SCHOOL LEADERSHIP TRAINING: ARE WE PREPARING FUTURE TALENT MANAGERS?

Yıl 2018, Cilt: 2 Sayı: 2, 94 - 115, 03.06.2018

Olcay Yavuz , Peter Madonia Victoria M. Abolafia

Öz

Effective leadrship talent
management practices are important components of successful organizations. This
correlational quantitative study is designed to inform educational
leadership training programs in their work to revise their curricula and to
utilize the candidates’ perception data to ensure successful program delivery
and outcomes. Particularly, the
findings of this study aim to inform educational leadership preparation
practices on developing talent managers who can recruit, hire, retain, and
support the most talented and high qualified teachers, as well as support staff
available in the education job market. Results indicate that after completing
the first year of educational leadership training only around half of the
aspiring school leaders felt performance or impact ready to serve as talent
managers, in order to select and develop highly qualified educators to increase
the success of all students. The findings also suggest the importance of
understanding how
various factors predict an individual’s perception of preparedness to perform
talent management leadership activities. Therefore, the study results may serve to enrich
conversations of educational leadership training programs, guide program
evaluation efforts, and help ensure candidates in educational leadership programs
are exposed to talent management and strategies in their coursework. This may
help future school leaders clearly and purposefully apply their knowledge and
skills.

Anahtar Kelimeler

Talent Management, Leadership Training

Kaynakça

• Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25, 95–135. Aytaç, T. (2015). The relationship between teachers’ perception about school managers’ talent management leadership and the level of organizational commitment. Eurasian Journal of Educational Research, 59, 165-180 http://dx.doi.org/10.14689/ejer.2015.59.10Blair, J. (2001). Districts wooing teachers with bonuses, incentives. Education Week on the WEB. Retrieved September 20, 2001 from http://www.ers.org/ Brezicha, K., Bergmark, U., & Mitra, D. L. (2015). One size does not fit all: Differentiating leadership to support teachers in school reform. Educational Administration Quarterly, 51(1), 96-132Bronfman, S. V. (2007). Bridging the Knowing Gap. In The Challenges of Educating People to Lead in a Challenging World (pp. 515-531). Springer, Dordrecht.Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.Council, E. L. C. (2011). Educational leadership program standards, 2011 ELCC Building-Level.Crow, G. M., & Matthews, L. J. (1998). Finding one's way: How mentoring can lead to dynamic leadership. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320-2218.Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597.Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. T. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. School Leadership Study. Executive Summary. Stanford Educational Leadership Institute.Kane, T. J., & Staiger, D. (2012). Gathering feedback for teaching: Combining high-quality observa- tions with student surveys and achievement gains. Retrieved from MET Project website: http://www. metproject.org/downloads/MET_Gathering_ Feedback_Research_Paper.pdf Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Executive Summary: Review of Research: How Leadership Influences Student Learning.Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945.Garrett, R., & Steinberg, M. P. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students. Educational Evaluation and Policy Analysis, 37(2), 224-242.Goldhaber, D. D., & Hansen, M. (2010). Is it just a bad class? Assessing the stability of measured teacher performance (CEDR Working Paper #2010-3). Seattle: University of Washington. Goleman, D. (2006). Emotional intelligence. Bantam.Guha, R., Hyler, M. E., & Darling-Hammond, L. (2017). The teacher residency: A practical path to recruitment and retention. American Educator, 41(1), 31.Guskey, T. R. (2014). Planning professional learning. Educational Leadership, 71(8), 10.Halverson, R., & Collins, A. (2006). Information technologies and the future of schooling in the United States. Research and Practice in Technology Enhanced Learning, 1(02), 145-155.Hirsh, E., Koppich, J. E., & Knapp, M. S. (2001). Revisiting what states are doing to improve the quality of teaching. (Working Paper). Center for the Study of Teaching and Policy. University of Washington. Ingersoll, R. M. (2003). Is there really a teacher shortage? A Research Report. Center for the Study of Teaching and Policy and Consortium for Policy Research in Education. Washington, DC. Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2015). Early career teachers: Stories of resilience. Springer.Kelly, P., Tejeda-Delgado, C., & Slate, J. R. (2008). Superintendents' Views on Financial and Non-Financial Incentives on Teacher Recruitment and Retention. International Journal of Educational Leadership Preparation, 3(1), n1.Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and policy in schools, 4(3), 177-199.Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. ASCD.Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289.Muli, J. V. M., Díaz, I. A., & Montoro, M. A. (2017). Leadership in Pedagogical Management: a vision of Secondary School Principals. Journal for Educators, Teachers and Trainers, 8(1).National Teacher Recruitment Clearinghouse. (n.d). How to nd and keep teachers. Retrieved July 26, 2002 from http://www.recruitingteachers.org/ Provasnik, S., & Dorfman, S. (2005). Mobility in the teacher workforce (NCES 2005-114). U.S. Depart- ment of Education, National Center for Educational Statistics. Washington, DC: U.S. Government Printing O ce. Reichardt, R. (2001). Toward a comprehensive approach to teacher quality. Policy brief. Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED459172). Rockoff, J. E. (2004). The impact of individual teach- ers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252. Rothstein, J. (2009). Student sorting and bias in value- added estimation: Selection on observables and unobservables. Education Finance and Policy, 4, 537–571. Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute. Retrieved from https://learningpolicyinstitute. org/product/coming-crisis-teaching.Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20(3-4), 165-184.Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. John Wiley & Sons.Tucker, P. D., Stronge, J. H., Gareis, C. R., & Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference?. Educational administration quarterly, 39(5), 572-602.Yang, Y. (2014). Principals’ transformational leadership in school improvement. International Journal of Educational Management, 28(3), 279-288.Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38.Williams, T., Kirst, M., & Haertel, E. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A Large-Scale Survey of California Elementary Schools Serving Low-Income Students. Initial Report of Findings. EdSource.