Evaluation Questions for Leadership Development Articles
Brundrett / Wong / Adams & Copland / DanzigWhat is the report about? / In what ways do national leadership programs impact leadership practices in schools?
What is the impact of multiple leadership development interventions?
Leading from the Middle
Headteachers’ Leadership and Management Program (not in case study)
National Professional Qualification for Headship
Leadership Program for Serving Headteachers / Evaluation of School Management for Principals
Why do principals attend principal training?
What training do they regard as useful?
Are findings consistent with Hong Kong proposals?
Do attitudes and behaviors change as a result of training? / Do licensing programs teach what principals need to impact student achievement?
If not, what will help to improve school leader licensing policy? / Can leadership be taught through narratives?
How does the study fit into what is already known? / Very little discussion about past efforts to educate school administrators except to say that past efforts between 1960 and 1990 were not as organized as it is with the program currently under evaluation. The author quotes himself often. Discussion of National College for School Leadership and its conceptual framework. / Gives a very detailed description of the evolution of leadership development in Hong Kong schools (from manager to leader) from a closed model of 9 day training (old British model) to more influence of workshops, certification, and ongoing training consistent with trends in US and Britain and Singapore. / Examines licensing policy in all states through the following matrix:
Individual
Organizational
Learning
Very opinion driven
super principals
Forges an argument for why we need to look at licensure—impacts what principals learn / Sites Brunner and Gardner in discussing the significance of story telling and narrative in learning.
How was the study done? / Phase 1: mailed questionnaires sent to headteachers of 50 schools which had participated in national leadership development programs. 72 % Response Rate (36 total)
(7 infant schools, 4 junior schools, 29 primary schools, 10 secondary schools)
Phase 2: 10 case studies from schools chosen out of the 50 earlier schools. Semi structured interviews 28 in total (7 primary, 3 secondary) / 27 serving primary principals who attended School Management for Principals between 1998-2000
13 had 1 year or less experience
16 had attended induction programs offered by the government
Group interviews
Questionnairs
Longitudinal data / Coded using paradigm of individual (background of the person), organizational (management competency), and learning (growth for students and teachers) to identify themes in policy in every state and DC.
Rated on a scale from 1-4 on low to high.
Each did it and compared and agreed on results. / 14 graduate students
3 principals
2 directors of community agencies
3 university administrators
1 community college vice president
1 chief of campus police
1 director of campus ministry
1 Army Colonel
2 business entrepenuers
Interviews about their entry into leadership
Second interview about problem solving
What was found? / RQ1:they did their job.
RQ2:culture of collaboration / RQ1:to meet requirements
RQ2: managment
RQ3:yes
RQ4:yes / Very few states focus on learning (Iowa, New Mex, Wis., ND, Mass. Louisiana) / Yes, it holds promise to hear and record stories.
What do the results mean? / More study needed. / Keep up the good work. / Professional development as added learning / A way of teaching leadership.