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Moving Theory to Practice: One State's Role in Professional Learning for School and District Leaders
Direct linkAugustine-Shaw, Donna – Planning and Changing, 2016
As a continuum of professional learning for building and district leaders transitioning from leadership preparation programs into practice, the state of Kansas enacted mentoring and induction requirements as part of their role in supporting development of leadership skills important to on-the-job application of essential knowledge. One approved…
Descriptors: Theory Practice Relationship, Professional Education, Mentors, Leadership Training
Peer reviewedAdkison, Judith A.; Bailey, Jerry D. – Planning and Changing, 1980
Project ICES (A Project of Internships, Certification, Equity-Leadership, and Support) links the major educational agencies in a state to select, train, and place a group of women with proven administrative ability. (Author/IRT)
Descriptors: Administrator Education, Administrator Qualifications, Administrators, Change Strategies
Peer reviewedHolloway, William H.; Kerr, Michael E. – Planning and Changing, 1979
Analysis of questionnaire results indicates that the majority of Kansas educators are unaware of and in disagreement with P.L. 94-142, that their concerns are at the low end of the concerns hierarchy, and that training needs to address awareness, personal impact, the reallocation of resources, and consequences for students. (Author/IRT)
Descriptors: Administrator Attitudes, Adoption (Ideas), Elementary Secondary Education, Mainstreaming
