NATIONAL COUNCIL OF PROFESSORS OF EDUCATIONAL

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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
tkersten@roosevelt.edu (847) 226-6816
or
Jim Berry, Eastern Michigan University
jberry@emich.edu (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
higham@tarleton.edu

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
ziglert@ohiodominican.edu

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
phedgpeth@sbuniv.edu

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
camullen@uncg.edu

 “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
louis_wildman@hotmail.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
c.christian@moreheadstate.edu

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
traciaperry@gmail.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
annfarris@embarqmail.com

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
johnso10@oakland.edu

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
anixon@westga.edu

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
marnold@sbuniv.edu

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: donald.larsen@wwu.edu

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
rosemary.papa@nau.edu

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
dralmarshad@gmail.com

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
llcabraal@csu.edu

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
beyer@umich.edu

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
ljs0007@auburn.edu
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
balford@sfasu.edu

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
bmartin@ucmo.edu

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
thorbill@unr.edu

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
phewitt@uark.edu

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
jenny.tripses@gmail.com

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
mnoe@semo.edu

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
dbrackett@unr.edu
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
mnoe@semo.edu

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
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 Western Illinois University went
through in order to make the required changes.

Increasing leadership effectiveness through ELCC Standards-aligned assessments

Brenda Gilio
bohern@widener.edu

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
jsartorius@sbuniv.edu

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
wattsl@marshall.edu

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
jmcbride@astate.edu
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
annfarris@embarqmail.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
kkeier@unomaha.edu

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
jsheppard10@hotmail.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
bbizzell@vt.edu
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
jhale15@wccnet.edu

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
rperry@sbuniv.edu


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
christopher.tienken@shu.edu

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
profbarbour@mindspring.com

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
allenj4@nku.edu

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
glenkoo@regent.edu

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: claytonj@gwu.edu

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
so-yager@wiu.edu

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
bmartin@ucmo.edu

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
judyjac@bgsu.edu

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
kaye.shelton@lamar.edu

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
jsingleton@astate.edu

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
camullen@uncg.edu

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
nancy.staub@utoledo.edu

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
tcreigh@vt.edu

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
rdodson1@murraystate.edu

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
marcelli@adelphi.edu

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
pgaffney@mail.barry.edu

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
vfreman@nwmissouri.edu

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
maria_hinojosa@tamu-commerce.edu

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
amanda_major@live.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
lindal@gwu.edu

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
csklein@oakland.edu

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
rcguevara@saumag.edu

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
jplenty@alasu.edu

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
ashapiro2@tampabay.rr.com

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
amy.burkman@yahoo.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
rucker@lamar.edu

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
amanda_major@live.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
sjsmith3@liberty.edu

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
bmartin@ucmo.edu
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
gbanick@ilstu.edu

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
jisernhagen3@unl.edu

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
friendji@umkc.edu

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
christopher.tienken@shu.edu

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
thorbill@unr.edu

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
gerard.babo@shu.edu

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
jbowman@ucmo.edu

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
brenda.russell@ct.tamus.edu

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.shelton@lamar.edu

                          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
sedmonson@shsu.edu

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
dwleech@valdosta.edu
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
vvantuy@siue.edu

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.diane@gmail.com

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: camullen@uncg.edu

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
hrussell@ucmo.edu

         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
brange@uwyo.edu

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
jan.walker@drake.edu

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
robertsk@sfasu.edu

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
thorbill@unr.edu

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
rmarshall@sfasu.edu

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
michael.schwanenberger@nau.edu

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
ziglert@ohiodominican.edu

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
tcreighton@vt.edu

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
christopher.tienken@shu.edu

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
jbeattie@unr.edu

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
casey_brown@tamu-commerce.edu

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
cmachado@iup.edu

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
rlindahl@alasu.edu

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
cholt@uark.edu

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
sampsonp@sfasu.edu

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
tjstewart@alasu.edu

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
beddins@ct.tamus.edu

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
cmwells2@oakland.edu

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
csklein@oakland.edu

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
wattsl@marshall.edu

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
pjenlink@sfasu.edu

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
kkwesley@hotmail.com

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
davisdon@umkc.edu

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
soundaram.ramaswami@gmail.com

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
rose.mcneese@usm.edu

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
so-yager@wiu.edu

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
so-yager@wiu.edu

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
ljs0007@auburn.edu

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
mfuller@shsu.edu

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
vfreman@nwmissouri.edu

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
jsurface@unomaha.edu

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
nick.pace@uni.edu

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
pfdill@ship.edu

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
hendricksl@sfasu.edu

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
 jnichols@astate.edu

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
gchill@unr.edu

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
dwleech@valdosta.edu

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
tareiloj@sfasu.edu

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
ktcampbell@selu.edu

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
cmwells2@oakland.edu

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
sg07@txstate.edu

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
bmartin@ucmo.edu
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
carolyn-wanat@uiowa.edu

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
tjstewart@alasu.edu

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
charles.mcnulty@uni.edu

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
ashapiro2@tampabay.rr.com

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
lemartin@garlandisd.netail

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
maria_hinojosa@tamu-commerce.edu

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
batrimble@unr.edu

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
edu_fcl@shsu.edu

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
robertsk@sfasu.edu

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
diehlrj@sbcglobal.net

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
sweetland.1@osu.edu

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.
dansolus@yahoo.com

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
kenneth.lane@selu.edu

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
vfreman@nwmissouri.edu

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
blacost@unl.edu

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
pwatkins@semo.edu
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
cbulach@comcast.net

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
mdavid@vt.edu

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
ljs0007@auburn.edu

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
ljs0007@auburn.edu

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
bmartin@ucmo.edu

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
magayaa@georgian.edu

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
eichenho@adelphi.edu

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
jlamb@astate.edu

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
tjstewart@alasu.edu

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
rdowdy@semo.edu

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
cdcummings@lamar.edu

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
casey_brown@tamu-commerce.edu

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
klock1ba@cmich.edu

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
cmachado@iup.edu

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
siegrist@valdosta.edu

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
jason.mixon@lamar.edu

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
sbounds@astate.edu

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
pjenlink@sfasu.edu

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
rthiede@ashland.edu

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
gchill@unr.edu

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
sampsonp@sfasu.edu

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
midj68@yahoo.com

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
ashapiro2@tampabay.rr.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
jbeattie@unr.edu

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
jsurface@unomaha.edu

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
ccopich@unomaha.edu

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
dlynch21@csu.edu

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
thomas@ucmo.edu

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
maxfiel2@oakland.edu

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
cshiffma@su.edu

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
soundaram.ramaswami@gmail.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
pchance@mail.sdsu.edu

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
bbergh@nmu.edu

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
sedmonson@shsu.edu

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.hoffman@selu.edu

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
sjindra@csusb.edu

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
dbrackett@unr.edu
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
alireev@siue.edu

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
rose.mcneese@usm.edu

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
hutton@stthom.edu

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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