In February 2020, the COVID-19 pandemic upended education systems as schools suspended in-person instruction and transitioned to remote learning to mitigate the spread of the disease within their communities. As school systems implemented remote learning, we sought to examine differences in teacher and educational leader self-perceptions of preparedness for remote continuity of learning and communicating with stakeholders, factors contributing to preparedness, and recommended needs in future educational leadership preparation. We used a survey design to complete this research by distributing the Self-perceptions of Preparedness for Remote Continuity of Learning Instrument (SPRCLI) © to a convenience sample of teachers and educational leaders enrolled in a graduate-level educational leadership program. Eighty teachers and 15 educational leaders completed the SPRCLI © survey. Analysis indicated differences in self-perceptions of preparedness to communicate with stakeholders with educational leaders demonstrating higher perceptions of communication preparedness. Contributing factors for preparedness for remote continuity of learning included colleagues, professional development, prior technology experience, and experiences with online learning. Participants recommended future educational leadership preparation include professional development and coursework on digital applications, best practices for remote learning, and development of school plans for remote continuity of learning. This study contributes to an understanding of teacher and educational leader preparedness for remote learning at the start of the COVID-19 crisis.

As the complexity of school and district contexts continue to evolve, there is a need to prepare leaders at various points along the leadership continuum. Through this survey research, we analyzed student perceptions of program effectiveness ( N = 408) from 2013 to 2020 in one educational leadership program through the lens of student professional roles (e.g., teachers, instructional coaches, central office personnel). Results varied with instructional coaches demonstrating higher perceptions of effectiveness and central office personnel lower perceptions. Findings from this study could serve as the impetus for further research as educational leadership programs serve diverse educational leadership roles.

Article InfoAs teacher shortages continue in countries worldwide, international teachers may be recruited from other countries to help fill critical teacher vacancies, particularly in high-need subject areas such as mathematics and science. International teachers are a unique group who have specific needs, which could be addressed through school administrators' supervisory practices. To understand international teacher needs, a review of the literature from 2009 to 2019 was completed to examine the extent to which dimensions of mentoring, role modeling, and acculturation were represented in international teacher narratives in peer-reviewed journals. In the course of the review, a fourth dimension of principals and ITs was found in the literature and explored. Findings from the literature review pointed to four themes related to the three identified dimensions: (a) a need for induction, (b) role modeling as collegial support, (c) international teacher acculturation issues, and (d) principal perspectives of ITs. The international teacher themes discovered through this review of the literature may help to inform the supervisory practices of school administrators as they strive to ensure positive outcomes for international teachers.

No abstract

Higher education administrators’ expectations of parental involvement have been based on legal implications, research regarding best practices, and student development theories. Little is known, however, about parents’ perceptions of their involvement in college, particularly in students’ first year in college. This research study sought to determine differences, if any, between parents’ perceptions of their level of involvement and parents’ demographic characteristics. Results indicated perceptual differences based on students’ status as a first-generation college student, ethnicities, and students’ anticipated residence for the first year of college. Findings from this research have the potential to inform institutions as they establish parent-university partnerships.