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ERIC Number: ED549399
Record Type: Non-Journal
Publication Date: 2012
Pages: 211
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-6756-6
ISSN: N/A
New Building Level Leaders' Perceptions: Experiences in the Pennsylvania Inspired Leadership's Induction and Mentoring Program
Burk, Raymond Daniel
ProQuest LLC, D.Ed. Dissertation, Indiana University of Pennsylvania
The purpose of this study was to feature the induction experiences of new principals and assistant principals and whether or not this experience supported the knowledge, skills, and dispositions necessary to be effective building level leaders. More specifically, it provided an exploration of the PIL induction program sponsored by the Pennsylvania Department of Education. Also, the perceptions of new building level leaders were explored through adult learning theory and professional learning standards. Qualitative methodology was chosen for this study to investigate the perspectives of new principals and assistant principals towards their induction experiences in school leadership. This phenomenological study explored the adult learning and mentoring experiences of acting public school principals and assistant principals. Phenomenology was used because it best described the essence of the core phenomenon, the PIL induction program and PPMN mentoring experience. Since the professional development of school principals and assistant principals is evolving, evidence regarding program components was necessary to meet the knowledge and skill needs of future building level leaders. The findings of this study indicate that new building level leaders seek professional development experiences which support the knowledge and skills necessary to navigate the principalship. Professional development for new principals and assistant principals has been neglected when compared to the teaching profession. In order to support the needs of new building level leaders, professional development must support an understanding of the goal of the experience. Additionally, collaborative relationships, such as mentoring, generate networks for new principals to navigate the tasks and responsibilities of building leadership. Also, career-staged professional development experiences need to incorporate problem-solving experiences tied directly to the position and the ability to utilize data for school improvement. Finally, school systems must begin to commit to the professional development of its new leaders. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania