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|Title:||A case study evaluation of the individual or instructional leadership component of the Clinical Strand of the Illinois Administrators' academy during its first year of implementation, 1988-1989|
|Author(s):||McCaffrey, Kevin James Horace|
|Doctoral Committee Chair(s):||Prestine, Nona A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The Illinois state legislature passed an extensive educational reform bill in 1985, resulting in many innovative programs to promote quality in education. One of these new programs, the Clinical Strand, the fourth component of the Administrators' Academy, provides participating principals a confidential, on-site assessment of their instructional leadership skills, conducted by an experienced administrator, who received special training and is called a leadership analyst. This study examines the strengths and weaknesses of the Clinical Strand during its first year of implementation, as perceived by the participating principals and leadership analysts, along with a determination of whether or not the program's goals have been met.
The Clinical Strand process involves three major tasks: the completion of self-assessment instruments by the principal, on-site observations and interviews by the leadership analyst, and the establishment of an individualized development plan based on the data gathered from the first two components. Local Educational Service Centers facilitate the entire process, monitor the principal's progress, and provide final verification of program completion.
This single case study of the program is based on in-depth, intensive interviews of 12 pairs of principals and leadership analysts who participated in the program during its first year of implementation. Interviewed from December 1988 to May 1990 the principals and analysts represent rural, suburban and urban schools, both secondary and elementary. Document analysis is an additional method of research used for this study.
All of the respondents stated that they had met the goals of the program. Overall strengths include an opportunity to participate in a unique program, on-site assessment by a colleague, objective feedback from multiple sources, development of a relationship similar to peer coaching and mentoring, and a confidential and nonthreatening evaluation. Weaknesses consist of the time needed to complete the program, lack of follow-up activities, length of the self-assessment instruments and individual development plan, lack of incentives for principals to volunteer for the program, and lack of trained analysts should the demand for the program increase significantly. Recommendations for program improvement conclude the study.
|Rights Information:||Copyright 1991 McCaffrey, Kevin James Horace|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9210911|