Entry-Level Leadership Academy | Chesapeake Public Schools
Program Description
This academy is designed to provide staff training to assist aspiring administrators in strengthening and assessing leadership skills. Through this academy, participants have an opportunity to explore various facets of effective leadership. The roles and responsibilities of school leaders in the age of accountability are examined. Throughout the academy, instructors complete observation/feedback forms as appropriate, and at least two veteran administrators serve as observers who complete similar forms.
Virginia Standard(s) Addressed
Planning & Assessment (ISLLC standard 3)
Instructional Leadership (ISLLC standard 1)
Safety & Organizational Management for Learning (ISLLC standards 2 & 3)
Communication & Community Relations (ISLLC standard 4)
Professionalism (ISLLC standards 5 & 6)
Program Goals and Objectives
By the end of this program candidates will demonstrate the ability to perform the instructional and managerial roles and responsibilities of effective leaders. Additionally, participants will demonstrate the ability both to assess leadership skills and to utilize the results to develop a personal plan for professional growth. Through assignments, group activities, and group discussion, candidates will demonstrate improved oral and written communication skills, as well as problem-solving and organizational ability. Candidates will also demonstrate an understanding of the importance of teamwork in the educational setting. Finally, candidates will display the characteristics of effective educational leaders, including a professional attitude, sensitivity, and good judgment.
Program Format
Veteran Chesapeake Public Schools central office staff and building administrators, as well as consultants with experience in educational leadership, serve as instructors for this academy.
At each session, instructors share research-based content and applications relative to educational leadership. Candidates are asked to complete outside assignments such as reading professional resources, interviewing current administrators, and responding to case studies that relate to common issues faced by administrators. Diverse instructional strategies are used to meet the needs of diverse participants. Academy instructors present the content through techniques such as lecture, simulations, case studies, panel discussions, and videotapes.
Prior to the first session, candidates will complete Kouzes and Posner's Leadership Practices Inventory (LPI), which provides not only a self-assessment of leadership behaviors but also an assessment by others (e.g., managers, colleagues). In order to track progress in leadership growth for each candidate during the sessions, instructors are asked to share feedback based upon observations made of each academy participant during the instructor's assigned session.
The final component of the academy is a required shadowing experience. Candidates are offered the opportunity to experience the real world of Chesapeake Public Schools administrators by working with administrators on a particular project (e.g., Graduation 2005).
Target Audience
Credentialed employees (K-12) who currently hold an administrative endorsement or who will attain an administrative endorsement by July of the same school year are eligible to submit an application for the academy.
Self-Selection and/or Identification Through School Division
No/yes. Credentialed employees of Chesapeake Public Schools who hold an administrative endorsement from the Virginia Department of Education or who will attain an administrative endorsement in the current school year are eligible to participate. Selection is made through a three-pronged screening process. The process includes a written application; an exercise designed to assess problem-solving, writing, and technology skills; and a structured interview.
Duration of Program
The candidates in the academy attend seven sessions outside of the regular school day over the course of one semester. Each session is three hours in length. In addition to the workshop component, participants are engaged in a 12- to 15-hour shadowing experience.
Outcomes Measured
Candidates are pre-assessed on the extent to which they typically engage in behaviors such as the following:
- setting a personal example of expectations for others
- seeking out challenging opportunities that test personal skills and abilities
- describing a vision of the future
- actively listening to diverse points of view
- appealing to others to share an exciting dream of the future
- treating others with dignity and respect
- supporting the decisions that people make on their own
- publicly recognizing people who exemplify commitment to shared values
- painting the "big picture"
- finding ways to celebrate accomplishments
- ensuring that people grow in their jobs by learning new skills and developing themselves
Candidates are assessed on the following outcomes:
- understanding and demonstrating the traits of effective leaders
- using effective oral and written communication skills
- demonstrating problem-solving skills
- displaying organizational skills
- understanding the importance of professional teamwork in the educational setting
- planning and assisting with the implementation of a major citywide project
- displaying a professional attitude
- showing sensitivity in working with others
- utilizing good judgment in making decisions that impact the school community, including individuals, schools, and the school division
- aligning decisions with legal requirements and the school division's policies and procedures
Program Evaluation
The guiding evaluation question is as follows: To what extent was the program effective in implementing a leadership development preparation program that prepared aspiring administrators for service in the school division's leadership positions? Other evaluation questions are as follows: How effective were the specific components in meeting the overall goal? How successfully did the project incorporate key features of the ISLLC standards?
Candidates complete a formal evaluation instrument for each session in the Entry-Level Leadership Academy. The evaluation instrument obtains quantitative and qualitative data regarding the quality, relevance, and impact of the workshop. At the conclusion of the series of workshops, candidates also complete an overall academy evaluation instrument regarding the content, format, and overall success of the academy.
Just as the academy program is evaluated, candidates are assessed in multiple ways. Prior to the launch of the academy, each participant is pre-assessed through Kouzes and Posner's Leadership Practices Inventory. Throughout the academy, each instructor completes an observation/feedback form, and at least two veteran administrators serve as observers who complete similar forms. For the shadowing experience, mentors provide feedback via a structured Mentor Feedback Form.
Data collection methods include the following: surveys (program participants, instructors, mentors, school principals), interviews (program participants, mentors, school administrators), administration of Kouzes and Posner's Leadership Practices Inventory, and demographic data (participants).
Evaluations are conducted on an ongoing basis. The results of this evaluation process are shared with the superintendent, assistant superintendents, and instructors of the academy sessions. Additionally, the results of formative and summative evaluations are used for making adjustments as needed during the academy, as well as for planning future academies.
A final means of evaluating the program is the percentage of candidates who are promoted to administrative positions within two years.
Contact Information
Dr. Teresa K. Mizelle
Director of Staff Development/Assistant to the Superintendent
Or
Mrs. Marsha O. Jenkins, Supervisor of Staff Development
Department of Staff Development
Chesapeake Public Schools
Phone: 757-547-0914
Fax: 757-312-8610
Email: jenkimou@cps.k12.va.us