School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kevin C. Bastian, Timothy A. Drake
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引用次数: 0

Abstract

Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods: Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns.
学校领导学徒制:实习生、实习学校和导师校长的特征评估
背景:最近的实证研究表明,在高质量的学习环境中,与高效的合作教师一起进行学生教学,可以预测早期职业教师的表现和保留率。关于校长实习及其对学校领导成果的影响,人们知之甚少。目的:了解实习校长、实习学校和指导校长的特点。设置:北卡罗来纳州的校长预备项目和K-12公立学校。样本:在4年的时间里(2015-2016年至2018-2019年),北卡罗来纳州12个预备项目共有1135名主要实习生。数据:2011-2012年至2018-2019年,北卡罗来纳州所有学校人员和学校的主要实习生及其实习时间/地点的准备计划数据和行政数据。研究方法:描述性统计和多元回归分析,比较实习生与非学院、实习学校与非学院以及指导校长与非校长。调查结果:我们发现,实习生更有可能是有色人种,比他们所在大楼的老师有更高的评价等级和增值估计。实习学校的质量水平低于非实习学校,尤其是有色人种实习生。导师校长比非导师校长稍微有效一些。结论:我们的研究结果表明,预科项目和学区可以更紧密地合作,在高质量的学习环境中进行安置,并与更有效的校长导师合作。未来有必要评估实习的地理位置、实习过程,以及实习学校与导师校长特征之间的联系,以及校长实习生的后续结果。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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