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308 CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION students are academically successful with diverse populations is valuable for aspiring school leaders. Educational leaders set the tone for academic success including courageous conversations about cultural proficiency. In the preparation of school leaders, we must make sure aspiring leaders are prepared to provide culturally proficient leadership. REFERENCES Banks, J. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37, 129–139. Bazron, B., Osher, D., & Fleischman, S. (2005) Creating culturally responsive schools. Educational Leadership, 63(1), 83–83. Bustamante, R., Nelson, J., & Onsuegbuzie, A. (2009). Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation. Educational Administration Quarterly 45, 793 (published on-line Sept. 24, 2009). Cambron-McCabe, N., & McCarthy, M. (2005) Educating School Leaders for Social Justice. Educational Policy. 19, 201. Deal, T., & Peterson, K.D. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass. Delpit, L. (2006). Other People’s Children: Cultural Conflict in the Classroom. New York: The New Press. Fraenkel, J., & Wallen, N (2009) How to design and evaluate research in education. New York: McGraw-Hill Companies. Fullan, M. (1991). The new meaning of educational change. School Effectiveness and School Improvement, 2, 336–343. Getzels, J., Lipam, J., & Campbell, R (1968). Educational administration as a social process. New York: Harper & Row. Hallinger, P., & Leithwood, K., (1996). Culture and educational administration: A case of finding out what you don’t know you don’t know. Journal of Educational Administration, 34(5), 98–116. Howley, A., Woodrum, A., Burgess, L., & Rhodes, M. (2009). Planning for culturally responsive leadership: Insights from a study of principals of exemplary schools. Educational Planning. 18(3). 12–26. Johnson, L. S., (2003). The diversity imperative: Building a culturally responsive school ethos. Intercultural Education, 14(1), 17–30. Juettner, V. (2003). Culturally responsive schools: Leadership, language, and literacy development. Talking Points, 14(2), 11–16. Leithwood, K., & Jantzi, D. (1990). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38, 112–126. Leithwood, K., Seashore Luis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. The Wallace Foundation. Leithwood, K., & Jantzi, D. (2000). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1, 249–280. Lindsey, R., Nuri Robins, K., Lindsey, D., & Terrell, R. (2009) Cultural proficiency: Changing the conversation. Leadership. 38(4) 12–15. Lindsey, R. B., Roberts, L. M., & Campbell Jones, F. (2005). The culturally proficient school: An implementation guide for school leaders. Thousand Oaks, CA: Corwin Press. Madsen, J., & Obakeng Mabokela, R., (2005). Culturally relevant schools: Creating positive workplace relationships and preventing intergroup differences. Routledge, New York: Taylor and Francis Group. Moyer, A., & Clymer, J. (2009). What does it mean to be culturally proficient? Principal. 89(2), 14–18. Payne, R. (1996). A framework for understanding poverty. (3rd ed.). Texas: Aha! Process. Peterson, K. D., & Deal, T. E. (2002). Shaping school culture fieldbook. San Francisco: Jossey-Bass. Riehl, C.J. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70, 55–81. Sashkin, M., & Walberg, H. (Eds.) (1993). Educational leadership and school culture. Berkeley, CA: McCutchan. Sergiovanni, T. J. (2001). The principalship: A reflective practice perspective (4 th ed.). Needham Heights, MA: Allyn & Bacon.
CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION Shifting From a Face-to-Face to an Online Educational Leadership Program: A Case Study 309 Ross Sherman Vance Vaughn Peggy B. Gill Wesley Hickey Genie B. Linn The process of change is usually met with opposition (Fullan, 2001). As educational leaders and teachers of aspiring educational leaders, we encourage our students to embrace the process of change, and we assume they will promote this concept in their schools. The change process is stressed because technology has drastically changed the means, methods and approaches by which we communicate. The ways we socialize, learn and educate have been impacted by technology. According to Alford (2007), “Educational writers of the last three decades have called for changes in educational leadership preparation programs” (p. 93). The discourse though has elevated from a concern focused on content versus process to a debate over traditional (faceto-face) versus a non-traditional (online) design and delivery. If one googles the phrase “educational leadership preparation programs,” one would find several links that introduce and explain online educational leadership programs that are in full operation across this nation. Harris (2007) stated, “Dialogue often initiates change which leads to close inspection that is required for existing programs to re-invent themselves” (p. 23). Some educational leadership preparation programs are having these critical conversations in hopes of altering the way they deliver their services. Specifically, Lamar University in Beaumont, Texas, entered into a public-private partnership with Higher Education Holdings, LLC of Dallas to market, produce, and disseminate Lamar’s Master’s in Educational Leadership degree statewide. The results were immediate and dramatic. In the first semester, this university attracted more than 2000 students from 200 partner schools across Texas. Currently, Higher Education Holdings has changed its name to Academic Partnerships LLC and operates as the American University System. It has partnered with higher education institutions in Ohio, Arizona, Arkansas and Texas to replicate this process and offer master’s degrees in educational leadership programs with principal certification (American University System, 2011). Whether it is labeled a resistance to change or a stance against altering traditional face-to-face educational leadership programs, some higher education programs oppose what they considered a fundamental change to educational leadership preparation (Romano, 2006; Price, 2008). Others displayed their rejection in more subtle ways using their self-interest to Ross Sherman, The University of Texas at Tyler Vance Vaughn, The University of Texas at Tyler Peggy B. Gill, The University of Texas at Tyler Wesley Hickey, The University of Texas at Tyler Genie B. Linn, The University of Texas at Tyler
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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