Title

Transforming School Leaders through Meaningful Partnerships

First Presenter's Institution

Tennessee Technological University

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Poster Session (Harborside)

Strand #1

Academic Achievement & School Leadership

Relevance

Strand 1, HEAD: Academic Achievement & School Leadership

Growing transformational leaders through meaningful field experiences using a partnership model to influence purposeful professional developments, maintain accountability for setting school goals and sustain sustain communication with diverse stakeholders. Using this model, post secondary preparation programs stay connected with schools and districts to improve school leadership and collaboratively develop relevant and effective resources to support the whole school.

Brief Program Description

There is need for more effective transformational leaders in our schools. Data from a 2013 study, uncovered more than half of principals in Tennessee have fewer than three years of experience as a school leader. As districts continue to grow so does the need for establishing strong leadership in schools to improve and sustain academic achievement.

Summary

Candidates will build a toolbox of instructional leadership experiences from small group discussions. Participates will generate portfolios, evaluations, evidence of leadership activities, and self-reflections. Groups or individual will use templates to help organize their thoughts and ideas. Our goal is to initiate and sustain academic partnerships between school districts, businesses, and college institutions These partnerships will broaden opportunities for students and afford workforce readiness through multiple career exposures and will in effect increase student attendance. School leaders will sustain stakeholder partnerships, share data, and replicate best practices in an effort to increase effective leadership across all grade bands.

Evidence

In a recent survey conducted by Tennessee Technological University Instructional Leadership department (2017), Upper Cumberland leaders reported in an open-ended question that cultivating leaders is a priority and utilizing high-potential leadership candidates for transformational leadership is urgent. Also, reported is the need for leadership candidates to work collaboratively with school staff and the willingness to nurture young teaching talent into high flying educational leaders.

Our model will promote, develop, and align districts evaluations instruments to better measure effective school leaders. These measures will include, Transformational Leadership Alliance, Tennessee Instructional Leadership Standards, Tennessee Succeeds, and the eight common components of Building Principal Pipelines: Wallace Foundation. Using these standards, partners will communicate, monitor, and evaluate program developments while providing technical support to ensure success in focused areas.

Format

Individual Presentation

Biographical Sketch

Frances Leann Taylor was born in Nashville, Tennessee, on December 8, 1971. She attended St. Joseph Catholic School from grades kindergarten through 8th grade and graduated in 1990 from Father Ryan High School in Nashville. The following August she entered Tennessee Technological University in Cookeville Tennessee and received a Bachelors of Science in Education in 1997, Masters in Curriculum and Instruction in 1999, and Educational Specialist in 2002. She re-entered Tennessee Technological University in August 2012 and received a Doctor of Philosophy Degree in Exceptional Learning, with a concentration in Literacy, in Summer 2016.

Keyword Descriptors

School Leadership, Transformational Leadership, Administration, Collaboration

Presentation Year

2019

Start Date

3-5-2019 4:00 PM

End Date

3-5-2019 5:30 PM

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Mar 5th, 4:00 PM Mar 5th, 5:30 PM

Transforming School Leaders through Meaningful Partnerships

Poster Session (Harborside)

There is need for more effective transformational leaders in our schools. Data from a 2013 study, uncovered more than half of principals in Tennessee have fewer than three years of experience as a school leader. As districts continue to grow so does the need for establishing strong leadership in schools to improve and sustain academic achievement.