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NATIONAL COUNCIL OF PROFESSORS OF EDUCATIONAL ADMINISTRATION 66TH Annual Conference Social Justice, Competition and Quality: 21st Century Leadership Challenges Kansas City, Missouri August 7-10, 2012 MAP OF THE HOTEL NATIONAL COUNCIL OF PROFESSORS OF EDUCATIONAL ADMINISTRATION 2012 Summer Conference The National Council of Professors of Educational Administration is committed to the practice and study of educational administration. Established in 1947, the National Council of Professors of Educational Administration (NCPEA) continues its commitment to serve the interests and needs of professors of educational administration and practicing school leaders. NCPEA members enjoy exceptional opportunities for professional growth and development in a welcoming, supportive, and collegial environment. Missouri Professors of Educational Administration We believe— The preparation of future educational leaders is an essential part of our society. We support the alignment of our preparatory programs with Professional Standards for Educational Leaders. NCPEA Mission Established in 1947, the National Council of Professors of Educational Administration (NCPEA) continues its commitment to serve the interests and needs of professors of educational administration and practicing school leaders. NCPEA members enjoy exceptional opportunities for professional growth and development in a welcoming, supportive, and collegial environment. NCPEA sponsors two annual professional meetings: (1) the midwinter Conference-Within-A- Conference and (2) the summer conference held in different regions of the United States. Each conference is an opportunity to share findings and best practices in research, teaching, and service. NCPEA is committed to the improvement of the practice and study of educational administration. NCPEA focuses on the following goals and objectives: 1. Ensure the high quality professional development of professors of educational administration. 2. Refine the knowledge bases for preparing practicing administrators and professors of educational administration. 3. Promote the application of theory and research in the field to the practice of educational administration. 4. Establish and promote a Code of Ethics for professors of educational administration. 5. Ensure access and inclusion of under-represented groups into the professorship and administration and promote social justice in education. 6. Serve as an advocate for professors of educational administration and as an authority on critical issues. 7. Develop the administrative application of technology in the preparation and renewal of educational leaders. 8. Establish standards by which educational administration programs become certified, accredited, and approved. Table of Contents On behalf of the Missouri Professors of Educational Administration, let me be the first to welcome you to Kansas City, MO. I hope you have time to take in some of the sights and sounds of the area. MPEA has planned some activities that are sure to give you a ‘taste’ of Kansas City. Each institution represented by the Missouri Professors of Educational Administration has worked to make this an enjoyable experience for you. I invite you to learn, visit and share throughout the days of this conference. If you have questions just ask someone from Missouri and we will be happy help in any way possible. Jim Kern, Executive Director MPEA Sponsoring MPEA Member Universities Central Missouri State University Evangel University Lincoln University Lindenwood University Maryville University Missouri Baptist University Missouri State University Northwest Missouri State University Park University St. Louis University Southeast Missouri State University Southwest Baptist University University of Missouri – Columbia University of Missouri – Kansas City University of Missouri – St. Louis Webster University William Woods University A Message from the NCPEA 2011-12 President Fenwick W. English UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Welcome to the “Paris of the Plains,” a name given to Kansas City, Missouri, because it has more boulevards than any city in the world except Paris, and more fountains than any city in the world with the exception of Rome, Italy. In many ways the location of our conference at Kansas City mirrors the complex and colorful life of Etienne de Veniard, Sieur de Bourgmont (1679-1734), an intrepid French voyager who explored the Kansas City area and wrote several books about it. He both investigated the area, establishing forts and treaties with various Native American tribes, and was involved in many incidents and conflicts, returning to France and winning honors for his travels and accomplishments. You can read more about him via Google, but his life demonstrates the confluence of geography and history which marks Kansas City as distinctive. So this is an apt place to undertake a vital conversation about not only our future, but the future of public education in the nation. Likewise our conference theme is also a confluence of geography and history, laced with conflict over the fate of our public schools and of its leadership. Make no mistake about it, we are under attack and a cluster of powerful and big monied interests are working hard to replace the ethic of public service with the “for profit” models from the business world, believing that such things as the achievement gap can be erased with managerial solutions which have nothing to do with learning, and who view dissent and difference with their ideologies with deep suspicion if not outright contempt. Social Justice, Competition and Quality: 21st Century Leadership Challenges is an attempt to bring into focus the many national and international challenges facing our profession at this moment in time. We have encouraged sessions which deal with the issues of social justice, A Message from the NCPEA 2011-12 President, Fenwick W. English standardization, the linking of student test scores with pay for teachers and administrators, the demonization of teacher unions, and the increased re-segregation and marketization of public schools across the nation. We are witnessing what Pierre Bourdieu has called “the degradation of civic virtue” at all social levels in our society. In its place we are seeing the enshrinement of a pernicious culture of numbers in which all that matters is that they go higher. It matters not what the numbers represent. It only matters they increase. The result is everywhere in the business world in which a culture of broad corruption and a” winner take all” mindset prevails. Surely this is the death knell for a profession based on service. It is especially dangerous for one in which the dedication to provide a quality education for all children is marginalized and rationalized in so-called “choice plans” which fail to recognize that choices, like wealth, are much more heavily skewed to the “haves” than the “have nots.” There is nothing equal or fair about choice. Perhaps the most serious threats are those which propose to de-professionalize the preparation of educational leaders. While the surface rationale of the neoliberals is that of “opening the pipeline” to the principalship and the superintendency to non-educators, the real agenda is to bypass the professional preparation of educational leaders in schools of education. In this the transportation of preparation off the college and university campus has been accelerated by the standardization of leadership licensure based on standardized tests. Professors across the nation occupy a key position in this battle for public awareness and in continuing to see education as a “calling” instead of a bonus check for higher test scores. As you traverse the program for this conference it is my hope that these issues will become clearer and that you will see the tremendous challenge facing our profession to retain the perspective that we are not in education to make a profit, but to educate children, no matter where they are or who they are. We are not the means or the tools to widen the already huge discrepancy in social inequality which threatens the life of our democracy. On behalf of all of those who have worked so hard to make this meeting a stimulating and welcoming event, I want to thank them for their hard work and thank you for coming and our best wishes for a wonderful conference. It is our hope you return home with new ideas, new insights, and new professional colleagues. A Message from the NCPEA Executive Director Jim Berry Eastern Michigan University NCPEA EXECUTIVE BOARD Fenwick English, University of North Carolina, Chapel Hill President Gary Kinsey, California State University, Channel Island Past President Carol A. Mulle, University of North Carolina, Greensboro President Elect Tom Kersten, Roosevelt University Class of 2012 Will Place, University of Dayton Class of 2012 Ralph Marshall, Stephen F. Austin State University Class of 2013 Linda Searby, Auburn University Class of 2013 Marc Shelton, George Fox University Class of 2014 Pauline Sampson, Stephen F. Austin State University Class of 2014 Caryn Wells, Oakland University Class of 2014 Affiliate Board Robert McCord, American Association of School Administrators Open, National Association of Elementary School Principals Richard Flanary, National Association of Secondary School Principals Ted Creghton, Publications Director Appointed Board Members Tawannah Allen, Fayetteville State University 2012-2015 Mariela Rodriguez, University of Texas San Antonio 2012-2015 Executive Director James Berry, Eastern Michigan University NCPEA EXECUTIVE BOARD OFFICERS Fenwick English Gary Kinsey Carol A. Mulle President, 2011-2012 Past President President Elect Jim Berry Executive Director NCPEA EXECUTIVE BOARD OFFICERS Tom Kersten Will Place Ralph Marshall Linda Searby Marc Shelton Pauline Sampson Caryn Wells NCPEA AFFILIATE BOARD MEMBERS Robert McCord Richard Flanary Ted Creighton American Association National Association Virginia Tech of School Administrators of Secondary School Publications Director Principals NCPEA APPOIINTED BOARD MEMBERS Tawannah Allen Mariela Rodriguez Tuesday, August 7, 2012 NCATE Session – Preparing ELCC program reports Van Horn A 12:00-3:00 NCATE/ELLC Training for Reviewers Van Horn A 3:00-5:00 Join Honor Fede, ELCC Coordinator http://www.ncate.org/ http://www.caepsite.org/ State Affiliate Round Tables and Reception Empire Room (Mezzanine Level) 2:00-4:00 You are cordially invited to attend the NCPEA PRESIDENT’S WELCOME RECEPTION Tuesday, August 7, 2012 5:30-6:30 Mezzanine Level Hosted by Fenwick English, President NCPEA & THE LIVING LEGEND BANQUET Empire Room 6:30-8:30 Honoring James Smith (Ticket Required for Banquet) 2012 Living Legend Award Recipient – (NCPEA President Fenwick English) Dr. James Smith, President Northern State University Aberdeen, South Dakota Dr. James M. Smith serves as the President of Northern State University in Aberdeen, South Dakota. Jim has held this post since June of 2009. Northern State University (NSU) is a premier residential, liberal arts institution characterized by outstanding instruction, extraordinary community relations, and unparalleled co-curricular opportunities. For the past five years (2008-2012), NSU has been named by US News and World Report as one of the best undergraduate public institutions in the Midwest. With approximately 3,500 undergraduate and graduate students (including more than 240 international students from around the globe), NSU offers the associate degree in eight areas of study and the bachelor degree in forty-eight areas of study. The Master of Science in Education is offered in five distinct areas of concentration. NSU also offers a Master of Science degree in E-Learning Technology and Administration and, in keeping with said degree, maintains the Statewide Center for E-Learning – an award-winning unit that provides electronic high school coursework and Advanced Placement instruction to nearly 1,100 students from more than 100 school districts throughout South Dakota. Prior to accepting the Presidency at NSU, Smith was Vice President for Economic Development at Bowling Green State University in Bowling Green, Ohio. A veteran educational leader and author of more than fifty published works on education policy and school reform, Dr. Smith has also served as a branch campus CEO, education dean, doctoral program director, and university liaison to K-12 schools. Jim began his career as a public school teacher and principal at the K-8 level, working in both rural and suburban schools. Dr. Smith holds the BS from Miami University, the MS from Xavier University, and the Ph.D. in Educational Leadership from Miami as well. Prior to the announcement of the Living Legend Award, Jim’s most cherished honor was the West Texas A&M University Distinguished Teaching Award, as received in May of 1994. That award was presented to him as a result of a grass-roots campaign undertaken by his graduate students from the 2012 Living Legend Award Recipient – Dr. James Smith main campus in Canyon and the extension center in Amarillo, Texas. Smith has a long and proud association with the National Council of Professors of Educational Administration. He has attended and presented papers at twenty-one national conferences, served as a member of the Executive Board from 1996 to 1999, delivered the Walter B. Cocking Lecture in 2006, and has both published and reviewed chapters for the NCPEA Yearbook on numerous occasions. “It is the unique opportunity to engage in conversations surrounding deep and meaningful educational change,” Jim says, that brings back to NCPEA virtually every year. Living Legend Award In order to recognize outstanding contributions to the field of educational administration, NCPEA began the Living Legend Award in 1999. Recipients of this most prestigious award are recognized for the following aspects of educational leadership: Living a life that inspires others Exemplary service to NCPEA A model of genuine care, ethics and professionalism in service to education Dedication to research, teaching, and service to the profession Significant contributions to the field of educational administration Past Recipients of the Living Legend Award 1999 John Hoyle 2006 Louis Wildman 2000 Jack Culbertson 2007 Michael Martin 2001 Charles Achilles 2008 Marilyn L. Grady 2002 Martha McCarthy 2009 Theodore Creighton 2003 Rosemary Papa 2010 Lloyd Duvall 2004 Robert Beach 2011 Sandra Harris 2005 Clarence Fitch Phillip Young Can’t Miss Conference Highlights Wednesday, August 8, 2012 General Session 1: Key Note Address – Dr. C.J. Huff, Superintendent of Schools, Joplin, MO Leading in Crisis: The Joplin School’s Story Wednesday, August 8, 2012 State Affiliate Wine and Cheese Reception - Empire Room (Mezzanine Level) 4:30-6:30 Thursday, August 9, 2012 General Session 2: Dr. Bob Beach - Walter Cocking Lecture Dr. Robert H. Beach is a professor in Alabama State University’s Doctoral Program in Educational Leadership, Policy, and Law. He taught for seven years in K-12 education as a chemistry and physics teacher in the United States, including Guam, and has been a public school administrator and private school dean. His higher educational experiences have been at 11 US and foreign institutions including The Universities of Alabama; the University of Memphis, as an assistant Dean; as a professor in Ecuador; and at the University of Malawi where he was the National University Systems’ Fulbright Scholar in Educational Planning. He has a Ph.D. from Florida State University in Educational Systems Management. He has been a member of NCPEA since 1988. Walter D. Cocking (1891-1964) Walter Cocking was the Dean of the College of Education at the University of Georgia. Along with Marvin S. Pittman, he was a major target of Governor Eugene Talmadge's 1941 attempt to remove "foreign" influences from higher education in Georgia. Walter Cocking was born in Manchester, Iowa. Graduating from Columbia University, Cocking began an impressive career in education, becoming a pioneer in the idea of individualized instruction and specialized curricula, classrooms, and language laboratories. In 1937, he was recruited as dean of the University of Georgia's College of Education. Soon after arriving the University System of Georgia Board of Regents directed Cocking to embark on a study of state-supported higher education for blacks in the state. One of his conclusions was that a vast disparity existed between postsecondary education for blacks and whites in Georgia. Finding such as this did not endear Cocking to some white educators and politicians. Compounding the situation, some University of Georgia faculty and staff felt Cocking had an abrasive personality. Complaints that Cocking was advocating social equality of the races reached the ear of Governor Eugene Talmadge, who had Cocking fired, supposedly because he advocated the integration of public schools. Cocking had advocated improvement in black schools, while pointing out their obvious inadequacies, but had not publicly advocated integration. Cocking appealed his dismissal and presented compelling evidence to the Board of Regents that he was innocent of the charges. But allies of Gov. Talmadge (who appointed members of the board and himself was an ex officio member) controlled the Board of Regents and the decision stood. Such political interference led the Southeastern Association of Colleges and Secondary Schools to strip the accreditation of ten white state colleges in Georgia. After this episode Cocking left Georgia and went on to continue a distinguished career in the field of education. Cocking was subsequently invited to return to the University of Georgia, but he declined. Walter D. Cocking was the director of the first NCPEA summer conference hosted by IBM in 1947 (see p. 14). He died at home in Mamaroneck, New York on January 14, 1964. Source: University of Georgia's Carl Vinson Institute of Government Thursday, August 9, 2012 - Continued 10:00 Edgar L. Morphet Dissertation Lecture –Empire Room Kaye Shelton, Ph.D., is an associate professor in Doctoral Studies in Educational Leadership at Lamar University. Dr. Shelton earned her Ph.D. in Educational Leadership from the University of Nebraska in 2010 with a focus in higher education leadership. She was formerly the Dean of Online Education at Dallas Baptist University and has served as a distance education consultant to programs across the nation for over twelve years. As a doctoral faculty member, Dr. Shelton holds a certification in online teaching from California State University East Bay and is widely published in the field of online education, including a book, entitled An Administrator's Guide to Online Education. Winner of two exemplary online course awards and an Effective Practice award for her recent research, Dr. Shelton has presented at numerous conferences regarding the creation of an online program and best practices for teaching online and faculty support. Thursday, August 9, 2012 - Continued Ice Cream Social – Pre-Function (Mezzanine Level) 3:30-4:30 KC Bar B Q and Plaza Outing Bus will leave at 4:45 and return to the hotel at 9:15 (Ticketed Event) Arthur Bryant’s Bar B Q http://www.arthurbryantsbbq.com/index.htm Country Club Plaza Friday, August 10, 2012 NCPEA Legacy Celebration Breakfast – Empire Room (Mezzanine Level) 8:00-9:30 This is a ticketed event but everyone is welcome to come and visit with NCPEA past presidents and Living Legend Award Winners. KCMO Urban School Tour Negro Baseball Museum http://www.nlbm.com/ KC Power and Light District http://www.powerandlightdistrict.com/ 11:30 (Ticketed Event) The Kansas City Power & Light District is a premier dining, entertainment and shopping district in the heart of downtown Kansas City. Offering over a half million square feet, the Kansas City Power & Light District is the Midwest's premier entertainment epicenter. With more than 50 unique and captivating restaurants, bars, shops and entertainment venues, the Power & Light District offers something for everyone. Located in the heart of downtown, this vibrant, new nine-block neighborhood links the Convention Center to the Sprint Arena and is bringing the beat back to Kansas City. NCPEA Endowment Fund The National Council of Professors of Educational Administration created an Endowment Fund following the Chicago Conference in 2008. The goal of the fund is to provide a source of operating support for the NCPEA in perpetuity. Under the authority of the NCPEA Board of Directors, investment income from the Endowment Fund may be used to support the mission of the organization. NCPEA needs your help to build the Endowment Fund and help assure the long-term financial stability of the organization. You can help by making a tax-deductible donation of any amount. To donate, please go to the NCPEA Website at: http://www.ncpeaprofessors.org/ Click on the button, Donate to NCPEA. All donors, except those who wish to remain anonymous, will be recognized on the NCPEA website. For any additional information, please feel free to contact either Tom Kersten, Roosevelt University email@example.com (847) 226-6816 or Jim Berry, Eastern Michigan University firstname.lastname@example.org (734) 972-3143 Thanks in advance for your financial support. PAST CONFERENCE HOST INSTITUTIONS and DIRECTORS International Business Machines 1970 University of Southwestern Louisiana Walter D. Cocking Robert Blackman 1948 University of Wisconsin 1971 University of Utah Russell T. Gregg Ted Demaus 1949 Kellogg Foundations 1972 University of Vermont Clear Lake Public Schools Robert Larson 1950 Cornell University 1973 Western Washington State University Julian E. Butterworth Raymond Lotta 1951 Colorado State College of Education 1974 North Michigan University O. L. Toxwell George Richnes 1952 Pennsylvania State University 1975 Montana State University Host Not Listed John Kohl 1953 Kellogg Center for Continuing Education 1976 University of Tennessee Clyde Campbell Ken O- Fallon & Peter Husen 1954 University of Denver 1977 University of Oregon Harold E. Moore Max Abbott & Lloyd Duvall 1955 University of Connecticut 1978 University of Wisconsin-Milwaukee A. L. Knoblaugh Richard Gordon & Harold McNally 1956 University of Arkansas 1979 University of Alberta Roy Allen Fred Enns & Erwin Miklos 1957 University of Oregon 1980 Old Dominion University Donald Tope Bruce Anderson & Gar Fairbanks 1958 Kent State University 1981 Seattle University Roger Shaw Robert E. Lowry 1959 University of Buffalo 1982 Southwest Texas State University George Halloway Paul Stevens & Robert Hefner 1960 Western Illinois University 1983 University of Montana Clyde Mead Jim Lewis 1961 University of California 1984 University of Maine-Orono Chester Swanson Jim Doughty & John Skehan 1962 University of Minnesota 1985 Mississippi State College Cy Milbreath & Otto & Otto Domain Walt Sistrunk 1963 University of New Mexico 1986 Northern Arizona University Paul V. Petty David Williams & Mike Miles 1964 New York University 1987 Chadron State College Palmer Ewing Bruce Bartels & Town Detwiler 1965 Humboldt State College 1988 Western Michigan University William Ladd Ed Kelly & Jim Sanders 1966 Indiana University 1989 University of Alabama W. M. Barr Nathan Essex 1967 University of Arizona Lloyde McCann 1968 State University of New York-Albany Ward Edinger 1969 San Diego State University Howard Holt PAST CONFERENCE HOST INSTITUTIONS and DIRECTORS 1990 California State University-L.A. Gerald Fasmussen & Randall Lindsey 1991 North Dakota State University Dennis Van Berkum 1992 Indiana State University Robert Estabrook 1993 California State University-Santa Barbara Kenneth Lane 1994 California State University-Santa Barbara Kenneth Lane 1995 College of William and Mary Robert Eastbrook 1996 Texas A&M University-Corpus Christi Thomas L. Krepel 1997 University of Colorado-Denver Michael Martin 1998 University of Alaska Southeast Lawrence Oldaker 1999 Idaho State University Theodore Creighton 2000 Eastern Michigan U & U. of Michigan-Dearborn James Berry & Bonnie Beyer 2001 University of Houston Angus MacHeil & Richard Fossey 2002 University of Vermont Judith A. Aiken 2003 Northern Arizona University Gary Martin 2004 Southwest Baptist University (MPEA) Michael ‘Mick’ Arnold 2005 NCPEA (DC Summit) Theodore Creighton & Stacey Edmonson 2006 Eastern Kentucky University Jack Herlihy 2007 Eastern Illinois University & ICPEA Linda MOrford 2008 California State University-Pomona & CAPEA Gary W. Kinsey 2009 Texas Council of Professors of Educational Administration Stacey Edmonson 2010 The George Washington University & VPEL (DC Summit) Linda Lemasters & Virginia Roach 2011 ORPEA – Portland Orgeon Mark Shelton NCPEA PAST PRESIDENTS 1947 Julian E. Butterworth 1975 C. Cale Hudson Cornell University University of Nebraska 1948 William E. Arnold 1976 John R. Hoyle University of Pennsylvania Texas A&M University 1949 Russell T. Gregg 1977 J. Donald Herring University of Wisconsin Suny-Oswego 1950 Clyde M. Campbell 1978 Charles Manley Michigan State University California State University-Northridge 1951 Dan H. Cooper 1987 Donald Coleman Purdue University San Diego State University 1952 Walter K. Beggs 1988 Charles E. Kline University of Nebraska Purdue University 1953 Robert S. Fisk 1989 Larry L. Smiley University of Buffalo Central Michigan University 1954 Van Miller 1990 Frank E. Barham University of Illinois University of Virginia 1955 Harold E. Moore 1991 Paul V. Bredeson University of Denver Pennsylvania State University 1956 Walter S. Anderson 1992 Rosemary Papa New York University California State University 1957 A. B. Albright 1993 Donald Orlosky University of Kentucky University of South Florida 1958 Jack Childress 1994 Paul Short Northwestern University Pennsylvania State University 1959 Richard C. Lonsdale 1995 Marla Shelton Syracuse University Nova Southeastern University 1960 William Flesher 1996 Clarence Fitch The Ohio State University Chicago State University 1961 Howard Eckel 1997 Chuck Achilles University of Kentucky Eastern Michigan University 1962 Daniel E. Griffiths 1998 Robert Estabrook New York University Centr4al Michigan University 1963 Kenneth McIntyre 1999 Cheryl Fischer University of Texas California State University-San Bernardino 1964 Luvern Cunningham 2000 Michael Martin University of Chicago University of Colorado-Denver 1965 William H. Roe 2001 Judy Adkinson Michigan State University University of North Texas 1966 Willard Lane 2002 Paul Terry University of Iowa University of South Florida 1967 Harold Hall 2003 Elaine Wilmore California State University-Los Angeles University of Texas-Arlington 1968 Kenneth Frasure 2004 Michael ‘Mick’ Arnold SUNY-Albany NY Southwest Baptist University NCPEA PAST PRESIDENTS 1969 Samuel Godman 2005 Duane Moore Syracuse University Oakland University 1970 Malcom Rogers 2006 Gary Martin University of Connecticut Northern Arizona University 1971 Paul C. Fawley 2007 Linda Morford University of Utah Eastern Illinois University 1972 Gale W. Rose 2008 Jay Fiene New York University Western Kentucky University 1973 Anthony N. Baratta 2009 Sandra Harris Fordham University Lamar University 1974 John T. Greer 2010 Joe Pacha Georgia State University Illinois State University 2011 Gary Kinsey California State University-Channel Island NCPEA 2013 ACKNOWLEDGEMENTS 2012 NCPEA CONFERENCE SCHEDULE CONFERENCE AT A GLANCE Social Justice, Competition and Quality: 21st Century Leadership Challenges Tuesday, August 7, 2012 8:00-5:00 NCPEA Board Meeting – Board Room (Ballroom Level) Lunch @ 12:00 12:00-2:00 Conference Planning Committee – Van Horn A (Mezzanine Level) 8:00-5:00 Conference Registration 12:00-3:00 NCATE Session – Preparing ELCC program reports – Van Horn A 2:00-4:00 State Affiliate Round Tables and Reception – Empire Room (Mezzanine Level) Light Refreshments @ 3:00 3:00-5:00 NCATE/ELLC Training for Reviewers – Van Horn A 5:30-6:30 President’s Reception – Living Legend Pre-Function (Mezzanine Level) No charge but reservations required 6:30-8:30 Living Legend Dinner and Address – Empire Room (Mezzanine Level) Dr. James Smith NCPEA Living Legend 2012 Ticketed Event – Reservations Required Wednesday, August 8, 2012 7:30-4:30 Conference Registration 7:30-8:00 NCPEA Committees – Empire Room (Mezzanine Level) PEC – Rosemary Papa, Ted Creighton – Chouteau A For all NCPEA publication reviewers, editors and potential reviewers and editors 7:30-8:00 Continental Breakfast – Pre-Function Area (Mezzanine Level) 8:00-9:50 General Session 1 – Empire Room (Mezzanine Level) Welcome State of the Organization Introduction of Key Note Speaker Key Note Address – Dr. C.J. Huff, Superintendent of Schools, Joplin, MO - Broadcast Presentation Leading in Crisis: The Joplin School’s Story Insight into the leadership challenges in the first hours and weeks following the devastating May 22 EF-5 tornado that ripped through the heart of Joplin destroying nearly half of the Joplin School district's schools and taking the lives of 7 students and one staff member. In addition to providing a detailed account of the event, Dr. Huff will share leadership lessons learned and provide an inspirational message regarding public education's role in developing resiliency in children. 10:00-10:40 Concurrent Sessions – Session 1 There will be two presentations per room with each presenter given ½ of the time. Presenters may want to leave some time for Q & A. All rooms are located on the Mezzanine Level. Van Horn A will have internet capabilities. Empire Room – Broadcast Presentation Educational Leadership at 2050: Conjectures, Challenges, and Promises Fen English, Rosemary Papa, Carol Mullen, Ted Creighton & Jim Berry This book is a practical, bold, no-holds barred look at challenges facing educational leaders and the university programs that prepare them through mid-century. Authors will discuss key continuities and discontinuities of current times for school, education, and society. Chouteau A Bright Futures - Preparing for Disaster through Community Engagement Follow up of the general session by Dr. C.J. Huff, Superintendent of Schools, Joplin, MO The Joplin Schools was ready for the EF-5 tornado and didn't even know it. The Bright Futures initiative was born on April 8, 2010 in Joplin, MO and was developed to engage the community and create a synergy of cultural change to address lackluster graduation rates in the Joplin Schools. As the model evolved, business, human service, and faith-based organizations became deeply engrained in the life of the schools. This model was recognized as the 2011 Magna Award, "Grand Prize" winner by the American School Board Journal and has been recognized by the Federal Emergency Management Agency (FEMA) and disaster responders as a model of resiliency which greatly assisted the community in its recovery efforts. This session will provide attendees with the research base for the model and a general overview of the model from a philosophical and practical perspective. Chouteau B The Project LEAD Program – A Regional University/Urban School Partnership in Waco, Texas Russ Higham email@example.com The purpose of this presentation is to discuss the various types of academic and professional trainings involved within the Tarleton State University Project LEAD Master’s Degree and Principal Certification Programs plans of study. Additionally, the Tarleton State University Project LEAD Program involved, in addition to its present faculty and quality adjunct professors delivering graduate-level coursework, a variety of district administrators in the practical application aspects of the principal internship course as well as other trainings that were an extension of academic preparation that the graduate students received. University Partnerships: Key to Program Survival in Ohio? Ted Zigler, JoAnn Hohenbrink, Marlissa Stauffer firstname.lastname@example.org Discussion of several partnerships developed in Ohio and the impact, tentative results, and how they may change the landscape for principal preparation programs. Van Horn A (Internet Capabilities) Small School District/University partnership: A matter of social justice Pam Hedgpeth, Robert Perry, Cindy Brandt, Joy Finney & Michael Arnold email@example.com The Graduate Studies in Education at Southwest Baptist University under the direction of Dr. Pam Hedgpeth developed a mutually beneficial relationship with the primary objective to improve the quality of the learning experience of students. The unique needs of each school will be discussed. Additionally specific professional development activities tailored to meet the needs of the schools will be presented. Making an Impact Statewide: A Three-Pronged Targeted Model on 21st-Century School Leadership Carl Lashley, Ann W. Davis, Kimberly Kappler Hewitt, Carol A. Mullen firstname.lastname@example.org “Impact V: Building 21st Century School Leadership” reflects our commitment as scholars and practitioners to work with 12 such schools across North Carolina. At the presentation, the authors will share goals as a faculty leadership team with respect to the conceptualization and intent of this project (Year 1), which focuses on 21st public school leadership development. With the goal of preparing practicing school leaders more innovatively, the research team has developed a curricular pyramid model that underscores this leadership preparation initiative. Van Horn B Exploring the Impact of Poverty: A Sample Lesson on Social Justice Louis Wildman email@example.com This paper presents the format for the replication at the local level of research on the impact of poverty and the search for effective school traits. Secondly, this paper presents the details of what happened when the above lesson was carried out by 27 graduate students at a state university in the southern San Joaquin Valley of California Privileged Thinking in Today's Schools: The Implications of Social Justice David Barnett, Carol Christian, Richard Hughes, Rocky Wallace firstname.lastname@example.org This session will provide real scenarios that allowed customs, practices, policies and the status quo to rule to the extent that social injustice was actually---albeit inadvertently and unintentionally--- promoted. School leaders and higher education leadership professors must collaboratively engage in thoughtful reflection and analysis of their practices in order to turn advocacy into action and create a more just learning environment in today's schools. Van Horn C REFRAMING: A statewide partnership with departments of Educational Administration Faculty and Missouri Professors of Educational Administration Robert Watson & Kim Finch RobertWatson@missouristate.edu Presenters will help to paint a picture of the transformations that have taken place with Educational Administration preparation programs in Missouri over the past ten years. The presenters will also share how MPEA and HEEC have developed the four reframing concepts and maintained a high interest in being “at the table” where educating school leaders for the future has enhanced the political frame, developed a structure for effective communicating, developed future leaders of the organization, and created symbols of effectiveness. From Prison Pipeline to Possibilities: Educational Leadership and Successful Outcomes from an Integrative Community Approach Traci Graham-Perry, Erika L. Wilkins, Esq. & Keilah Jacques email@example.com This presentation will include an interactive comparative policy analysis on the No Child Left Behind Act (NCLB), its reauthorization of the Elementary and Secondary Education Act (ESEA) and the social injustice and educational implications of President Obama’s proposed Blueprint for Changes to the NCLB. Presenters will discuss the need for transformational leadership which calls for increased levels of faculty commitment that emphasize the social, emotional, physical and academic well-being of students. Benton A Changing a Flat Without Stopping the Car: Using a Decision-support Framework to Re-design our Leadership Preparation Program Ann Farris, Bobbie Eddins, Jeff Kirk & Brenda Russell firstname.lastname@example.org Using a decision-support framework ro re-design a master's degree and principal certification leadership preparation program at a fledgling university. The results include realigned coursework, major concepts scaffold, inclusive professional development program, and an assessment for and of learning, both short- term and long-term. NCATE Proposed Standards and State Departments of Education: The Death of Educational Leadership Programs? Kenneth E. Lane, Evan G. Mense & Michael D. Richardson Kenneth.Lane@selu.edu The presentation will likely create more questions than answers. What is the future of educational leadership preparation programs? Are university preparation programs doomed to the fate of others—the privatization of all public education? Should education preparation at universities be eliminated and replaced by private equity firms like Teach for America or should school districts should prepare their own teacher and leadership candidates. What will the future bring? Benton B What do ISLLC Standards Measure? Confirmatory and Exploratory Factor Analyses of the ISLLC Eileen S. Johnson email@example.com Given the heavy emphasis on the ISLLC standards in the preparation and evaluation of aspiring and practicing school leaders, the question remains as to what, exactly, the standards indicate. What, exactly, is being measured by ISLLC-based instruments? This research study investigated this question by performing confirmatory then exploratory factor analyses on data collected from both aspiring and practicing principals. Educational Leadership Programs as PLC’s Andy Nixon firstname.lastname@example.org The nation’s educational leadership preparation programs are under intense scrutiny. Nearly seven in ten principals reported that leadership development at universities is “out of touch with the realities of what it takes to run today’s school districts” (Wallace Foundation, 2008, p. 6). In response, the state of Georgia discontinued all traditional educational leadership certification programs and required universities to redesign a course of study which included a job-embedded, performance-based residency component as core. 10:50-11:30 Concurrent Sessions – Session 2 Chouteau A Beyond Self-Actualization Michael ‘Mick’ Arnold, James Truelove & Shane Dublin email@example.com There are a variety of reasons given for the decline in moral standards. One reason may be the concept of ‘me’ with the ultimate goal of finding self-fulfillment at the expense of others. Abraham Maslow’s (1943, 1954) hierarchy of needs focused on growth needs with self- actualization or finding self-fulfillment and the realization of one's potential as the ultimate growth experience. However, Maslow (1969) amended the model placing self-transcendence as a step beyond self-actualization, although it was not well received. (Rivers, 2006) This paper is written from three perspectives. First, what is transcendence and what is the role of transcendence in the hierarchy of needs for human growth. Second, is there a relationship between transcendence and servant leadership? Third, to what degree is servant leadership being used by today’s school leaders and how is it being taught in quality preparation programs? Calibrating One's Moral Compass: How Principal Preparation Shapes School Leaders Donald E. Larsen & Mary Lynne Derrington Email: firstname.lastname@example.org The current study explores the extent to which the education administration program at a regional public university in the Pacific Northwest prepares principal candidates to respond effectively to ethically-charged situations. The researchers adopted the term “moral compass” to reflect the concept of ethical fitness (Kidder, 1995). Using action research, and making use of survey responses provided by program graduates who are now school administrators and their superintendents, the researchers examined five years of data, from 2005-2010. Chouteau B Towards a New Set of Accountability Metrics for Social Justice Fen English, Rosemary Papa, Ric Brown & Tawannah Allen email@example.com This paper presentation will unpack how dominant forms of assessment are socially unjust, but enjoy popular support with the prevailing politics of neo-liberalism which has been embraced in the U.K., the U.S. and is emerging in Australia. Social Justice, Leadership Challenges and Effectiveness in Schools and Colleges in Saudi Arabia. Yoused Oqla Almarshad & Faisal Alruwaished firstname.lastname@example.org The question of social justice is relevant in any society. Most societies strive to create an environment for the equality of opportunity and economic egalitarianism. Saudi is no exception and aims to achieve this vey status within an Islamic framework. School leaders must deal with a fast changing and diverse population of students hungry for knowledge and yet not fully equipped to deliver the best but at the same time, must breed excellence in their schools. Van Horn A (Internet Capabilities) Interpreting Tacit Nostalgic Closeness between the Organizational Elements of School and Experiencing “Order.” Chandrasena Liyana Cabraal email@example.com School organization needs to create a broader “ceremonial space” (Foucault, 1970) which often should generate specific spaces within which people can celebrate their ideas and actions, build new meanings of the subtleties of the world of “difference” in our schools. Blending Constructs and Concepts: Development of Emerging Theories of Organizational Leadership and Their Relationship to Leadership Practices Bonnie M. Beyer firstname.lastname@example.org This presentation will address and discuss traditional organizational theories and their relationship to more recent constructs and concepts and how these newer concepts relate to leadership and oversight creating a culture of social justice in schools and educational systems. Van Horn B Group Mentoring of Dissertation Students: A Model for Writing Success Linda Searby email@example.com This concept paper will describe a model used by an Educational Leadership professor conducting group mentoring for dissertation proposal writing success. Designing Opportunities for Principals to Engage in Professional Learning for School Improvement: A School-University Partnership Reports on Lessons Learned Betty J. Alford & Sandra Stewart firstname.lastname@example.org This study was designed to identify the key practices and processes that were most effective in the leadership institute in strengthening principals’ and assistant principals’ skills in transformational leadership, instructional leadership and advocacy leadership. Van Horn C An Investigation of Problems of Practice for District-Level Administrators in Rural Settings Meg Crittenden & Robert Lyons The purpose of this study was to examine the work of the different job roles within a rural Kentucky district office through an analysis of reported problems of practice. Results are to inform program development and continuous improvement. Four one-hour focus groups containing 7-9 participants each were structured along job-role lines to facilitate an analysis of similarities and differences between roles and district context (i.e., small vs. large). Are Principals Prepared to Lead in Demographically Changing Schools, Where is the Social Justice Catherine Miller & Barbara Martin email@example.com To meet the many challenges in the next decade, twenty-first century principals need to develop skills and strategies that are critical for providing a positive learning environment for a highly diverse student population. This multiple case qualitative study, conducted in four demographically changing or urban schools in one Midwestern state. The researchers concluded that the goal of achieving academic success with students from demographically changing or urban schools, as part of the federal mandate to educate everyone’s child, dominates the discourse of leaders in the field. Benton A Mentoring Doctoral Students in an Educational Leadership Program Ken Young & Sandra Harris This paper presentation provides a brief summary of adult learning theory, specifically the works of Knowles (1980) and Mezirow (1991, 2000), as a lens for providing mentoring opportunities for graduate students. Then we describe strategies from one graduate program which over the past five years has a 90% doctoral completion rate. The strategies presented are formal and informal for mentoring adult graduate students to degree completion as practitioner–researchers. Characteristics of an Academic Intellectual: The Role of Educational Leadership in Producing Qualified Members of Academe Nicholas Barclay, Bill Thornton, David Brackett & Tara Madden-Dent This paper will discuss the characteristics of successful professors of educational leadership, including Anderson’s definitions as well as related research. This paper will explore additional characteristics necessary for successful academic intellectuals who can prepare effective educational leaders for the 21st Century. Benton B Guiding Doctoral Students in a Cohort Model from Start to Finish and Beyond Watson, Robert & MacGregor, Cynthia RobertWatson@missouristate.edu This presentation is about creating success for EAD doctoral students using a cohort model. What are the practices that bring about a high rate of success for doctoral programs? In Missouri, there is one program that has graduated doctoral students with a 90% success rate. Information will be shared looking thru various lens regarding the success rate of this program. The program has worked with a total of 8 cohorts over the past sixteen years and is currently recruiting students for Cohort 9. Increasing support for doctoral students: A case for team advising in leadership Bill Thornton firstname.lastname@example.org Given the ever-increasing demand for doctoral degrees within the K-12 system, university professors are under increasing pressures to facilitate the success of students with ever decreasing resources. These students are interested in a wide range of research topics. As a result, it is very difficult for an advisor to provide appropriate guidance for all students. However, a team of university professors with diverse backgrounds would be better suited to guide the student in these research endeavors. 11:40-12:30 Concurrent Sessions – Session 3 Participants may choose to purchase lunch (ticketed event) as part of the 3rd concurrent session and round tables. (All Round Tables will be held in the Empire Room.) Chouteau A PEC Rosemary Papa & Ted Creighton This is a repeat of the information addressed in the Wednesday morning PEC meeting. If you were unable to make the meeting but are currently serving as an NCPEA publication reviewer, editor or potential reviewer or editor, you are encouraged to attend this meeting. Chouteau B NCPEA Publications: Mentoring and Tutoring Beverly Irby Speak with the Editor of Mentoring and Tutoring NCPEA Publications: Education Leadership Review (ELR) Ken Lane, Gerard Babo & Sandy Harris Speak with the Editors of Education Leadership Review (ELR), Van Horn A (Internet Capabilities) Middle Level Principals' Perceptions of the Adolescent Literacy Crisis Doretta Fox, Cynthia MacGregor & Robert Watson RobertWatson@missouristate.edu The purpose of this research study was to examine Missouri middle school principals’ perceptions of the adolescent literacy crisis and to ascertain how middle level principals are addressing adolescent literacy needs in their schools. Teacher Leaders and Preferences for Alternative School Administrative Models Paul M Hewitt email@example.com Public school teachers with high leadership potential who stated that they had no interest in being a school principal were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the co-principal model as the preferred school site administrative structure. Van Horn B International Social Justice: American Exchange Partnerships with Ukrainian Educators Jenny Tripses, Svitlana Kuzmina, Tamara Yamchynska, Oleksandr Shestopalyuk & Margaret Noe firstname.lastname@example.org The paper details background on the current state of education in Ukraine, how that fits into broader conditions in Europe related to the Bologna process, social justice issues in Ukraine, ways that such insights instruct American school leaders, and finally directions for the future Ukrainian school leadership development. International Social Justice: An Administrator in Residence Program Margaret A. Noe & Pamela Barnes email@example.com The College of Education was approached in the fall of 2009 regarding a program for aspiring administrators from the Tokyo Board of Education. An Administrator in Residence Program was designed to prepare administrators. The proposal was accepted and a memorandum of understanding was signed. The program commenced in the spring of 2010 through the spring of 2011. Van Horn C Competition can promote quality: A discussion of impacts of the for-profit sector on leadership preparation programs David A. Brackett, Nicholas Barclay, James Beattie & William E. Sparkman firstname.lastname@example.org This paper will discuss the potential threats to traditional leadership preparation programs from the continued presence of for-profit education. This paper will explore the implications for both traditional and for-profit leadership preparation programs and how they must respond to ensure the highest quality education. Educational Policy: The Top Ten Threats to Educational Leadership Preparation Programs Margaret A. Noe email@example.com Policy initiatives have resulted in changes in educator certification, tenure, evaluation processes and preparation programs. The presentation will include a discussion of the various groups and forces responsible for this criticism and how educator preparation programs should respond to such initiatives. 11:40-12:30 Round Tables Participants may choose to purchase lunch (ticketed event) as part of the round table discussions. Round Tables will be held in the Empire Room. Round Table Discussions will be assigned a table. Presentation and Discussion of revised NCPEA Constitution Tom Kersten, Ralph Marshall & Pauline Sampson Members are invited to attend a discussion of the revisions to the NCPEA Constitution. This presentation will be repeated on Thursday. New Members Round Table Fenwick English, Carol Mullen & Jim Berry All new NCPEA members are invited to attend this round table discussion. Participants will learn some of the history and purpose of NCPEA as well as how they can become an active member in the organization. Aligning the Principal Preparation Program to New State Standards Stuart Yager, Carol Webb & Rene Noppe firstname.lastname@example.org Illinois, like many states, have changed rules and increased the requirements for students to earn a school principal license. Institutions of higher education have had to adjust their course content to meet these new rules. This Roundtable will provide a lively discussion about the process Western Illinois University went through in order to make the required changes. Increasing leadership effectiveness through ELCC Standards-aligned assessments Brenda Gilio email@example.com Through the NCATE accreditation process, a private Pennsylvania university redesigned its assessment system to include signature assessments aligned to the ELCC Standards in specified courses in the educational leadership program. During this roundtable discussion, the program director will review the redesign process and share examples of the signature assessments including prompts and scoring rubrics. An overview of the signature assessment data will be presented, and discussion of course and program revisions will follow. Aligning the Principal Preparation Program to New State Standards Stuart Yager, Carol Webb & Rene Noppe SO-Yager@wiu.edu Illinois, like many states, have changed rules and increased the requirements for students to earn a school principal license. Institutions of higher education have had to adjust their course content to meet these new rules. This Roundtable will provide a lively discussion about the process we went through at Western Illinois University in order to make the required changes. Redesign of Leadership Programs Joseph Sartorius, Jim Kern & Paul Watkins firstname.lastname@example.org The focus of the roundtable discussion will be to present the Redesign of Leadership Preparation Programs currently being developed in the State of Missouri and the Quality Measures Rubric as it relates to high quality principal preparation programs Leadership for Social Justice: What Educational Leaders are Saying Rayyan Amine & Cameron White A recently established Executive EdD in Leadership has embedded social justice and equity investigation into the cohort based program. Two cohorts have experienced a course titled Leadership for Social Justice, and also see the issues raised embedded throughout the program, especially in the thesis research expected for the degree. This roundtable will engage participants in discussion of our findings linked to possibilities for further developing leadership for social justice. Social Justice Advocacy Competency: Like quality, do you know it when you see it? Or, can you pinpoint its proficiency, and build its capacity in 21st century school leaders? S. Marie McCarther, Donna Davis, Carolyn Barber, Johanna Nilsson & Jacok Marszalek The authors will share their progress to advance the development of the Social Justice Advocacy Scale (SJAS; Nilsson et al., 2011) and the Teacher Social Justice Advocacy Scale (TSJAS; Barazanji & Nilsson, 2009) into an analytical instrument for use in the preparation of school leaders, counselors, and educational professionals in the 21st century. Use of Field Experiences in Online Principal Preparation Programs Louis Watts, Thomas Hisiro & Cynthia Kolsun email@example.com This roundtable presentation will address the question of the use of field experiences to connect online principal preparation programs to on-the-job applications of knowledge and skills. The data generated by the session will be useful to the profession in the continuing evaluation of how online programs can provide effective job-related experiences. Quality with Quantity – Developing and Maintaining Quality in Online Educational Leadership Programs with Increasing Student Enrollment Jackie McBride firstname.lastname@example.org This round table presentation will focus on the transition over a four-year period of the educational leadership program in a public university from a traditionally delivered on-site program to an online program. The dramatic increase in enrollment (from approximately 50 yearly graduates to 500 yearly graduates) has presented challenges for the faculty and administrative staff which will be addressed in the presentation. A Gift That Keeps on Giving: TAMU-CT Regional Leadership Center Ann Farris, Bobbie Eddins, Jeff Kirk, Steve Vitucci & William Sakamoto White email@example.com An interdisciplinary team of professors (educational leadership, sociology, psychology, and business) from a fledgling university wants to gift its regional community with a leadership center that provides a forum for public and private sectors coming together to respond to opportunities and solve problems while developing leadership skills. The design of such a center has already begun with first steps including ongoing discussions with regional leaders, developing a vision for the initiative, identifying existing exemplar university centers, and posing formative questions. Leadership Academy for School Community Connections Kay Keiser, Peter Smith, Jody Isernhagen & Kent Mann firstname.lastname@example.org This roundtable will briefly outline the objectives and activities of Leadership Academy. Participants will be asked to compare and contrast Leadership Academy with other efforts to increase real world interactions in administration and view the results of data gathered on student connections to the community. Implementation process of the CCSS: Is it working? Julie Sheppard email@example.com The need to prepare students for success in the global market is bringing about curriculum changes within state educational systems. An advisory committee made up of the National Governors Association (NGA), Council of Chief State School Officers (SSCCO), and Achieve, Inc. led this revolution by outlining a call to action under the name of the International Benchmarking Advisory Group. 1:00-1:40 Concurrent Sessions – Session 4 Interactive Broadcast Presentations NCPEA will be offering two interactive presentations at this time via the web in the Empire Room. Empire Room Lessons Learned by a Novice Online Instructor Brad Bizzell firstname.lastname@example.org This virtual presentation will use a common online collaboration/presentation tool, Adobe Connect, to engage participants in an interactive session focused on the basics of online instruction in an educational leadership course. Quality in the Online Classroom: Web Conferencing as a Teaching and Learning Strategy Jessica Hale email@example.com This presentation will focus on Web Conferencing as a 21st Century Teaching and Learning Strategy. Chouteau A Investigation of RtI Effectiveness on Improving Student Achievement Brenda Callahan, Amy Dill, Philip Link, Carla Payne, Michele Rohrer, & Dr. Robert Perry firstname.lastname@example.org This study was conducted using responses via survey monkey from 187 Missouri school districts reported as implementing Response to Intervention. Communication Arts scores from the year of implementation of RtI to the most current year available, 2011, were compared using a t-test. The data enabled researchers to illustrate improvement of Communication Arts scores among schools implementing Response to Intervention over the course of 3 years. The Perceptions of Middle School Special Education Co-teachers about Their Roles and Responsibilities Darrell Carson, Christopher Tienken & Eunyoung Kim email@example.com Drawing on interview data from middle-school teachers engaged in co-teaching, this paper explores the understandings about roles and responsibilities that general education and special education teachers bring to co-teaching. Findings suggest that role ambiguity and differing perceptions of roles and responsibilities exists that can have negative influences on the effectiveness of co-teaching structures. Chouteau B To Be Socially Just, First Develop the Self: A Reflective Critical Checklist JoAnn Barbour firstname.lastname@example.org Critically, one ought to focus on oppositions, conflicts, and contradictions to emancipate, justly helping to eliminate the causes of alienation and domination (Barbour, 2011). The purpose of this research is to use knowledge gleaned from critical theory research and research on social justice challenges for a practical application. The Impact of a Social Justice Curriculum on the Dispositions of Aspiring Principals in the 21st Century James G. Allen & James W. Koschoreck email@example.com The purpose of our study was to explore the effects of a social justice curriculum on the self-reported dispositions of students in an advanced level principal preparation course. Van Horn A (Internet Capabilities) Effects of Using a Rubric during the Assessment of the Principal Internship Glenn L. Koonce & Michael D. Kelly firstname.lastname@example.org A continuation of a study conducted over the past two years, in which three common assessments have been used to evaluate the effectiveness of the Principal Internship program at the university. The three assessments include the Principal Internship Mentors Assessment (PIMA), the University Supervisor Assessment (USA) and the Intern’s Self Assessment (ISA). In an effort to gain greater alignment in the scoring of the three instruments, a rubric was developed to assist in the scoring of the interns. Each of the three evaluators (principal, university supervisor and intern) was asked to use the newly developed rubric when completing the internship assessments and evaluating the intern. Learning from our Graduates and Interns: Examining Graduate and Student Experiences in the Education Administration Internship Jennifer Clayton & Rebecca Thessin Email: email@example.com This study sought to identify essential skills and experiences aspiring administrators must gain to become effective educational leaders. Nineteen current school leaders who graduated from one program were interviewed and asked about their acquisition of essential skills and experiences needed to be effective. A survey of recent interns was utilized to assess the activities, level of engagement, and general feedback on the internship experience. Interviews with alumni provided key insights about how they were prepared to lead. Van Horn B Impact of School Leadership on Teacher’s Professional Growth: Teacher Perception of Administrative Support Stuart Yager, Jeffrey Pedersen, Robert Yager & Rene Noppe firstname.lastname@example.org This study focuses on the understandings twenty-six teachers developed from ten elementary schools concerning how school leadership has affected the process of implementing professional development initiatives. The Superintendents’ participation in the Implementation of Professional Learning Communities: Is it Necessary? James Horton & Barbara Martin email@example.com The three school districts selected for this study were public school districts from three different parts of Missouri: Suburban Kansas City, Central Missouri, and Southwest Missouri as districts who had successfully implemented Professional Learning Communities district-wide for over three years. The researchers conducted personal interviews with the following: a board member from each district, an assistant superintendent from each of the three districts, and the superintendent from two of the districts. The semi-structured interviews were conducted consisting of open-ended questions (Fraenkel & Wallen, 2003) relating to the effectiveness of Professional Learning Communities (PLC), the role of district administrators in the development of PLC, and the impact of the establishment of PLC on the certified staff. Van Horn C The Competition to Create Global Scholars James H. Johnson & Tawannah G. Allen In July 2011, North Carolina passed Senate Bill 8, allowing the moratorium on charter schools to be lifted to grow by 20 percent. With competition, not only are curricular strategies and pedagogy examined, but also are school effectiveness and school leadership. This competition compels both traditional and charter school administrators to develop strategic marketing plans to identify and highlight programs that are most attractive to parents. Transformational Leadership and Turning Around Low Performing Urban Schools: The Social Justice of Providing Quality Schools in the 21st Century Judy Jackson May & Eugene T. W. Sanders firstname.lastname@example.org This study examined the role of transformational leaders and their ability to turn around low performing schools in urban communities. The primary purpose of the study is to compare the instructional design, principal leadership capacity, and building effectiveness of sixteen urban elementary buildings that failed to meet adequate yearly progress and academic goals for the last five years. Benton A A Quality Scorecard for the Administration of Online Education Programs Kaye Shelton & Jody Isernhagen email@example.com Higher education needed a method to identify quality within online education programs that could provide a method for benchmarking and a path to improvement. This study provides just such a process and extends further validity to the original 24 IHEP indicators (2000). The identification of quality online education programs satisfies a great need in the field and has been requested by many online education administrators as a tool for program improvement. The scorecard may be accessed at http://sloanconsortium.org/quality_scoreboard_online_program. Managing the Online University Programs Jacques Singleton, Annette Hux, Gwen Neal & Audrey Browser firstname.lastname@example.org Arkansas State University has adhered to the need of our students and developed a completely online certification and masters program in Educational Leadership, Curriculum and Special Education. This presentation will outline the steps in the process of developing our program. Components such as curriculum and how it meets national, state and local standards, faculty "buy in", benefits, negatives, do's and don't's, and the way thinking has to change in order to serve students to the maximum capacity without losing the core content of the university will be presented. Benton B Game Changers: Developing Graduate Faculty Leaders for a Technology-infused Environment Kimberly Kappler Hewitt, Ann W. Davis, Carl Lashley, & Carol A. Mullen email@example.com The context for this professional development involves the revitalization of ourselves as a graduate leadership faculty who are leading a community of scholar-practitioners in disciplined renewal. With funding from the North Carolina Department of Public Instruction, we will share results from the initial phase of the 2 year-project titled “Impact V.” The project engages consciousness raising around professional development through community-based, technology-infused learning. The Impact of Technology on Teaching Pedagogy Nancy Staub & Rebecca Righi firstname.lastname@example.org This study examines how teachers think about the pedagogical convergence that occurs when integrating technology into lessons. Principals of two schools identified four teachers recognized as exemplary in the use of technology-based tools in the classroom. Students in these teachers’ classrooms either had their own laptop computer assigned to them for the school year or access to a laptop during the class session. Classroom observations of targeted lessons occurred followed by interviews with each teacher. Four themes emerged: hands on learning; content synthesis; assignment completion; and differentiation. A light snack will be available between sessions 4 & 5. Provide by the Missouri Professors of Educational Administration. (MPEA) 1:50-2:30 Concurrent Sessions – Session 5 Chouteau A The School Leader's Role in Implementing the Common Core State Standards Sarah Sanders, Richard Flanary & Theodore Creighton email@example.com The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn. Few principals and professors of educational leadership have a grasp on not only the standards themselves, but how principals and superintendents will go about implementing these standards (adopted presently by 47 states). This presentation will present specific and practical guides to assist professors and practitioners in our field as the Common Core Curriculum enters our doors. The Effect of NCLB on Performing Arts In Kentucky Schools and its Future Richard Dodson firstname.lastname@example.org This presentation will focus on the effect No Child Left Behind has had on performing arts education in Kentucky schools since its enactment in January 2002. The study will also focus on what Kentucky performing arts educators believe will happen for their programs as a result of Kentucky’s recent waiver from NCLB. Chouteau B Higher Education Diversity: A Five Year Analysis of Full-Time Faculty Trends at a Western University Tara Madden-Dent The following paper will discuss Higher Education Human Resource hiring and retention policies for full- time faculty, how the policies contribute towards faculty diversity, as well as related research. This paper will identify the gender and ethnicity demographic trends of full-time Academic faculty ranks II, III, and IV at a western, public university including each of its College’s faculty between October, 2006 and July, 2011.. Increasing Need-Based Aid as Tuition Increases: Ensuring Diversity and Access for Low-Income Students in Higher Education Nicholas Barclay, James Beattie, Bill Thornton & Brad Trimble This paper will discuss the merits of both HH and LL models, including which student demographics, benefits, desirable conditions, and ethical arguments associated with both models. This paper will explore impacts on low-SES students, including ability to pay at various tuition levels and the social benefit of educating students of all backgrounds. In addition, the paper will provide a review of related research. Finally, the presentation will provide a forum for discussion and questions. Van Horn A (Internet Capabilities) Sustaining Quality: Applying a Multi-Disciplinary Approach to a School Leadership course as a Teaching/Learning Strategy in a Nationally Recognized Leadership Program Patricia Ann Marcellino email@example.com The purpose of this paper is to illustrate an instructional model that is utilized in a School Leadership course that is theoretically and performance-based (Hemme, Edmonson, & Slate, 2009). The instructor has linked assignments in a School Leadership course in a nationally recognized leadership program at a private university in New York State to ISLLC/ELCC standards and to the school of education’s conceptual framework, which includes social justice and inclusive community. The Use of School Principal Interviews to Enhance Educational Leadership Courses Patrick V. Gaffney firstname.lastname@example.org This presentation discusses the use of semi-structured, informational interviewing of South Florida principals by students in three educational leadership courses taught by the presenter from 2002-2012. The primary rationale for this assignment was to enhance the relevancy of course material for these students. Other rationales for conducting these interviews are discussed. Also included are an analysis and sampling of students’ responses from these interviews, the sources and some examples of the interview questions used, the interview guidelines, a conclusion, possible limitations, recommendations, and a list of sources. Van Horn B Perceptions of collaborative leadership measured by the school culture for certified and non certified staff by district building Virgil Freeman & Phil Messner email@example.com The purpose of this study was to investigate differences, if any, in perceptions of the school culture in the district. Specifically, the differences in perceptions of collaborative leadership between certified staff and non-certified staff based on grade level/building assignment. The Role of Teacher Leaders through the Perceptions of Principals and Teachers Nancy Akert & Barbara Martin The purpose of this study was three fold. First, the researchers’ strived to gain a better understanding of perceptions of teacher leadership roles from the point of view of the teacher and principal and any differences that may occur between the two positions. Secondly, the study examined the teachers’ overall interest of stepping into a teacher leadership position and ways they are encouraged or discouraged to take on this challenge. Thirdly, studied was the extent to which principals and teachers believe the teacher leadership roles contribute to the overall school improvement. Van Horn C Critical Events and Support Systems That Have Led to Hispanic American Doctoral Degree Attainment Eduardo Hernandez & Maria Hinojosa firstname.lastname@example.org The purpose of this study is to identify the critical events and support systems that have contributed to the attainment of an academic doctorate by Hispanics and to discern the similarities that existed in their parental educational level, socioeconomic status, and cultural background. Women Educational Leaders' Transformative Narratives: The Dynamics of Service Learning on Educational Leadership Amanda Major, Dannielle Joy Davis, Debbie Cook, Janel Bell-Haynes, Terri Dunn & Carol Mullen email@example.com To understand the dynamics of service learning and students' learning and transformation, this biographical, narrative case study will chronicle women educational leaders' service learning experiences. Benton A A Journey from the Classroom to Leadership Linda Lemasters & Audrey Bunch firstname.lastname@example.org This qualitative study examined a culture of teacher leadership that has evolved in North Carolina over the past 20 years, conveying the professional journey of teachers who had moved out of the classroom into other educational leadership roles after attainment of National Board for Professional Teaching Standards (NBPTS) certification. Building a District-Level Teacher Leadership Initiative to Use Data to Improve Student Learning: A University and School District Collaboration C. Suzanne Klein email@example.com This paper will explore the design of a study to examine the expansion of the teacher leader role to promote district level change around use of data from multiple sources, the value added to that process by a strong and ongoing university partnership and the role of the central office and superintendent in a teacher-led district change initiative. Benton B Leading Education Reform with the Integration of Common Core State Standards for Math Integrating Common Core State Standards: The Impact of a Federal 2-Year Math Science Partnership Grant Roger C. Guevara firstname.lastname@example.org The South Arkansas Mathematics Standards Partnership is designed to create and provide professional development activities to enhance both teacher content knowledge and instructional skills in two learning progressions identified in the Common Core State Standards for Mathematics to teachers of mathematics in grades 3-8. Decision Making: A Framework for Working with Arts Education James Plenty email@example.com The purpose of this concept paper is to provide a framework for decision making that facilitates the support of arts education in public schools. It considers a variety of decision making perspectives and suggests the importance of selecting a decision making framework that looks beyond just financial considerations. 2:40-3:20 Concurrent Sessions – Session 6 Chouteau A Using Technology as a Catalyst for Implementing Constructivist Practices and Motivating Kids Lynne Brown Menard & Arthur Shapiro firstname.lastname@example.org This research described and analyzed elementary teachers' perceptions of using technology as a catalyst for stimulating classroom constructivist practices. Key themes that emerged included an active and positive learning culture that is: technology integrated, collaborative and independent, interconnected, highly motivated, self-sustaining and reflective with elevated time-on-task results, a safe and non-judgmental learning environment with constructivist curriculum and constructivist classrooms. Leading a Digitally Enhanced K-12 District Amy Burkman & Chuck Holt email@example.com The purpose of this project was to develop an understanding of the issues related to the operation of an urban school district utilizing digital instructional technologies from the perspective of a district level technology leader. There were three main research questions driving the project: What are the greatest challenges in creating a digitally enhanced district? What impact does digital enhancement have on student achievement? How does the district maintain forward momentum with the rapid change in technologies? Chouteau B New Technology Applications Impact on the TExES Principal Licensure Exam: A Lamar University Model Vance Cortez-Rucker, Nancy Adams, Gary Martin & Sandy Cortez-Rucker firstname.lastname@example.org This paper explores the application of a technology-based strategy to the Lamar University on-line principal certification / internship program. The paper examines the comparative results by Lamar candidates on the State licensure exam with all other Texas universities as well as the innovative strategy and the process of infusing new technologies in traditional leadership preparation programs. Students’ Reaction to Online Courses for Faculty Professional Development Amanda Major, Betsy Gilbertson & Shiladitya Chaudhury email@example.com As universities increasingly offer online courses, leading to online degree programs, faculty members must adopt innovative technology to deliver content and must modify the design of their courses to fit the online classroom environment. The research study aims to describe students’ reactions to online courses as well as to analyze students’ initial experiences and expectations of their online courses at a large, research university in the Southeast with the goal of understanding what is needed to aid faculty professional development. Van Horn A (Internet Capabilities) Success Despite Socio-economics: A Case Study of a High Achieving, High Poverty School Thomas Brent Tilley, Samuel J. Smith & Russell L. Claxton firstname.lastname@example.org Effective school leadership is becoming more difficult than ever with the challenges of increased accountability and high stakes testing that are components of federal No Child Left Behind (NCLB) legislation. This was a case study of a high performing, high poverty school that has consistently been one of the highest performing elementary schools in the state. The purpose of the study was to describe the leadership that exists at the school, the culture of the school, and programs that contribute to the school’s success. Framing American Indian Education Leadership Through Tribal Critical Race Theory Wayne Johnson, Bernita Krumm, & Barbara Martin email@example.com These researchers chose a qualitative case study approach to establish understanding of the unique experiences of an individual American Indian education leader serving a public school district within the context of an American Indian community. The use of the case study approach in this study, as Merriam (1998) suggested, was to focus more on the processes of understanding the experiences of the Indian education leader through the identification of the leader’s abilities to give voice to stakeholders while defining Indian education within a tribal context. Van Horn B The Impact of Class Size, Minority Status and Per Pupil Expenditure on Student Achievement: A Multilevel Approach Guy Banicki & John Rugutt firstname.lastname@example.org The purpose of this study is to investigate the impact of selected student-level and school district level variables on student academic achievement. This study will further investigate whether student achievement is related to the student-level variable of minority status. Finally, this research will investigate whether school district level variables such as per pupil expenditure and class size influence academic achievement. Transforming Schools to Improve Student Learning: Implementing Title I School Improvement Plans Jody Isernhagen email@example.com This paper session will address Perspectives on Closing the Achievement Gap. Educators must identify practical tools to meet the needs of diverse learners. Schools must improve learning for all students, including children living in poverty, students learning English, students with special needs, and mobile students. Van Horn C Listening to the Essential Stakeholders: A Framework for Including Student Voice in Schools Jennifer Friend firstname.lastname@example.org Listening to students enables educators and other adults who work in schools to have the opportunity to engage in reflection and to expand their own mental models regarding academic and behavioral supports for diverse students. This paper provides a framework for schools to create pathways to seek students’ diverse perspectives as qualitative data sources in the school improvement process. Factors that Inhibit or Facilitate Urban Student Postsecondary Education Aspirations and Planning Eunyoung Kim & Christopher Tienken email@example.com The purpose of this descriptive qualitative, longitudinal study was to: explain the factors present in students’ various worlds (i.e., home, school, and peers) that facilitate or inhibit students from developing and achieving post secondary aspirations. Initial results suggest that direct parental guidance and instructions are a powerful influence on student postsecondary aspirations and planning. Benton A Leadership Preparation Program Roles in Continuous Professional Development for Principals Bill Thornton, David Brackett, James Beattie, & Nicholas Braclay firstname.lastname@example.org This paper considers roles and responsibilities of leadership preparation programs to facilitate effective professional development for practicing principals. The paper presents examples of how preparation programs can facilitate the development of more effective relationship between public schools and universities. Principal Evaluation Using a Comprehensive Portfolio Development Approach to Facilitate Professional Growth and Renewal Gerard Babo email@example.com Portfolios have become the preferred method for both professional development and evaluation in many expert fields such as engineering, medicine, design and architecture. Implications for its adopted use related to principal evaluation and professional growth will be explored and discussed in this paper. Benton B Professional Development on Change: Can You Switch? Jim Bowman, Jeff Scalfaro & Henry Russell firstname.lastname@example.org Presenters will discuss how Switch (a book by Chip and Dan Heath) was used in a graduate course (School and Community Relations) on change theory. Secondly, the presentation will focus on how the theory was implemented by a suburban Kansas City middle school principal. Sharing Continuing Professional Development Responsibilities Through School District Partnerships Brenda Russell & Ann Farris email@example.com This session addresses the process used to develop a pilot continuing professional education program in the School of Education based on input from the constituents it is designed to serve: school districts in central Texas. 4:30-6:30 State Affiliate Wine and Cheese Reception - Empire Room (Mezzanine Level) Thursday, August 9, 2012 7:30-4:00 Conference Registration 7:30-8:10 Continental Breakfast 8:20-9:50 General Session 2 – Empire Room (Mezzanine Level) Announcements Morphet Dissertation recognition – Dr. Jason Mixon Dr. Ted Creighton – NCPEA book author recognition 2013 Conference Site Presentation Dr. Bob Beach - Walter Cocking Lecture – Broadcast Presentation 10:00-10:40 Edgar L. Morphet Dissertation Lecture – Broadcast Presentation – Empire Room Kaye Shelton Kaye.firstname.lastname@example.org As the demands for accountability increase, institutions of higher education are seeking ways to demonstrate quality within educational programs, especially those provided through online education. This study sought to create a quality scorecard that offers institutions an instrument for identifying quality within their programs. A six-round Delphi study was undertaken with 43 seasoned experts in online education. The experts agreed upon a method for scoring and 70 indicators that administrators should examine within their programs to evaluate quality. The original set of 24 quality indicators from the Institute for Higher Education Policy study, Quality on the Line: Benchmarks for Success in Internet-Based Distance Education (2000) were used as a starting point and were determined to be still valid, with modifications. Additionally, 45 quality indicators were added that resulted in a scorecard that provides industry agreed upon standards for online education programs to use for quality evaluation and program improvement. 10:00-10:40 Concurrent Sessions – Session 7 There will be two presentations per room with each presenter given ½ of the time. Presenters may want to leave some time for Q & A. Van Horn A will have internet capabilities. Chouteau A Female Superintendents' Perceptions regarding the Impact of Race and Gender LaTonya Goffney, Stacey L. Edmonson & Carrie Barber email@example.com The purpose of this study was to examine perceptions of three novice female superintendents, one African American, one Hispanic, and one White, regarding (a) the impact of race on their professional careers, (b) the impact of gender on their professional careers, and (c) how these career experiences compare. The Relationship Between Principal Tenure, Stability, and Experience and Student Achievement in Georgia Elementary Schools Don Leech, Gene Starr, Gerald Siegrist, Leon Pate, Lantry Brockmeier, & Rudo Tsemumhu firstname.lastname@example.org This study sought to determine if the tenure, stability, experience, principal gender, or race or ethnicity of elementary school principals could predict student achievement in Georgia elementary schools. Chouteau B Designing a Superintendent Evaluation System - Trying to Keep Up To Date in Missouri Mike Jinks & Gerald Mossman 19MJ46@charter.net Superintendent evaluation had not been formally addressed since 1986 when the Missouri Dept of Elementary and Secondary Education initiated an advisory panel to study the procedures and criteria for possible revision. The effort remains unresolved though signs indicate closure is on the horizon! After four years of work by representatives from key stakeholder groups, including the Missouri Professors of Education Administration, a document incorporating contemporary approaches to administrator preparation and evaluation has been advanced. The process has been challenging with patience and professionalism demonstrated by all concerned – the final product, though yet to be adopted – contains several unique components and seems to be worth the wait! Illinois' New Principal Preparation Programs: Implications for Rural Areas Vicki VanTuyle & Alison Reeves email@example.com This presentation will examine the potential impact of specific sections of the legislative rules related to developing school leaders in Illinois schools which have a number of students identified as low socioeconomic status and which are located in fringe, distant, or remote rural areas. Van Horn A (Internet Capabilities) Advancing Leadership: Results of an Online Technology Leadership Master’s Program Diane R. Mason, L. Kay Abernathy, Sheryl R. Abshire, Cynthia D. Cummings, & Xinyu Liu Mason.firstname.lastname@example.org Allen and Seaman (2007) stated in a Sloan Consortium report that nearly two-thirds of post-secondary institutions provided distance education courses in a variety of degree programs. Concerns have arisen about the effectiveness of online graduate programs compared to more traditional approaches in higher education settings. This research study investigated the effectiveness of an online Educational Technology Leadership (ETL) master’s program to advance graduates’ leadership in the use of online learning, Web 2.0 tools, and technology professional development in PK-12 schools. The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership Carol A. Mullen, Rosemary Papa, Kimberly Kappler Hewitt, Daniel Eadens, Michael Schwanenberger, Brad Bizzell, & Scarlet Chopin Email: email@example.com Seven professors—five junior faculty, guided by senior faculty—reflect on what schools and universities might look like mid-century. We offer a reflective spin-off on another group’s conceptual platform that projects the future of the educational leadership field, backed by data-based trends (i.e., English, Papa, Mullen, & Creighton, in press). The senior faculty created a mentoring opportunity for this group to respond, interact, and interface via these six overarching prompts as guides only for writing. Together, we offer an innovative technology- infused methodology by (1) individually blogging about leadership at mid-century by using the prompts; (2) jointly analyzing the five blogs and comments posted at the NCPEA Talking Points website that formed a larger discussion, and (3) situating the blog analyses within the relevant literature. Van Horn B Using the ELCC Standards to Measure Leadership Effectiveness of Practicing Administrators: A Teacher's Perspective Henry Russell, Jim Bowman, Cassandra Gengelbach & Whitney Richeson firstname.lastname@example.org This study was a follow-up with 15 graduates who were currently serving in at least their second year as a principal or assistant principal in the same school. The faculties at these sites were asked to assess the leadership skills of these practicing administrators through an anonymous 42-question likert scale survey that centered on the Educational Leadership Constituent Council (ELCC) Standards. School leaders’ perceptions of incompetent teachers: Implications for teacher supervision and evaluation Bret Range, Heather Duncan, Sue Scherz & David Hvidston email@example.com Research suggests that the single most persuasive factor to increasing student achievement is teacher effectiveness (Owings et al., 2006; Rutledge, Harris, & Ingle, 2010). As a result, principals must evaluate teachers and assign merit to their abilities (Cooper, Ehrensal, & Bromme, 2005). Critical to the success of productive evaluation processes is the ability of principals to identify incompetent teachers. The effects of incompetent teachers on decreased student achievement are cumulative and have been found to be measurable three years after initial student contact and difficult to remediate even when followed by effective teachers (Wright et al.,1997). In light of the above, this study aimed to explore school leaders’ (principals and superintendents) perceptions of the characteristics of incompetent teachers, the strategies they use to work with these teachers and the barriers to their dismissal. Van Horn C Principal Supervision and Evaluation: A Review of Practices and Perceptions Jan Walker firstname.lastname@example.org In the fall 2011, an electronic survey regarding supervision/evaluation was sent to approximately 350 Iowa superintendents to complete/disseminate. Questions directing this study included (a) What evaluative activities (aligned to the ISLLC) are performed by the supervisor? (b) How frequently do the supervisors interact with principals? (c) What activities do supervisors perceive as benefits/important to the process? (d) What are the greatest challenges? A study of principal leadership style and teacher job performance Stacy Hendricks, Kerry Roberts, Pauline Sampson & Ralph Marshall email@example.com This study of east Texas principals was conducted to determine the relationship between leadership styles of principals and teacher job performance. The leadership style of the principal was determined by teacher perception using the LDDQ-12. The teacher job performance was determined by teachers’ self-assessment. The primary purpose of this study was to determine if a principal’s leadership style was related to teacher job performance. Benton A Rapidly Changing Laws Governing Education: Implication for Leadership Preparation Bill Thornton, Gus Hill, James Beattie & David Brackett firstname.lastname@example.org This paper focuses on impacts of rapidly changing laws that govern public education. The past few years have witnessed an over welling number of new laws. This paper will discuss legal issues that leadership programs should expect future principal to encounter. It will discuss approaches to adjust, adopt, and development of curricula as the issues evolve. Preparing the Principal as an Instructional Leader Ralph L. Marshall, John Dively, Linda Mars-Morford, Nick Osborne & Mary Hermann email@example.com Discussion of critical factors to be included in the redesign of a principal preparation program in relation to recent research on factors that should be included within a quality principal preparation program and compliance issues that these programs must meet in relation to recent State of Illinois legislation which mandated requirements for all such programs to apply for recertification of their programs by the Illinois Board of Higher Education (IBHE) and the Illinois State Board of Education (ISBE). Benton B Virtual Commons for Aspiring Principals: A Model for Preparing Rural School Leaders Michael Schwanenberger & Daniel Kain firstname.lastname@example.org Faced with the challenge of preparing school leaders to serve rural schools, the Educational Leadership Department at Northern Arizona University developed a model of preparation that capitalizes on both the opportunities of virtual learning and the value of face-to-face interaction. The resulting hybrid model of principal preparation draws on best practice for a cohort-based model, integrating academic preparation and field experiences, in cooperation with school districts The Effect of Ohio's Race to the Top on the State's Principal Preparation Programs Ted Zigler email@example.com The effect on principal preparation programs with the roll out of Ohio's Race to the Top initiatives. Many other aspects will be discussed as both K-12 schools and principal prep programs will be impacted. 10:50-11:30 Concurrent Sessions – Session 8 Chouteau A The School Leader's Role in Implementing the Common Core State Standards Sarah Sanders, Theodore Creighton & Richard Flanary firstname.lastname@example.org The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and principals know what they need to do to help them. Few principals and professors of educational leadership have a grasp on not only the standards themselves, but how principals and superintendents will go about implementing these standards (adopted presently by 47 states). This presentation will present specific and practical guides to assist professors and practitioners in our field as the Common Core Curriculum enters our doors. Use of Community Wealth Demographics to Predict Statewide Tests Results in Grade 3 Peter Turnamian & Christopher Tienken email@example.com On July 24, 2009, President Barack Obama and Secretary of Education Arne Duncan unveiled the Education Recovery Act as part of the American Recovery and Reinvestment Act of 2009. The Act included $4.35 billion in funds for the Race to the Top Program (RTTP). RTTP also established a Comprehensive Assessment System Competition, leading to the development of two national assessments. It is not yet clear if the data generated from these new assessments will be used in a high-stakes manner. However, given the content of various Congressional NCLB re-authorization bills and NCLB waivers granted to states one could assume the data gathered from a new generation of assessments will be used for high-stakes purposes. Chouteau B Leadership preparation programs roles and responsibilities to underrepresented groups. James Beattie, Nick Barclay, Bill Thornton & David Brackett firstname.lastname@example.org This paper will present the effective partnerships created between public school principals and University administrators that successfully help diverse high school students’ transition to and succeed in college. Leadership Preparation: Restructuring and Building Relationships Joyce A. Scott & Casey Graham Brown email@example.com As competition continues to increase in the area of school leadership preparation, universities are challenged to meet the needs of students while increasing enrollment and program quality. In its Challenge to Lead project the Southern Regional Education Board (SREB) targeted university-based principal preparation programs for substantial redesign. The objective of this quantitative study was to examine the current status of school leader preparation programs through the eyes of Texas Educational Administration professors to assess whether and how the SREB policies and similar literature themes have influenced university curriculum reform, internships, and collaboration with school districts. Van Horn A (Internet Capabilities) Leadership for Cultural Competence: Creating and Sustaining a Climate that Supports Cultural Curiosity, Critical Thinking and Social Justice in K-12 Schools Crystal Machado firstname.lastname@example.org In this paper the author will describe ways in which school leaders, teachers and caregivers can create and sustain a climate that will allow them to expand their understanding of world cultures by exploring of the intersection of social online learning networks and critical pedagogy. With the help of classroom examples the author will illustrate how web 2.0 technologies like blogs, wikis, podcasts tools and other technology tools can be used to create global awareness, expand information literacy, enhance cultural curiosity and promote critical thinking in young children and the adults that work with them. Leadership and Its Relationship to the Culture, Climate, and Academic Performance of Alabama’s Public Schools Ronald A. Lindahl email@example.com The purpose of this quantitative, causal-comparative study was to examine the relationships between school leadership and both school culture/climate and student performance on standardized examinations. Van Horn B The Effects of Scheduling on Criterion-Referenced Assessments in Arkansas High Schools Sheila M. Trinkle & Carleton R. Holt firstname.lastname@example.org The purpose of this study is to examine the differences in achievement on the end of course assessment in Geometry and the Grade 11 Literacy exam administered to students in Arkansas. Demographic data were collected for all public high schools in Arkansas; descriptive statistics were calculated and reported. Schools utilizing the A/B model had the highest mean student enrollment; schools implementing 4 x 4 blocks had the lowest mean student population. Do You Want Single Gender Science Classrooms in Your Middle Schools? Pauline M. Sampson, Jeannie Gresham & Melissa M. Leigh email@example.com This study examined what, if any, differences, in achievement and academic self-concept were evident between students in single-gender classrooms and those in the control groups of mixed gender science classrooms in one middle school in Texas. Van Horn C Small Learning Communities: Where are the Lessons from the Middle School Movement? Tricia J. Stewart, Julie Winston & Susan I. Penepent, Charles firstname.lastname@example.org The purpose of this concept paper is to examine the research on small learning communities (SLCs) through a lens that links the best practices associated with thirty years of educational teaming at the middle school level (Arhar, 1991, 1994; Erb, 2001; National Middle School Association, 2003). Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools Jason Steingraber, Cynthia MacGregor, & Robert Watson RobertWatson@missouristate.edu The overall purpose of this study was to establish a connection between the role of distributed leadership and the impact of TSTs on elementary students of high poverty. To achieve this, information was gathered from high poverty elementary schools in the Sunnyside Public School District. The study examined key respondents’ perceptions on the leadership within the TST. Benton A Borrowed and Blended Tools Anchored by Action Learning: A Model for Ethical Decision Making in the Moral Enterprise of Schooling Bobbie Eddins, Ann Farris & Brenda Russell email@example.com This paper discusses a practical model that has been cobbled together across all courses in a school leadership preparation program. Developing a National Perspective: Ed Leadership Departments Conceptualize Teacher Leadership Programs Caryn M. Wells, Marc Shelton & Ralph L. Marshall firstname.lastname@example.org This conceptual paper is being presented by members of the NCPEA Executive Board to articulate what we hope will become a national perspective for the Departments of Educational Leadership to initiate the development of Teacher Leadership programs. Benton B Meeting the Leadership Challenge: Examining the Preparation of Practice-Ready Principals for High Reliability Schools Cynthia Carver & C. Suzanne Klein email@example.com This paper explores the process and usefulness of the development of a personal model of leadership in guiding school leadership practice. It relates the experiences of a current practicing elementary school principal who is a doctoral student at Marshall University pursuing an Ed.D. degree in leadership studies. Development and Usefulness of a Personal Model of Leadership Louis Watts & Allen Laugh firstname.lastname@example.org This paper explores the process and usefulness of the development of a personal model of leadership in guiding school leadership practice. It relates the experiences of a current practicing elementary school principal who is a doctoral student at Marshall University pursuing an EdD degree in leadership studies. As the culminating activity in a class entitled “Principles of Leadership,” the student created a personal model of leadership intended to provide theoretical context for practice and to identify a set of principles to utilize in the day-to-day responsibilities of school leadership. 11:40-12:30 Concurrent Sessions – Session 9 Participants may choose to purchase lunch (ticketed event) as part of the 9th concurrent session and round tables. (All Round Tables will be held in the Empire Room.) Chouteau A The Difference Between Secondary School Principals' Servant Leadership in Lower Achieving and Higher Achieving Secondary Schools Traci Pattison, Cynthia MacGregor, & Robert Watson RobertWatson@missouristate.edu The purpose of the study was to develop an understanding of the relationships between secondary school principals’ servant leadership in lower achieving and higher achieving schools and student achievement as determined by the end of course exams in Algebra 1, Biology, and English II. Data on servant leadership was collected from 70 teachers from five higher achieving schools and five lower achieving schools during the Fall of 2010. Examining Leadership as a Public Pedagogy for Social Justice Patrick M. Jenlink & Karen Embry Jenlink email@example.com The purpose in this paper is to report on a study that examined the meaning of leadership as a public pedagogy of socially just practice. Drawing on practitioners’ voices, the authors’ focus on what social justice means in the world of schools, what socially just practice is from a practitioner’s perspective, and the role that educational leaders play in connecting social justice and democracy in the educational setting. Chouteau B Motivation of Women in Nontraditional Occupations: Implications for School Leaders Katherine Wesley & Marilyn Grady firstname.lastname@example.org This paper is a report of the findings of a research study of women employed on a production line at a manufacturing plant. Rather than add to the reports of the pathology related to women and nontraditional occupations, this research documents the best practices and excellence observed at a successful manufacturing plant already distinguished for its excellent reputation as “one of the best companies to work for in America”—a distinction bestowed upon this company five times. Toward Culturally Responsive and Socially Just Leadership in the 21st Century: Innovative Strategies for Student Success Donna M. Davis & S. Marie McCarther email@example.com School leaders face tremendous challenges that require innovative and imaginative solutions. To bring about significant change that leads to academic success for all, they might look to the ideals of culturally responsive leadership as they work to develop socially just systems. Specifically the decision-making processes of several school leaders who encouraged culturally responsive teaching strategies to engage students and enhance learning will be presented. Van Horn A (Internet Capabilities) Publishing Materials Through NCPEA Ted Creighton, Tom Kersten & Bill Price Van Horn B NCPEA Publications: International Journal of Educational Leadership Preparation (IJELP) Linda Lemasters Speak with the Editor of the International Journal of Educational Leadership Preparation (IJELP) NCPEA Publications: NCPEA Press Thomas Kersten, William Price, John Slate, Ana Rojas-Lebouef, Gary Emanual, & Theodore Creighton Speak with NCPA Press book authors. Van Horn C The Impact of Prekindergarten Duration on the Early Literacy Skills of Kindergarten Students Danny A. Robertozzi & Soundaram Ramaswami firstname.lastname@example.org As a result of the New Jersey School Funding Reform Act, access to high quality preschool was expanded to include all at-risk 3- and 4-year-olds in the state of New Jersey. This paper presents the results of a study in a school district in central New Jersey that was required to expand its half day programs to full day programs. The Relationship Between Academic Achievement and School-Based Mental Health Services for Middle School Students Rose M. McNeese & Lisa Williams email@example.com The purpose of this study was to determine if there is a relation between school-based mental health services (one-on-one therapy, therapeutic groups, and family support services) and academic achievement among middle school students as measured by performance in mathematics and reading on a state criterion referenced test. The study was conducted in a large, suburban school district in the southeastern region of the United States. Benton A Graduate Publication Workshops: Increasing the Rate of Graduate Student and Faculty Publication Rates Tara Madden-Dent & Nick Barclay This paper will discuss the benefits of Graduate Publication Workshops within Educational Leadership graduate programs as well as related research on effective strategies to increase publication rates. Writing workshops, publication mentors, and peer co-author collaboration are a few models that will be discussed. This paper will further explore how graduate programs can better achieve their mission to produce competitive, recognized, and revered academic professionals through early publication education. 11:40-12:30 Round Tables Participants may choose to purchase lunch (ticketed event) as part of the round table discussions. Round Tables will be held in the Empire Room. Round Tables will be held in the Empire Room. Round Table Discussions will be assigned a table. Presentation and Discussion of revised NCPEA Constitution Tom Kersten, Ralph Marshall & Pauline Sampson Members are invited to attend a discussion of the revisions to the NCPEA Constitution. Implementing the Common Core – Implications for Principal Preparation Programs Carol Webb, Stuart Yager & Rene Noppe firstname.lastname@example.org This roundtable discussion will focus on structural and program changes that need to take place in principal preparation programs across the United States as the common core is being implemented. Partnering With Your State Department of Education for the Common Good Rene Noppe, Stuart Yager & Carol Webb email@example.com In 2011 leaders in the Department of Education asked the Educational Leadership Department at Western Illinois University to conduct a program review of their system of support. Results from this program review have brought on statewide changes to the system of support. During this roundtable, we will share results from the program review and discuss the process we used to partner with the Department of Education for the program review and communicating the results and recommendations. Revitalizing a State Professors’ Organization: Sharing Effective Strategies Linda Searby, Chris Pritchett & Ellen Reames firstname.lastname@example.org This roundtable discussion will be led by three professors who led the revitalization efforts of the Alabama Association of Professors of Educational Leadership. Reconsidering Assessment's Potential as a Dialogical Act Matthew B. Fuller email@example.com Participants will explore how assessment is naturally rooted in dialogue and praxis, yet seldom practiced from this perspective and in fact, is often anti-dialogical in nature. Participants will engage the questions, “What will it take for higher education assessment to be reframed as a dialogical act and what are the benefits of this?” The implications of this conversation might include, but are not limited to, a refocusing of assessment’s philosophical foundations on a more humanizing aesthetic, thereby allowing for many of the purported purposes of assessment to be realized. Finally, participants will have the opportunity to formulate an agenda for future research and conceptual exploration of higher education assessment’s philosophy and the potential for assessment practiced as a dialogical act. The Profiling of Personalities Virgil Freeman firstname.lastname@example.org Successful leaders of educational change have six common characteristics: being visionary, believing that schools are for learning, valuing human resources, communicating and listening effectively, being proactive, and taking risks. This roundtable will discuss these characteristics as part of educational leaders’ successful performance in the two dimensions, concern for organizational tasks, and consideration. Assessing Future leaders: From Perception to practice Jeanne Surface, Karen Hayes, Kay Keiser & Peter Smith email@example.com A short paper will be presented followed by a discussion about preparing future school leaders to work in diverse environments by increasing their self-awareness, and sociocultural consciousness. From Papers to Practicality: Putting Future Principals in the Hot Seat Nicholas J. Pace Nick.Pace@uni.edu The roundtable discussion will detail the impetus, logistics and lessons learned from the 2011 book The Principal’s Hot Seat: Observing Real-World Dilemmas. Focus on the Day in the Office exercise; describe the way scenarios are developed and created; demonstrate how the book The Principal’s Hot Seat can be used to increase students’ comfort, confidence, and application of Educational Leadership Constituency Council (ELCC) Standards. Improving Long Distance Relationships: Revising & Strengthening a Principalship Program Timothy W. Gilson & Nicholas J. Pace firstname.lastname@example.org Amid a climate in which educational leadership programs, even at prestigious institutions have been labeled “inadequate to appalling” (Levine, 2005) and a 2006 Public Agenda survey in which nearly seven of 10 principals noted that leadership training at universities is “out of touch with the realities of what it takes to run today’s school districts,” educational leadership faculty at the University of Northern Iowa began an intensive, two year process aimed at strengthening its principalship program. Leadership Residency Program at Shippensburg University Diller Cowden & Fowler Eisenhart email@example.com Developed to exchange information with others experienced in or considering alternative pathways to educational leadership certification for individuals with no traditional background in education. The Cohort Model: The Students’ Perspective Stacy Hendricks firstname.lastname@example.org Through the cohort model, students build trusting relationships with each other and begin forming a collegial community which will last a lifetime. Additionally, students gain multiple perspectives and interact socially and professionally while gaining interdependence. Participant interaction focuses on discussion questions regarding adult learning and program effectiveness via the cohort model. Educational Leadership Programs: Candidate’s Evaluations of Courses and professors in Traditional vs. On-Line Instructional Formats Joe Nichols email@example.com This round table focuses on program candidates’ evaluations of an educational leadership course and its professor that was delivered in two distinctly different on-line formats and in a traditional face-to-face format. Specifically, discussions will focus on the implications of a study of candidates’ perceptions and comments which were generated from end-of course evaluations of course format and professor efficacy. Utilizing Electronic Portfolios for Program Assessment in Online Programs in Educational Administration Ken Rasmussen Ken.Rasmussen@sdstate.edu Participants in this roundtable session will discuss the goals of an electronic portfolio as an assessment of content knowledge in educational leadership programs to meet state and national accreditation requirements. Moving Doctoral Students through the Dissertation: It’s No Longer Business as Usual - An Update Gus Hill, Nicholas Barclay, Bill Thornton, & Janet Usinger firstname.lastname@example.org This paper provides formative evaluation of the progress of the new approach. Student progress, strengths of the programs, adjustments, and recommendations will be discussed. This paper is a formative evaluation with recommendations. Redesigning a University Ed.D. in Educational Leadership: The Next Iteration Rudo Tsemunhu, Gerald Siegrist, Don Leech, Leon Pate, & Ronny Green email@example.com This roundtable will examine the departmental culture necessary for such change to occur. Additionally, the faculty decision making processes and curriculum revisions will be discussed. Other topics will include the comprehensive examination process and the dissertation. One Month a Year Just Won't Do: The Principal's Role in Increasing Cultural Awareness Janet Tareilo firstname.lastname@example.org This roundtable session examines the concepts of social justice and actions that principals can take to create climates of acceptance on their campuses. 1:00-1:40 Concurrent Sessions – Session 10 Interactive Broadcast Presentations NCPEA will be offering an interactive presentation at this time via the web in the Empire Room. Empire Room- Broadcast Presentation NCPEA Mentoring Mosaic Program Linda Searby, Carol Mullen & Jenny Tripses Mentoring Mosaic is a new NCPEA service for new faculty members. Experienced faculty members have volunteered to be mentors to junior faculty for a period of 1 – 2 years. If you are a new faculty member and would like to have a mentor, and experienced faculty member willing to be a mentor are encouraged to attend. The program protocols will be explained and a get-acquainted time will take place that will assist in pairing mentors and mentees. Chouteau A Expectations of Practicing and Pre-Service Principals Kathleen Taylor Campbell, Mindy Crain-Dorough, Evan Mense & Michael D. Richardson email@example.com The presentation will consist two parts with data from three research papers regarding the expectations of principals who are practicing in the schools and pre-service principals who are being trained in university principal preparation programs. The purpose of this presentation is to present the research findings and the two draft instruments designed to measure professional dispositions of practicing and pre-service principals, generate a discussion among audience members, and solicit feedback from audience members regarding the instruments. . Chouteau B The Cultivation and Regulation of Empathy, Compassion, and Nonreactivity: How Constructs of Mindfulness Inform Leadership Preparation Caryn M. Wells firstname.lastname@example.org This paper and presentation integrates concepts drawn from educational leadership literature and includes topics from mindfulness practice. As leaders work to cultivate skills that are related with effectiveness on the job, the issues of relational trust (Hoy, Gage, & Tater, 2006), and limbic resonance (Goleman, Boyatzis, & McKee, 2002) have relevance with mindfulness practice. Conflicting Models and the Future Of Educational Leadership Preparation: A Call for Integration Stephen P. Gordon & Michael Boone email@example.com This paper reviews a variety of models for educational leadership preparation and argues that the accountability model and critical theory are currently competing to be the dominant model in the field; although a number of the other, less influential models are also viable. Van Horn A (Internet Capabilities) How can PK-16 Educational Leaders bolster the Recruitment of Latino Students (specifically, educators of Mexican-American descent) into the PK-12 Education Ranks ? Jason Morton & Barbara Martin firstname.lastname@example.org In this study the perceptions of PK-12 Latino educators (specifically, those of Mexican-American descent) were examined regarding their personal experiences as students in the PK-12 milieu, and how those perceptions may have positively or adversely impacted their consideration of education as a career. Through data analysis of the elementary and secondary “headwater” (Solorzano et al.), the researcher sought to determine ways in which transformative PK-16 educational leaders can fashion authentic strategies to bolster the future recruitment of talented Latino students. Leveling Hispanic Family-School Barriers Catherine Johnson Kirkland & James Vornberg James_Vornberg@tamu-commerce.edu The study examined the parental level of education and whether their level of education affected their confidence in their ability to help their child with school work. An important aspect of this research explored if an English language course offered to parents would affect their confidence level and participation with their child’s school Van Horn B The Balancing Act: Unintended Consequences of Home-School Relationships Carolyn Wanat email@example.com Benefits of parents’ involvement in schools are documented in family involvement literature, but involvement of parent groups is not well understood. This paper describes home-school relationships of parent-educator networks. Social Justice and Early Childhood Education: The State of Laboratory Schools at Historically Black Colleges and Universities Tricia J. Stewart, James Plenty, Michelle Palermo-Biggs & Amanda Major firstname.lastname@example.org The purpose of this study is to examine the role of laboratory schools on Historically Black Colleges and Universities (HBCUs). In particular, it hopes to examine their historical significance and the ways that the teaching of social justice is addressed. Additionally, it is concerned with the ways that early childhood experiences are provided to children who attend school at these institutions of higher education. Van Horn C Ideology Counts: Indicators of Successful Social Justice Leadership and the Strategies and Practices that Remedy Injustice in Academic Achievement Charles McNulty email@example.com The study focused on interviewing ten K-12 public school social justice leaders from a qualitative methods standpoint to uncover indicators of their successful social justice work. The populating of the conceptual lens by strategies and practices provided an overall understanding for the context, process, and outcome indicators of these social justice leaders’ praxis. Vulnerabilities and Inclusion/Exclusion: Hispanic Female (Latinas) School Administrators' Perceptions of their Roles and Experiences as Principals Martha Santiag & Arthur Shapiro firstname.lastname@example.org This qualitative research studied perceptions of eight Hispanic female principals regarding their administrative roles and role expectations. This study identified perceived barriers and advantages that hinder and support the advancement of Latinas in school administration (Howard, 2001; Yin, 2003). Benton A Parents' Perceptions and Attitudes for Denying Bilingual Education Luz Elena Martinez email@example.com Bilingual education despite the many years of supportive research continues to be contentious to politicians, educators, students and parents. Advocates of the program have dedicated qualitative and quantitative research in an effort to provide evidence on the effectiveness of the different models of bilingual education. This investigation will focus on the perceptions and attitudes of parents who chose to enroll their children in English only programs or bilingual programs that offer more English than Spanish. Administering Programs that Serve English Language Learners (ELL) & Diverse Populations Maria Hinojosa & Casey Brown firstname.lastname@example.org This presentation includes some resources for teachers: how to mobilize community resources, how to work with constituents that do not speak English as their first language, and how to use online resources for building stronger student/parental relationships. Benton B Methods to Improve College and Career Readiness Among Urban Middle Grade Students Brad Trimble, Bill Thornton & Nicholas Barclay email@example.com This paper provides an examination of effective approaches and techniques with potential to improve school climate, engage students, and improve academic achievement in order to more effectively prepare urban middle grade students for post secondary education and career opportunities. The Challenge of Equal Opportunity for All: The Road to Excellence and Equity in American Schools Fred C. Lunenburg firstname.lastname@example.org The Black-White achievement gap has long been a concern of educators in America. Recognized less often is the accompanying disparity in school discipline for Black and White students. Not only are Black students suspended more often than their White counterparts but also Black students are often punished more severely for similar misbehavior. What might be referred to as the “racial discipline gap” has been well documented. The purpose of this paper was to examine racial discrepancies in school discipline for Black and White students in relation to parallel gaps in achievement and graduation rates. A light snack will be available between sessions 10 & 11. Provided by the Missouri Professors of Educational Administration (MPEA) 1:50-2:30 Concurrent Sessions – Session 11 Chouteau A Principal Leadership Style and Relationship to Teacher Stress Stacy Hendricks, Kerry Roberts, Pauline Sampson & Ralph Marshall email@example.com Teachers experience stress. Teacher stress comes from a variety of areas and one of those areas in principal leadership style. Teacher job stress is associated with stress-induced illness and abnormal behavior. This study’s purpose is to determine if different leadership styles, as identified by the LBDQ-12, are more associated with teacher stress. Teacher’s stress level was determined by the degree of role conflict, role ambiguity, or role overload. Collaborative Autobiography: A Vehicle for Administrator Reflection on Multiple Accountability Pressures Julie Diehl firstname.lastname@example.org This study explored types and sources of accountability pressures facing school administrators, conflict among pressures, how administrators negotiated pressures, the effects of pressures on administrators, and collaborative autobiography as a means of better negotiating accountability pressures. Chouteau B When Reasonable Predictions Are Not Enough: Challenges to School District Budgeting Scott R. Sweetland email@example.com This research looks back upon the last recession to see how it impacted school district budget projections. Mindful consideration of changes in state tax collections as well as changes in state aid to schools might help to improve the accuracy of predictions. The purpose of this research is to bring greater clarity to the current recessionary condition. Greater clarity might assist in developing budgeting practices that prevent school districts from falling into deficit positions. Is It Only About Dollars and Cents? Tawannah G. Allen & James H. Johnson The researchers will discusses how the decision to completely eliminate Professional Development funding and Teacher Academy Trainings, from the North Carolina 2011-2012 state budget, impacts the preparedness of teachers in addressing the growing needs and demands of a diverse school age population. Also included in this discussion is the impact on students in rural districts when reductions for More at Four, administrative personnel and instructional support (i.e. guidance counselors, social workers and media specialists) are approved. Van Horn A (Internet Capabilities) Are there “Location Myths” on how we Perceive School Safety Issues? Daniel Alemu S. firstname.lastname@example.org This study will explore specific safety issues as it relates to the school’s location (urban suburban, rural) based on answering the following basic research questions. Is there any difference between the three school groups (urban, suburban, and rural) in the occurrences of specific safety/school discipline issues? Can we draw a location based pattern on the rampancy and types of the problems? The Virginia Tech liability cases: What are the legal and ethical considerations for educational leaders? Evan G. Mense, Kenneth E. Lane, Michael D. Richardson & David Alexander email@example.com Virginia Tech University and university administrators were recently handed a strategic second defeat in defense of actions taken during the massacre of April 2007. A Virginia court ruled that the University was negligent in warning students, faculty and staff of the presence of a gunman on campus. This presentation will address, the legal liabilities of educational leaders in crisis situations; the legal responsibilities of an educational leader to protect and defend life on the campus; the concept of sovereign immunity apply to all actions taken by an educational leader; advances in technology create an environment of expectation that is beyond reasonable in such a complex organization; ethical considerations in dealing with parents and others who have sustained substantial loss and the duty of preparation programs to assist future leaders. Van Horn B Building a Greener School with LEED Virgil Freeman firstname.lastname@example.org Many of the school administrators across the nation are seeing LEED as a means to increase value to their district and have improved facilities and still protect our natural resources. This will be part of the discussion of the paper. Implementing Grant Programs: Challenges, Insufficiencies and What Works Well Marilyn L. Grady & Barbara Y. LaCost email@example.com This study reports the observations associated with evaluating third-party grant implementation in educational organizations. Third parties are those that apply for grants from a second party independent agency (IA) that has procured a grant with a specific focus from a first party grantor. Van Horn C The Goldilocks Dilemma: Homework Policy Creating Culture Where Simply Good is Just Not Good Enough David Stevens & Paul Watkins firstname.lastname@example.org This research paper examines one high school’s efforts to bring homework into the consciousness of all its stakeholders and redefine its culture as one that allows no excuses and promotes total accountability. The high school under study was at risk of losing Missouri accreditation as the result of poor test performance and high dropout rates. School Culture and Climate: It is All About Control Clete Bulach, Mark Watkins & Fred Lunenburg email@example.com A school reform process is described where the existing culture of control is fundamentally changed. The purpose of the process is to create a healthy safe environment for learning by reducing student off task behavior. Benton A Assessing the Summative Effectiveness of Administrator Preparation for Legal Issues in Arizona’s Schools Gary L. Emanuel, Mary I. Dereshiwsky & Bill Wright Mary.Dereshiwsky@nau.edu With constant changes in the law, traditional education cannot be adequate to help them meet the day-to- day issues they are likely to encounter. The Arizona Risk-Retention Trust academies are an attempt to meet that challenge. School Policing: Legal and Policy Implications M. David Alexander, Jennifer Sughrue, Betty Cox & Luke M. Cornelius firstname.lastname@example.org The presentation will provide an update on the law, including court decisions and states’ statutes and regulations, concerning police in K-12 schools. Special emphasis will be given two U.S. Supreme Court, Greene v. Camreta and In re J.D.B., about the protections of Miranda warnings regarding custodial interrogations of juveniles by law enforcement where the school is involved. Benton B Climbing the Ladder, Holding the Ladder: The Mentoring Perspectives of Women University Administrators Linda Searby, Julia Ballenger & Jenny Tripses email@example.com This research-based paper presentation will highlight the results of a study conducted with 130 female Presidents, Vice Presidents, Provosts, and Deans at Research 1 universities about their mentoring experiences in ascending to their administrative positions. Preparing New Principals for Leadership Challenges Through Mentoring & Coaching Linda Searby, Linda Morford, Ann Davis, Carl Lashley & Aaron Woody firstname.lastname@example.org Thirty-two states have legislation mandating new principal mentoring (Villani, 2006; Alsbury & Hackman, 2006); some states mandated it, then stopped funding it. So, what kind of mentoring is needed, who is doing it, and what are some best practices for mentoring new principals? Are the principals ready for mentoring? This symposium will answer these questions. 2:40-3:20 Concurrent Sessions – Session 12 Chouteau A What Role did Professional Learning Communities’ have in Changing High School Educators’ and High School Students’ Behaviors? Mary Magnusson & Barbara Martin email@example.com Three public high schools in Missouri were randomly selected from a list of 10 high schools received from nine Regional Professional Development Centers. The researchers interviewed the principals and held two focus groups, one composed of teachers on the leadership team and the other students. Along with field observations, interviews, observed PLC activities, and focus groups, to determine the role PLC has in changing educator and student behavior. The attitude of teachers towards the development and implementation of PLCs; Effective Professional Learning Amu Magaya & Thomas Crawley firstname.lastname@example.org The purpose of this study will be to examine the attitude of teachers towards the development and implementation of the professional learning communities at a selected district in New Jersey. The district was chosen because of its participation in the new state supervision pilot project. The study will further explore how school leaders can facilitate and collaborate to develop the skills, knowledge, and dispositions necessary for an effective PLCS culture. Chouteau B Use of Social Media: The Challenge for School Administrators Susan Eichenholtz email@example.com Critical issues are facing educational leaders in the 21st Century. Policies are being crafted to deal with administrators faced with the dilemma of embracing or prohibiting social media in their schools (Russo, 2009). Social media has leveled the playing field for communication access. Through the use of social media school districts are becoming more transparent. The challenges to going beyond the walls of the classroom keep increasing. Cyberslacking in the Classroom: Teachers and Principals Respond Julie Milligan firstname.lastname@example.org This presentation will include a compilation of the results (e.g., percentage of graduate students who agreed or disagreed with the implications of the study). Secondly, an analysis of their perspectives, according to their comments, will be shared. Finally, themes that emerged in their explanation for how to address this issue, as an administrator with future staff members, will be presented. Van Horn A (Internet Capabilities) Bring Your Own Technology and Social Justice: Educating the Net Generation Tricia J. Stewart & Shawndra Johnson email@example.com This study of a “Bring Your Own Technology” (BYOT) program at a middle school in the Southeast examines the implementation of a pilot program which began with the 2011-2012 school year. The purpose of the study is to understand ways that student-owned mobile technology is being utilized and managed in classrooms. Additionally, specific attention is given to the ways that social justice is addressed through the implementation of the BYOT initiative. America’s love affair with numbers: Social justice, urban schools, & statistics related to the constructed achievement gap Jennifer Friend Examination of data related to race and poverty, student achievement, and the sociopolitical context for public education. Van Horn B The Effect of Using iPads and Blended Learning to Improve Student Performance in Communication Arts and Math in Elementary School Ray Dowdy firstname.lastname@example.org The focus of this research was to determine what effect the use of iPads would have on improving student performance on state mandated assessments in math and communication arts in grades 4 though 7. Scores had flat lined in the district for the past two years and faculty was anxious to find a way to restore high levels of learning and achievement on state assessments. A Study of Technology Leadership Among Elementary Principals in a Suburban Texas Independent School District Cynthia Cummings, Jason Mixon & Ken Young email@example.com The purpose of this study is to examine the self-reported educational technology leadership proficiencies and level of importance of elementary principals and to use statistical analysis to determine the areas of professional development needs based on the International Society of Technology in Education (ISTE) National Educational Technology Standards for Administrators (NETS-A). Van Horn C The Training and Implementation of Project-Based Learning Adrian Vega & Casey Graham Brown firstname.lastname@example.org The results from this research captured the individual and collective experience of the campus leaders. Four overarching themes emerged: (a) the need for autonomy in PBL implementation, (b) the need for scheduling and organization redesign, (c) principals’ realization that teachers needed support as they redesigned instructional methods to incorporate process teaching, and (d) principals sought a dedicated administrator for the implementation of PBL. Charter School Leadership Preparation and Promise Barbara A. Klocko, Elizabeth Kirby, Benjamin Jankens & Tammy Hullender email@example.com This study is designed to provide preparation programs with a realistic look at the current knowledge, skills, and dispositions required for effective charter school leadership. Benton A Using Scholarship of Teaching and Learning (SoTL) Projects in Higher Education to Ameliorate 21st Century Leadership Challenges in K-12 Schools Crystal Machado firstname.lastname@example.org The CASTL program “seeks to support the development of a scholarship of teaching and learning that: fosters significant, long-lasting learning for all students; enhances the practice and profession of teaching; and brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work.” The presenter will describe how these projects can play an important role in creating what Peter Senge calls a Learning Organization. Advanced In-Field Degrees and Student Performance Elgin Mayfield, Jerry Siegrist, Donald Leech & Rudo Tsemunhu email@example.com This five-year longitudinal study examines the relationship between student performance and teachers earning advanced degrees. This study used a pre-test, post-test design to measure growth of teachers who have recently earned an advanced In-Field degree and compares that growth to a control group of similar peers who have not recently earned an advanced degree. Benton B An Andragogical Explosion-The Transference of Learned Experiences Through an Online Ed.D. into Effective School Leadership Jason R.Mixon, Kaye Shelton & Ken Young firstname.lastname@example.org This session will analyze an adragogical explosion of learned experiences within an online doctoral program and how these learned experiences were transferred into effective school leadership. A Large-scale Online Educational Leadership Program: The Good, The Bad, and The Ugly Dr. Steve Bounds, Dr. Mitch Holifield & Dr. Joe Nichols email@example.com The purpose of this paper is to present the good, the bad, and the ugly experiences of one department’s faculty when the university implemented a large-scale distance education program and class sizes for faculty in educational leadership courses increased from approximately 20 students in an online class to over 500 students. 3:30-4:30 Ice Cream Social – Pre-Function (Mezzanine Level) with overflow in the Empire Room. This event is open to the membership but reservations are required to obtain an accurate head count. 4:30 Bus Loads for KC Bar B Q and Plaza Outing This is a ticketed event. Bus will leave at 4:45 for Arthur Bryant’s. Following dinner we will head to the Country Club Plaza. The bus will return to the hotel at 9:15 Friday, August 10, 2012 7:30-9:30 Conference Registration 8:00-9:30 NCPEA Legacy Celebration Breakfast – Empire Room (Mezzanine Level) This is a ticketed event but everyone is welcome to come and visit with NCPEA past presidents and Living Legend Award Winners. NCPEA Board Election Results (voting online until noon Thursday, August 9, 2012.) NCPEA General Report *NCPEA Board Member Recognition *Passing of the Gavel Announcements and Updates 9:40-10:20 Concurrent Sessions – Session 13 There will be two presentations per room with each presenter given ½ of the time. Presenters may want to leave some time for Q & A. All rooms are located on the Mezzanine Level. Van Horn A will have internet capabilities. Chouteau A Teacher Perceptions about the Pre-Observation and Post-Observation Conference: Implications for Teacher Supervision David Hvidston, Bret G. Range & Suzie Young This study aimed to explore school leaders’ (principals and superintendents) perceptions of the characteristics of incompetent teachers, the strategies they use to work with these teachers, and the barriers to their dismissal. Examining Factors of Policy, Practice, and Preparation Connected to Hard-to-Staff Schools Patrick M. Jenlink & Karen Embry Jenlink firstname.lastname@example.org The purpose of this paper presentation is to report on a multi-year grant funded research study that examined the extant research on hard to staff schools and identified the dominant themes reflected in studies focused on staffing issues related to both teacher and administrators. Chouteau B Students' Perceptions of the Importance of the School Law Course in Principal Preparation Programs Robert Thiede email@example.com This paper looks at a survey study of educational administration students' perceptions of important ingredients in the course School Law and Ethics, such as beneficial learning activities, productive assignments, and key 21st Century legal subject areas. Furthermore, the study reports on the findings of the survey and direct implications for further development and delivery of the School Law and Ethics course in the principal preparation program. A Change in the Way One State Does Business: New Laws Related to Continued Employment of Administrators and Teachers Gus Hill, Bill Thornton, Janet Usinger, & James Beattie firstname.lastname@example.org This paper examines the impact of the legislation enacted by the Nevada Legislature in 2011 that changed laws governing teacher and building administrator employment. It examines impacts on roles and responsibilities of in-service administrators. In addition, necessary changes to existing principal preparation programs will be discussed. Recommendation and suggestions are discussed. Van Horn A (Internet Capabilities) Factors Related to the Number of Women Teachers in High School Physics in Texas Pauline M. Sampson email@example.com The number of women completing courses in science and mathematics that would prepare them for high level science positions as well as teachers of physics is lower than males. Some factors determined by researchers are stereotype threats (Lesko & Corpus, 2006), lower self confidence with lowered expectations for success (Ceci & Williams, 2007), as well as not taking the courses that would lead to higher levels of success in science and mathematics’ fields, career decisions based on role models (Frome, Alfeld, Eccles, & Barber, 2006). This qualitative study examined the factors for women high school physic teachers in Texas choosing their career. A Causal-Comparative Analysis of the Effects of a Student Support Team (SST) Mid Johnson firstname.lastname@example.org The focus of this research was to identify and examine the effectiveness of a “Student Support Team” (SST) model of intervention for secondary mathematics students determined by their performance on state mandated Texas Assessment of Knowledge and Skills (TAKS) mathematics tests administered to Texas school children. Van Horn B Reforming the Culture of Large Inner City High Schools by Decentralizing Through Small Learning Communities Arthur Shapiro, Herman 'Doc' Allen & Yousef Almarshad email@example.com The constructivist change strategy, headed by a large representative task force, uncovered issues/concerns of teachers, administrators, students, and community, then synthesized underlying themes, developed potential lines of action and their theoretical underlying rationales, and implemented all eight resultant lines of action. Characteristics and Potential Barriers to Breaking the Frames and Reframing Education Organizations through Multi-frame Thinking James Beattie, Rita Laden, David Brackett, Nick Barclay & Bill Thornton firstname.lastname@example.org This paper will discuss approaches to development of mulitframe thinking leaders who can create balanced institutions that promote social justice and meet the needs of an increasingly diverse student population. Van Horn C Fear, Loathing, and Sexual Predators: Missouri’s Amy Hestir Act (Facebook Law) Jeanne Surface email@example.com The presenters will discuss prevention and complaint policies, awareness, review and compliance, proactive investigation procedures, complying with state reporting statutes and police investigations. Board and administrator liability issues, types of misconduct that occur, summary of recent litigation, differences in gender responses to sexual misconduct, the Section 1983 standard, and a rubric to minimize district liability (Kent, 2006). In addition, the presentation will include an analysis of school district policies regarding electronic media, non-disclosure agreements, and reference policies. Bullying in Our Schools Cynthia Copich firstname.lastname@example.org This presentation will explore the Time Dollar Youth Court (TDYC) model as an alternative to traditional “bully programs.” TDYC is part of TimeBanks USA, a nonprofit model of community time-based exchange. Using this paradigm, bullies and their victims find equal ground in a safe, structured conversation guided by adults in the school and community. Benton A The Attack on Urban Teachers and Schools: The Teachers Respond Deborah Lynch email@example.com This presentation will address the recent attacks on public school teachers and schools and explore possible reasons for the changing public perceptions over the last decade. It will also present findings from a study involving a survey of 2,400 urban teachers and over 100 teacher interviews on their responses to this changing public perception, the extent of the challenges facing them, and lessons learned from working in high poverty urban public schools. An Investigation of School Choice at Home and Abroad Doug Thomas, Michael Jinks, Jana Coffman & Ralph Granberg firstname.lastname@example.org This paper presentation investigates European and US models of school choice, comparing and contrasting organizational components of governance, instructional programs, funding models, and accountability. Educators with experiences on both sides of the Atlantic will discuss the historical and social context, as well as the political landscape of the school choice movement. Benton B Creating The Oakland University/Avondale School District Laboratory School: Blending Theory and Practice in the “Real World” C. Robert Maxfield & C. Suzanne Klein email@example.com This paper describes the early phases of the development of an exciting partnership between the Avondale School District and Oakland University to create a laboratory school serving grades PK-6. From Parallels to Intersections: Exploring Common Instructional Practices of Adult Education Programs and K-12 Schools Catherine Dunn Shiffman firstname.lastname@example.org Adult education instructors and administrators are in a position to connect parents to ideas and resources that support a child’s learning. For schools anxious to reach these parents, adult educators could prove a valuable resource for deepening understanding of K-12 instructional practices including formative assessment. This paper poses the following research question: What parallels exist between the instructional practices of adult education programs and K-12 schools? 10:30-11:10 Concurrent Sessions – Session 14 Chouteau A Do the New Jersey County Vocational Technical School District’s admission criteria predict student success? Scott Rubin & Soundaram Ramaswami email@example.com This research study examined to what extent the admission criteria to the NJCVTS (New Jersey County Vocational Technical-School District) predict student achievement on the final high school quality point average (HSQPA) and the SAT Reasoning Test (SAT). School Reorganization for the 21st Century: A Change Process Case Study Dale Sheehan, Patti L. Chance firstname.lastname@example.org This case study explored the change process that took place as a comprehensive, public high school integrated career and technical education as a means of improving student achievement. Chouteau B Responding to Aggressive & Violent Behavior: Meeting the Needs of Special Education Students Bethney Bergh & Joan Cowell email@example.com This study examines student discipline procedures and the practices implemented by school leaders in response to the aggressive or violent behaviors elicited by students. In particular, this study examines the practices or the absence of practices used with Special Education Students as a means of modifying behaviors in preparation for their return to the classroom. Preparing Leaders in Special Education Beverly Irby & Stacey Edmonson firstname.lastname@example.org Presenters we share the added value that special education educators bring to school leadership and how leadership preparation programs can utilize the skills and talents of these educators to design and implement a curriculum that is relevant, experienced-based and addresses the current needs of schools. Van Horn B Segregation Academies as Vestiges of the Past in School Choice Sharon C. Hoffman & Marilyn L. Grady Sharon.email@example.com An argument can be made that some current alternative school choice systems are evolving into similar financial structures as the segregation academies when past and current funding shifts are compared. Just as segregation academies had a debilitating effect on public schools in the South, so too today the separation of funding and focus for alternative educational systems is draining the public schools of needed financial support. Building a University/Charter School Partnership Susan Jindra firstname.lastname@example.org The focus of the California K-8 charter academy is the International Baccalaureate Primary Years Program and the Middle Years Program. University faculty experienced how the school developed from the petition, to board adoption, to the school opening. Components of the first year partnership include: school based projects for graduate students, learning about the International Baccalaureate Program, school visitations, and bringing international students and teachers to the school for learning and sharing Van Horn C Exploring contemporary legal issues in schools: Evidence for on-going professional development and training for practicing educational leaders David A. Brackett, George Perreault, William Sparkman, Nicholas Barclay & Bill W. Thornton email@example.com This paper discusses, through a review of relevant research along with theoretical and actual case studies, contemporary legal issues confronted by educational leaders and the need for on-going professional development and training. Of particular focus in this paper is the emergence of recent anti-immigration laws from a few states and the effect they will have on practicing educational leaders. Preparing Principals for Success with English Language Learners: Challenges and Opportunities in Illinois Alison Reeves & Vicki Van Tuyle firstname.lastname@example.org This session explores the challenges and opportunities of the English Language Learner (ELL) components of Illinois' new principal preparation legislation [Illinois Public Act 96-0903]. Benton A An Examination of Structural Differences Among Educational Leadership Doctoral Programs Rose M. McNeese & Michael Kennedy email@example.com This mostly qualitative study was conducted to analyze structural differences in doctoral degrees in educational leadership programs across the United States based on U.S. News and World Report (2011) rankings for Graduate Schools of Education. Specifically, this study explored admission, program, and final requirements as well as curriculum and faculty roles to determine the trends that have been evolving, increasing, decreasing, or remaining consistent in certain schools of the United States since the release of the Levine study of educational leadership programs in 2005. Houston Independent School District Partnership Nora Hutto & Virginia Leiker firstname.lastname@example.org Presentation of a new program that partners with Houston Independent School District, and the Cameron School of Business and the School of Education at the University of St. Thomas. The program includes a 48 hour master's degree where students earn an MBA and Principal Certification. 11:20 Empire Room (Mezzanine Level) Brief Meeting with New Board Members 11:30 Ticketed Event – Cost $45.00 Lunch and Dinner on your own KCMO Urban School Tour 4:00-6:00 Negro Baseball Museum 1727 Brooklyn http://www.nlbm.com/ 6:00-9:00 KC Power and Light District http://www.powerandlightdistrict.com/ The Kansas City Power & Light District is a premier dining, entertainment and shopping district in the heart of downtown Kansas City. Offering over a half million square feet, the Kansas City Power & Light District is the Midwest's premier entertainment epicenter. With more than 50 unique and captivating restaurants, bars, shops and entertainment venues, the Power & Light District offers something for everyone. Located in the heart of downtown, this vibrant, new nine-block neighborhood links the Convention Center to the Sprint Arena and is bringing the beat back to Kansas City.
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