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This study analyzed the pretest and posttest data from ISLLC Standards surveys and the Administrator Disposition Index surveys to determine the growth in knowledge, skills, and dispositions of the candidates in the Masters/Endorsement program in Educational Administration and Supervision at the University of Nebraska at Omaha (n = 135). The data were collected from electronic student portfolios when the candidates first entered the program and again when they were enrolled in the end of program practicum field experience. The results of the study indicate that students who successfully completed the leadership program described, believed in themselves and expressed a readiness to assume the mantle of leadership. The development of an electronic portfolio provides candidates with real time access to program goals, individual progress, and a gathering place for artifacts demonstrating growth. The results of this study can be very useful when planning and improving program and program delivery. This data and analyses have also been used to report program success to accrediting bodies and to update and improve course content.

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review: Special Portland Conference Issue (October 2011) , ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

The study of administration and leadership historically has taken on a variety of perspectives. Viewing leaders as components of a bureaucratic organizational structures, looking at the characteristics and traits of successful leaders, and identifying leadership in relation to systems and contingency theories are just a few of the perspectives used to study leadership. Robbins (2005) suggests that leadership can be studied by observing traits, looking at specific behaviors, focusing on specific situations, and even identifying the effect that charismatic leaders have on their followers. These theories of leadership and organizational structure are critical when examining schools and the leadership skills needed to guide them.

Quality leadership is especially critical in education today with the emphasis on school improvement, student achievement, and teacher accountability. Peter Senge (1990) suggests that leaders help the organization meet ever changing contexts and opportunities. “The new view of leadership in learning organizations centers on subtler and more important tasks. In learning organizations, leaders are designers, stewards, and teachers” (p. 340).

Just as students’ schools are expected to meet established levels of achievement on specific grade level and subject level standards, expected levels of proficiency for school leaders have been identified. Standards are being used to build the systems necessary to measure the effectiveness and efficiencies of school leaders, and to ensure that they have acquired the necessary skills and abilities to create collaborative learning environments in which all students can be prepared to live and work in a social and political democracy (Anderson, 2002; Green, 2004).

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Source:  OpenStax, Education leadership review special issue: portland conference, volume 12, number 3 (october 2011). OpenStax CNX. Oct 17, 2011 Download for free at http://cnx.org/content/col11362/1.5
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