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Descriptors:
Higher Education; Education Courses; Outcomes of Education; College Graduates; Program Effectiveness; Profiles; Teaching Skills; Vocational Education; Vocational Education Teachers; Teacher Education; Beginning Teacher Induction; Beginning Teachers; Mentors; Professional Development; Foreign Countries; Teacher Certification; Teacher Qualifications

Abstract:
This study focuses on a critical aspect of the vocational education and training (VET) workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Findings include: (1) Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining; (2) The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills; (3) Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills; and (4) There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective non-formal learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing their importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself. Appended are: (1) 2008 Certificate IV in Training and Assessment: number of RTOs and course enrolments by type and state; (2) Key initial teacher training course enrolments and completions, 2006, 2007 & 2008; (3) Diploma of Training and Assessment: number of RTOs and course enrolments by type and state, 2008; (4) Commencing client profile all key initial teacher training courses, 2006-08; (5) Commencing client profile in selected courses, 2008; (6) Certificate IV Graduates Student Outcomes Survey data; (7) Diploma graduates Student Outcome Survey data; (8) "Key" higher education students and completions by state and provider, 2006, 2007 & 2008; and (9) "Key" higher education courses learner profile, 2008. (Contains 14 tables, 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Educational Change; Workbooks; Professional Development; Accountability; Academic Achievement; School Districts; Educational Improvement; Program Implementation; Focus Groups; Feedback (Response); Teachers; College Preparation; Career Readiness; College Bound Students; Leaders; Leadership; Evidence; Stakeholders

Abstract:
Educators face significant changes today that affect their daily work lives. Chief among those changes is the national expectation that every student will graduate from high school, college and career ready. Common core state standards adopted in 46 states, as well as college- and career-ready standards established in other states, define what students are expected to know and be able to do to enter and to succeed in 21st century postsecondary education or in careers. Changes such as new educator effectiveness systems, student assessments, and accountability for student success are also underway in education systems. Such changes affect what educators do daily. Now, with the demand for more effective professional learning to prepare and support educators to meet new expectations, state and school systems leaders can seize ideal opportunities for reevaluating their current policies and practices related to professional learning. By strengthening policies and practices, education leaders increase the leverage effective professional learning exerts on the achievement of higher standards for student and educator performance. This workbook provides states and local school districts with guidance to conduct a review of existing policies related to professional learning. The review process includes discovery, analysis, recommendations for possible policy revision, and follow-up. Appendices include: (1) Initiation Phase Tools; (2) Discovery Phase Tools; (3) Analysis Phase Tools; (4) Recommendations Phase Tools; (5) Reporting Phase Tools; and (6) Follow-Up Phase Tools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Focus Groups; Educational Technology; Cooperative Education; Leadership; Administrators; Influence of Technology; Technology Integration; Vocational Education; Qualitative Research; Administrator Attitudes; Beliefs; Interviews; Mixed Methods Research; Surveys; Content Analysis; Educational Change; Program Development; Scoring Rubrics; Questionnaires; Professional Development; Technology Planning; Educational Policy; Case Studies; Rural Schools; Suburban Schools; School Organization

Abstract:
The purpose of this qualitative study was to examine how the technology beliefs of New York State Career and Technical Education Board of Cooperative Education Services administrators influenced their leadership behaviors. The participants were from a purposive selection from five suburban and rural Boards of Cooperative Education Services in New York State. All of the career and technical education (CTE) administrators participated in in-depth interviews and provided data related to the transition process of antiquated CTE programs into 21st-century technology-supported CTE learning environments. To assist in triangulation, the participants completed a self-reflective survey developed by the International Society for Technology in Education to identify their perceived technology competencies. And a document review was conducted that examined classroom observations, administrator evaluations budget expenditures for technology hardware, software, and teacher professional development. Analysis of data determined the 21st-century CTE administrator is a self-taught "technology immigrant," whose technology beliefs and perceptions have little influence on the transition process of CTE programs. The study results revealed a dichotomy between the technology beliefs and perceptions of the CTE administrators and the actual frequency and efficacy of classroom technology. Recommendations for future research and practice included exploring the relationship between student achievement and a CTE technology-supported environment as well as the implications and value of bring-your-own-device (BYOD) technology policies. The following are appended: (1) Administrator Self-Reflective Survey; (2) Permission to Use ISTE [International Society for Technology in Education] Rubric; (3) Interview Questions; (4) Focus Group Questionnaire; (5) Invitation Letter; (6) Informed Consent Form; (7) IRB [Internal Review Board] Approval; and (8) Analysis of Research Findings. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Information Technology; Leaders; Higher Education; Professional Development; Self Evaluation (Individuals)

Abstract:
Many people think there is a quick road to leadership success. Those who want to become IT leaders--that is, "aspiring leaders"--often think: "If I just do my job well, I will rise to a leadership position." Those who are already IT leaders--that is, "residing leaders"--often think: "If I just do my job well, I will leave a lasting legacy." Doing a job well is necessary, of course. But it's the minimum. People are hired to do their job well. In addition, both aspiring and residing leaders need to ask themselves: "What am I doing to help other people perform their job well? What am I doing to help grow my organization?" Leaders must get involved beyond what they are asked to do in their current or primary role. Whether aspiring or residing, leaders need to do more. In this article, the author talks about becoming a leader and developing future leaders in the IT professional community. He outlines three steps that aspiring leaders can take to cultivate their leadership skills and three steps that residing leaders can take to leave a lasting legacy. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cultural Influences; Presidents; Leaders; Leadership; Postsecondary Education; Higher Education; Interviews

Abstract:
This study explores the perspectives and understandings of post-secondary leaders and their contexts as described through the qualitative experiences of 12 Maritime Canadian leaders (presidents and vice-presidents) who work in contemporary, publicly funded, post-secondary institutions. Four themes emerge: balancing daily dissonance, learning experientially to lead, creating learning spaces, and needing moments of grace. The research reveals that leaders seek deeper understandings of their work and their characterization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Human Capital; Capacity Building; Labor Force Development; Agricultural Occupations; Extension Agents; Adults; Work Experience; Training; Barriers; Educational Attainment; Postsecondary Education; Educational Needs; Human Resources; Needs Assessment; Relevance (Education); Curriculum Development; Attitudes; Graduates; Rural Extension; Program Effectiveness; Outcomes of Education

Abstract:
One of the major challenges facing Africa today is ensuring that extension practitioners are well trained to enable them function effectively as facilitators of change at the farmers' level. The purpose of this study was to examine the effectiveness of a mid-career B. Sc. Agricultural Extension Curriculum in meeting the educational needs of mid-career extension agents. The study was descriptive and used a validated questionnaire to collect data from 30 purposively selected graduates of the program. The study revealed that 66.7% were aged between 40-49 years, and 93.3% had at least 10 years of working experience before entering the program. The graduates considered their competencies at the start of the program to be below average in all but 6 of the 25 courses offered under the program. After going through the program, all the graduates had attained competencies that were rated from high to very high. Improvement in academic status, knowledge and skills in the human relations as well as technical areas in agriculture, and attitude to work, were perceived as the major benefits of the program. The effectiveness of the program in meeting the needs of the graduates was attributed to the availability of appropriate facilities and the conducive environment for the teaching-learning process, availability of adequate and competent lecturers, committed and supportive administrative staff, balanced curriculum and a well-planned and supervised field component of the program known as the supervised enterprise projects (SEPs). (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Military Personnel; Foreign Countries; Military Service; Colleges; Curriculum Development; Posttraumatic Stress Disorder; Leaders; Leadership

Abstract:
As a result of President Obama's drawdown of military troops in Afghanistan and Iraq, many service members will be returning to the United States. With service members returning to civilian life and to campuses, the relevance to a changing education environment is enormous both for this population and for today's higher education institutions. Some institutions have determined that a transition course is needed to support service members during their anticipated influx into higher education. A transition course provides opportunity for military service members to develop the skills required for success in the classroom, to include meeting academic responsibilities and coping with the transition from military to college life. A transition course using the technological process is one recommendation for meeting the need to help service members succeed academically and become fully acclimated to the campus environment. In developing a new transition course, administrators and teachers should adhere to recommended criteria to facilitate service members' transition to higher education. "Curriculum Leadership: Development and Implementation" (Glatthorn, Boschee and Whitehead 2006) focuses on a technological process to support important ideas and understandings and to promote the value of change in education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Program Effectiveness; Organizational Change; Vocational Education; Program Evaluation; Vocational Directors; State Surveys; Online Surveys; Program Improvement; Vocational Education Teachers; State Agencies; Accountability; Federal Aid; Vocational Training Centers

Abstract:
The purpose of this statewide study is to assess the perceived improvements made to programs that are offered at Career and Technical Education Centers from the perspective of vocational administrators and teachers following the Bureau of Career and Technical Education conduction of an Approved Program Evaluation. The Pennsylvania Bureau of Career and Technical Education initiated a multi-year Approved Program Evaluation review visit at each Career and Technical Education Center within the State beginning in 2005. A sample population of 385 participants was selected to participate in the internet-based survey. One hundred sixteen surveys were returned creating a return rate of 30%. The preceding research findings offer a basis for and support the following conclusions: (1) The program evaluation seemed to have little impact on organizational change within Career and Technology Centers throughout Pennsylvania. (2) Program Evaluation did allow Career and Technology Centers to demonstrate existing adequate practices or the ability to make minor changes to become compliant and allows for the verification of accountability and results required to receive federal Carl D. Perkins funding as described by Haigh (2007). (3) The perceived change of administrators and teachers from the Program Evaluation was minimal and did not have a significant impact on the operations of each Career and Technology Center. (4) In the future, the Program Evaluation should be revised. (5) Future funding to continue the Program Evaluation should be linked to definitive improvements which can be made to career and technical programs. (6) The Program Evaluation should challenge schools which have identified they are already meeting State standards to push themselves further and achieve goals higher than previously achieved minimum requirements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Community Colleges; Higher Education; Rural Schools; Rural Areas; Leaders; College Presidents

Abstract:
Pending retirements underscore the need to develop community college campus leaders. Rural community colleges will be particularly hard-hit by changes in leadership as they represent the majority of 2-year colleges and face unique challenges given their location. To help address the anticipated leadership transition, the American Association of Community Colleges developed a set of competencies to frame critical skill areas and guide leadership development efforts. The research reported here showed both resource development and organizational strategy as areas of weakness for rural leaders and, paradoxically, the areas of most need. Leaders acquired competencies predominantly on the job, which has implications in planning development of future leaders. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Instructional Leadership; Professional Development; Individual Development; Leaders; Principals; Teamwork; Feedback (Response); Educational Improvement; Models; Leadership; Elementary Education; Administration; Doctoral Dissertations

Abstract:
This article reports on doctoral research into the leadership practice of members of senior leadership teams in primary schools in England. We present the research findings as a visual construct representing school leadership as an integrated, holistic and dynamic process, named the PIVOT framework of leadership. This original structure connects the organizational systems, individual school contexts and leaders' personal and professional development using five inter-related key themes. The central space of the PIVOT locates leadership as a balancing, mediating process, addressing issues associated with Purpose, Identity, Values, Options and Trust. Using this framework, school leadership is conceptualized as educational leadership, describing and analysing leaders' practice as they develop their leadership in a trajectory of professional, intellectual and personal growth. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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