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ERIC Number: EJ965155
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1064-4474
Planning and Delivering Instruction with Increasing Class Sizes in Educational Administration Program Coursework: Modeling Leadership Skills for New Professors Transitioning from K-12 Administration
Stebbins, Gary
Educational Leadership and Administration: Teaching and Program Development, v21 p46-58 2009
Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a particular challenge to new professors, many who are former K-12 public school administrators. Adult instructional practices such as peer reviews, working meals, continuous movement and breaks, guest presenters, and alternative assignments must be implemented. Finally, alternative grading and assessment practices such as student/professor performance agreements can leverage a large class human resource component. By modeling effective leadership with large classes while utilizing sound principles of adult learning, professors can effectively impart the skills and dispositions vital for new school leaders in the current educational environment.
California Association of Professors of Education Administration. Web site: http://www.capea.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California