishColumbia.RetrievedSeptember26,2017

fromhttp://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_EnvironmentsPrince,M.(2004).Doesactivelearningwork?Areviewoftheresearch.JournalofEngineeringEducation,93(3),223-231.Renkl,A.,Atkinson,R.K.,Maier,U.H.,&Staley,R.(2002).Fromexamplestudytoproblemsolving:Smoothtransitionshelplearning.Journalof

ExperimentalEducation,70(4),293-315.Schön,D.A.(1983).Thereflectivepractitioner:Howprofessionalsthinkinaction.NewYork:BasicBooks.Shuell,T.J.(1986).Cognitiveconceptionsoflearning.ReviewofEducationalResearch,56(4),411-436.Steele,C.M.(2011).WhistlingVivaldi:Howstereotypesaffectusandwhatwecando.NewYork:W.W.Norton&Company.Taylor,E.W.(2008).Transformativelearningtheory.InS.Merriam(Ed.),Thirdupdateonadultlearningtheory.NewDirectionsforAdultand

ContinuingEducation,2008(119),5-16.doi:10.1002/ace.301


QMSelf-StudyToolkit

Vygotsky,L.S.(1978).Interactionbetweenlearninganddevelopment.InL.S.Vygotsky&M.Cole,Mindinsociety:Thedevelopmentofhigherpsychologicalprocesses.Cambridge,MA:HarvardUniversityPress.

Welsh,J.F.,&Metcalf,J.(2010).Administrativesupportforinstitutionaleffectivenessactivities:responsestothe‘newaccountability.’JournalofHigherEducationPolicyandManagement,25(2).

Wright,M.C.,Goldwasser,M.,Jacobson,W.,&Dakes,C.(2017).Assessmentfromaneducationaldevelopmentperspective.ToImprovetheAcademy,36,39–49.doi:10.1002/tia2.20051

Yew,E.H.J.,&Schmidt,H.G.(2012).Whatstudentslearninproblem-basedlearning:Aprocessanalysis.InstructionalScience,40(2),371-95.doi:10.1007/s11251-011-9181-6

DOMAIN4:CLINICALPRACTICEAnast-May,L.,Buckner,B.,&Geer,G.(2011).Redesigningprincipalinternships:Practicingprincipals’perspectives.InternationalJournalof

EducationalLeadershipPreparation,6(1),1-7.Billitteri,T.J.(2009).Thevalueofacollegeeducation:Isafour-yeardegreetheonlypathtoasecurefuture?CQResearcher,19(41),981-1004.Bradshaw,L.K.,Perreault,G.,McDowelle,J.O.,&Bell,E.W.(1997,November).Evaluatingtheresultsofinnovativepracticesineducational

leadershipprograms.PaperpresentedattheannualconferenceoftheSouthernRegionalCouncilforEducationalAdministration,Charleston,SC.

Bridge.jobs(n.d.).Employerguidetostructuringasuccessfulinternshipprogram.AcollaborativeeffortofallofRhodeIsland’scollegesanduniversities.Retrievedfromhttp://career.bryant.edu/resources/files/RI%20Employer%20Guide%20Good%20Internships%20are%20Good%20Business2%20(3).pdf

Burns,M.K.,Aitkenhead,J.M.,Frederick,C.M.,&Huddy,S.(2013).Undergraduateinternshipexpectations:Strategicencouragementofstudentinvolvement.InquiriesJournal/StudentPulse,5(12),1-2.Retrievedfromhttp://www.inquiriesjournal.com/a?id=838

Chance,E.W.(1990).Theadministrativeinternship:Effectiveprogramcharacteristics.PaperpresentedattheannualmeetingoftheNationalCouncilofProfessorsofEducationalAdministration,LosAngeles,CA.

Chandler,M.,Chan,T.C.,&Jiang,B.(2013).Theeffectivenessofanembeddedapproachtopracticumexperiencesineducationalleadership:Programcandidates’perspectives.InternationalJournalofTeachingandLearninginHigherEducation,25(1),79-91.

D’Abate,C.P.,Youndt,M.A.,&Wenzel,K.E.(2009).Makingthemostofaninternship:Anempiricalstudyofinternshipsatisfaction.AcademyofManagementLearning&Education,8(4),527-539.

Darling-Hammond,L.,LaPointe,M.,Meyerson,D.,Orr,M.T.,&Cohen,C.(2007).Preparingschoolleadersforachangingworld:Lessonsfromexemplaryleadershipdevelopmentprograms.Stanford,CA:StanfordUniversity,StanfordEducationalLeadershipInstitute.

Deal,T.E.,&Kennedy,A.A.(1982).Corporatecultures:Theritesandritualsofcorporatelife.NewYork:BasicBooks.Dewey,J.(1997).Experienceandeducation.NewYork:FreePress.


QMSelf-StudyToolkit

Fain,P.(2017,June14).Newmoneyandnewplayersonapprenticeships.InsideHigherEd.Retrievedfromhttps://www.insidehighered.com/news/2017/06/14/white-house-apprenticeship-push-will-include-funding-and-focus-alternative-providers

Freestone,R.,Williams,P.,Thompson,S.,&Trembath,K.(2007).Aquantitativeapproachtoassessmentofwork-basedlearningoutcomes:Anurbanplanningapplication.HigherEducationResearch&Development,26(4),347-361.

Fry,B.,Bottoms,G.,&O’Neill,K.(2005).Challengetoleadseries:Theprincipalinternship:Howcanwegetitright?Atlanta,GA:SouthernRegionalEducationBoard.

Hoffman,N.(2011).Schoolingintheworkplace:Howsixoftheworld’sbestvocationaleducationsystemsprepareyoungpeopleforjobsandlife.Cambridge,MA:HarvardEducationPress.

Hora,M.T.,Wolfgram,M.,&Thompson,S.(2017).Whatdoweknowabouttheimpactofinternshipsonstudentoutcomes?Resultsfromapreliminaryreviewofthescholarlyandpractitionerliteratures.CenterforResearchonCollege-WorkforceTransitionsResearchBrief#2.Retrievedfromhttp://ccwt.wceruw.org/documents/CCWT-report-Designing-Internship-Programs.pdf

Kolb,A.Y.,&Kolb,D.A.(2005).Learningstylesandlearningspaces:Enhancingexperientiallearninginhighereducation.AcademyofManagementLearning&Education,4(2),193-212.

Mitgang,L.(2012).Themakingoftheprincipal:Fivelessonsinleadershiptraining.NewYork:TheWallaceFoundation.NationalAssociationofCollegesandEmployers(2011).Positionstatement:U.S.internships.Retrievedfromwww.naceweb.org/advocacy/position-

statements/united-states-internships.aspxO’Neill,N.(2010).Internshipsasahigh-impactpractice:Somereflectionsonquality.PeerReview,12(4),4–8.Orton,J.D.,&Weick,K.E.(1990).Looselycoupledsystems:Areconceptualization.AcademyofManagementReview,15(2),203-223.Pounder,D.,&Crow,G.(2005).Sustainingthepipelineofschooladministrators.EducationalLeadership,62(8),56-60.Resnick,L.B.(1987).The1987presidentialaddresslearninginschoolandout.EducationalResearcher,16(9),13-54.Schein,E.H.(1985).Organizationalcultureandleadership.SanFrancisco,CA:Jossey-Bass.Silva,P.,Lopes,B.,Costa,M.,Melo,A.I.,Dias,G.P.,Brito,E.,&Seabra,D.(2016).Themillion-dollarquestion:Caninternshipsboostemployment?

StudiesinHigherEducation,1-20.True,M.(n.d.).Startingandmaintainingaqualityinternshipprogram.Retrievedfrom

https://www.binghamton.edu/ccpd/employers/documents/starting-maintaining-quality-internship-programlo.pdfUniversityofNotreDame,TheCareerCenter(n.d.).Internships:Anemployer’sguidetodevelopinganinternshipprogram.Retrievedfrom

https://careercenter.nd.edu/assets/136851/employer_internship_development_guide.pdfUniversityofWisconsin,SchoolofBusiness,BusinessCareerCenter(n.d.).Designingasuccessfulinternshipprogram.Retrievedfrom

https://bus.wisc.edu/~/media/bus/recruit-hire/internship_guide.ashxWalker,S.(2017).StateofWisconsin:Budgetinbrief.Madison,WI:DivisionofExecutiveBudgetandFinance,DepartmentofAdministration.

Retrievedfromhttp://doa.wi.gov/Documents/DEBF/Budget/Biennial%20Budget/2017-19%20Executive%20Budget/17-19%20BIB%20FINAL%20revised%2002082017.pdf


QMSelf-StudyToolkit

Westerberg,C.,&Wickersham,C.(2011).Internshipshavevalue,whetherornotstudentsarepaid.TheChronicleofHigherEducation.Retrievedfromhttp://www.chronicle.com/article/Internships-Have-Value/127231/

DOMAIN5:PERFORMANCEASSESSMENTBennett,R.E.(2011).Formativeassessment:Acriticalreview.AssessmentinEducation:Principles,Policy&Practice,18(1),5-25.doi:

10.1080/0969594X.2010.513678Biggs,J.B.,&Tang,C.(2011).Teachingforqualitylearningatuniversity:Whatthestudentdoes(4thed.).NewYork:McGraw-HillEducation.Black,P.,&McCormick,R.(2010).Reflectionsandnewdirections.Assessment&EvaluationinHigherEducation,34(5),493-499.Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.AssessmentinEducation,5(1),7-74.doi:10.1080/0969595980050102Dunn,K.E.,&Mulvenon,S.W.(2009).Acriticalreviewofresearchonformativeassessments:Thelimitedscientificevidenceoftheimpactof

formativeassessmentsineducation.PracticalAssessment,Research&Evaluation,14(7).Retrievedfromhttp://pareonline.net/pdf/v14n7.pdf

Howard,T.C.(2003).Culturallyrelevantpedagogy:Ingredientsforcriticalteacherreflection.TheoryintoPractice,42(3),195-202.Stiggins,R.J.(2002).Assessmentcrisis:TheabsenceofassessmentFORlearning.PhiDeltaKappan,83(10),758-765.Stiggins,R.J.(2005).FromformativeassessmenttoassessmentFORlearning:Apathtosuccessinstandards-basedschools.PhiDeltaKappan,

87(4),324-328.Retrievedfromhttp://www.jstor.org/stable/20441998DOMAIN6:GRADUATEPERFORMANCEOUTCOMESDaloisio,J.(2017).Principalchurn:Acasestudyonprincipalturnoverandstrategiestobuildsustainabilityandcontinuity(Doctoraldissertation).

Retrievedfromhttp://d-scholarship.pitt.edu/33237/Goldring,R.,&Taie,S.(2014).Principalattritionandmobility:Resultsfromthe2012–13PrincipalFollow-upSurvey(NCES2014-064rev).

Washington,DC:U.S.DepartmentofEducation,NationalCenterforEducationStatistics.Retrievedfromhttp://nces.ed.gov/pubsearch(accessed2017October)

Spady,W.G.(1994).Outcome-basededucation:Criticalissuesandanswers.Arlington,VA:AmericanAssociationofSchoolAdministrators.
