The ISLLC Standards for School Leaders A Comparison of学校领导比较ISLLC标准.pptVIP

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The ISLLC Standards for School Leaders A Comparison of学校领导比较ISLLC标准.ppt

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The ISLLC Standards for School Leaders A Comparison of学校领导比较ISLLC标准

The ISLLC Standards for School Leaders: A Comparison of Traditionally Certified Administrators and Administrators Certified Via Examination in California Tamerin Capellino Oral Defense University of La Verne Why this study? Personal Story Background “ Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school” Waters, Marzano, McNulty, 2003 Large numbers of veteran school administrators are reaching retirement age. The USBLS projects there to be an increase of 53,000 school administrator jobs by 2016. Although there is a pool of credential-eligible candidates across the country, many teachers chose to remain in the classroom. Certification/credentialing is one barrier to employment school administrator candidates face. California is the only state to offer the SLLA as a replacement for traditional coursework. The Problem Alternative certification routes have been developed in many states in an effort to combat administrator shortages. Little is known about the individuals certified via examination or alternate routes. There is a lack of research addressing if differences in performance exist based on certification route. Assumptions and biases exist that may prevent administrators certified via examination from securing an administrative position. Purpose of the Study To investigate and compare supervisors’ assessments of traditionally certified site administrators and administrators certified via examination on leadership performance as measured by the ISLLC Standards for School Leaders. The six standards are shared vision, school culture, management, collaboration, ethics, and community advocating. Research Questions What percentage of traditionally certified site administrators demonstrate each of the six standards for school leaders at the “highly effective,” “effective,” “ineffective,” and “highly ineffective” levels as assessed by their supervisors? What percentage of site