Implications of a shadowing/mentoring programme for aspiring principals

Dalgiç, Gülay; Thornton, Kate

doi:10.1108/ijmce-03-2016-0031

Cited by 10 publications

(10 citation statements)

References 31 publications

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“…In fact, Daresh (2004) believes that having a mentor is “the single most powerful thing an assistant principal […] can do to enhance personal survival and effectiveness” (p. 97). When assistant principals choose to be mentored by observing principals in their own and other schools (Kwan and Li, 2016), their professional network of principals expands and opportunities for reflecting on their leadership development are stimulated (Service et al , 2016). Not only does the principal-assistant principal relationship facilitate the novice leader’s development and growth, it has also been found to positively influence their readiness for assuming principalships (Retelle, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Given the critical current and future leadership roles played by assistant principals, school systems and principals have been encouraged by practitioners, researchers, and professional associations to provide them with thoughtful and well-designed mentoring experiences (Armstrong 2014; Johnson-Taylor and Martin, 2007; Oliver, 2005; Petrides et al , 2014; Service et al , 2016). These recommendations are consistent with a recent white paper published by the University Council for Educational Administration that articulated:Potential assistant principals largely approach the assistant principal position as a training ground for the principalship and look for principals who will afford them growth opportunities and exposure to a spectrum of responsibilities reflective of their future positions.…”

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confidence: 99%

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Assistant principals’ perceptions of meaningful mentoring and professional development opportunities

Barnett

Shoho

Okilwa

2017

IJMCE

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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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Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Assistant principals’ perceptions of meaningful mentoring and professional development opportunities

Barnett

Shoho

Okilwa

2017

IJMCE

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“…Nokkur lönd undirbúa tilvonandi skólastjóra með formlegum undirbúningi áður en þeir taka við stjórn skóla (Service, Dalgic og Thornton, 2016). Lee (2015) bendir þó á að þessar áaetlanir geri ekki allar ráð fyrir persónulegri þróun skólastjórans og snúist frekar um hagnýta þaetti skólastjórnunar, eins og hvernig eigi að gera stundatöf lur og sjá um bygginguna.…”

Section: Stuðningur Og þJálfun Nýrra Stjórnendaunclassified

Stuðningur við skólastjóra í grunnskólum: staða og væntingar

Róbertsdóttir¹,

Björnsdóttir²,

Hansen³

2020

Netla

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Starfsumhverfi skólastjóra hefur breyst mjög mikið á undanförnum árum, orðið f lóknara og starfið viðameira. Með breyttu starfsumhverfi og auknu álagi er stuðningur í starfi þýðingarmikill. Markmið þessarar rannsóknar var að kanna viðhorf skólastjóra í grunnskólum til stuðnings við þá í starfi og þörf þeirra á stuðningi. Gögnum í rannsókninni var safnað með spurningalista sem sendur var til allra skólastjóra, 174 alls, og var svarhlutfall 67%.Meginniðurstaða rannsóknarinnar var að skólastjórar voru óánaegðir með þann stuðning sem var í boði við upphaf ferils þeirra, eingöngu 32% eru ánaegðir með þann stuðning sem þeir fá nú í starfi og 47% þeirra nefndu að þörf fyrir stuðning vaeri fullnaegt að mestu leyti. Flestir nefndu að þeir hefðu fengið mestan stuðning frá fjölskyldu eða vini við upphaf ferils síns og eru niðurstöður svipaðar við núverandi aðstaeður. Skólastjórar voru sammála um að mikilvaegt vaeri að njóta stuðnings í starfi en 95% sögðu það mjög eða frekar mikilvaegt. Flestir töldu að fraeðsluyfirvöld aettu að veita þeim mestan stuðning en einnig kom fram að skólastjórar teldu sig þurfa mestan stuðning við úrlausn erfiðra starfsmannamála og við stefnumótun. Svarhlutfall í rannsókninni var vel viðunandi og dreifing svara yfir landið nokkuð jöfn. Það má því álykta að þá mynd, sem dregin er upp hér, megi að öllum líkindum yfirfaera á skólastjóra í grunnskólum almennt. Af niðurstöðunum má álykta að margir skólastjórar kalli eftir víðtaekari og markvissari stuðningi og þá aðallega frá fraeðsluyfirvöldum.Efnisorð: Skólastjórar, grunnskólar, stuðningur við upphaf starfsferils, stuðningur í starfi InngangurUndanfarin misseri hafa starfsaðstaeður kennara og álag í starfi verið talsvert í umraeðunni hér á landi. Örar breytingar á starfsumhverfi skólastjóra, svo sem aukið álag á kennara og kennaraskortur, hafa áhrif á skólastjórnendur. Þegar baejar-eða sveitarfélög ráða skólastjóra er aetlast til þess að hann axli fulla ábyrgð á lögbundnum verkefnum frá fyrsta degi, sé faglegur leiðtogi, kynnist skólamenningunni og sinni öllum öðrum verkefnum. Nýr skólastjóri þarf að finna út úr hvernig á að ráða fólk, hverju þarf að skila til launadeildar, hvernig á að samþykkja reikninga og gera stundatöf lur, svo daemi séu tekin um þau fjölmörgu verkefni sem þarf að sinna. Á sama tíma þarf hann að kynnast skólabragnum og starfsfólkinu. Staða nýrra skólastjóra er því ekki ólík því sem Lee (2015) lýsir í rannsókn sinni þar sem nýi skólastjórinn maetir á svaeðið og naestum því allt fyrsta árið fer í að ráða fram úr hlutunum, kynnast skólamenningu og styrk-og veikleikum starfsfólksins.

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“…For example, job shadowing has been used to prepare principals, thus supporting leadership succession in school (see, for example, Simkins et al, 2009; Roan and Rooney, 2006). The value of shadowing as a professional development instrument lies in the intimate understanding of the complexity of a principal’s role which the observers can gain; in addition, it can stimulate them to reflect on their leadership development (Service et al, 2016).…”

Section: The Use Of Shadowingmentioning

confidence: 99%

Shadowing school principals: what do we learn?

Tulowitzki¹

2017

Educational Management Administration & Leadership

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While shadowing as a method has been analysed and discussed, these discussions have often been focused on (business) management research as opposed to school leadership research. Additionally, little attention has so far been paid to the parameters of shadowing. Without knowledge of these matters, the validity, merits and difficulties of shadowing and data collected through shadowing are impossible to assess. This contribution aims at tackling these issues. First, it attempts to offer an overview of shadowing. Next, studies on school principals making use of shadowing are analysed, guided by the following research questions: What are the aims of the studies? How is shadowing defined by the author(s)? What are the parameters of the shadowing activities (duration, observers, observed persons)? What are the categories of observation? In conjunction with what other – if any – methods is shadowing used? What – if any – merits or pitfalls of shadowing are discussed? Finally, implications of the current use of shadowing are discussed and suggestions are offered to address desiderata uncovered during the analysis as well as to further develop the method.

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Implications of a shadowing/mentoring programme for aspiring principals

Cited by 10 publications

References 31 publications

Assistant principals’ perceptions of meaningful mentoring and professional development opportunities

Assistant principals’ perceptions of meaningful mentoring and professional development opportunities

Stuðningur við skólastjóra í grunnskólum: staða og væntingar

Shadowing school principals: what do we learn?

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