Publications
Supporting Leaders for School Improvement Through Self-Care and Wellbeing Edited by:
Bradley W. Carpenter, Sul Ross State University
Julia Mahfouz, University of Colorado Denver
Kerry Robinson, University of North Carolina Wilmington
SECTION I: PROMISES AND PROBLEMS—OVERVIEW OF THE FIELD.
Exploring the Landscape of Educational Leader Wellness, Kathleen B. King, April Harris, and Angel Vales.
Recently, there has been a call to consider educational leadership through a positive human flourishing lens. Research in this area focuses on integrating wellbeing practices in professional development programs for teachers and school administrators to highlight the positive effects of personal and collective wellbeing in schools (Cherkowski & Walker, 2014). For example, empirical studies have examined how incorporating mindfulness practice promotes positive adaptive skills, stress resilience, and social and emotional skills needed in a school environment (Abenavoli, et al., 2013; Benn, et al., 2012; Dvor a kova et al., 2017; Jennings, 2015; Meiklejohn et al., 2012; Mahfouz et al., 2018). New understandings about the relationship between school administrators' wellbeing and school improvement efforts should ignite interest within the field. As such, this book’s chapters are organized into four distinct sections that provide: (a) an overview of the field (Section I), (b) an empirical argument for why such research is essential (Section II), (c) wellbeing models to be considered for use in the PK-12 setting (Section III), and, (d) specific wellbeing practices and frameworks currently being in PK-12 (Section IV).
Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call?
Mary Beth Ressler, Kathleen B. King, Heidi Nelson
As in many states, Illinois reforms related to teacher preparation accountability (Rich. Obama Administration Plans New Rules to Grade Teacher Training Programs. The New York Times, April 25, 2014. Accessed April 14, 2015, http://www.nytimes.com/2014/04/26/us/obama-administration-plan-seeks-to-rate-teacher-training-programs.html?_r=0, 2014; Dunham and Nawaguna. U.S. Government Pursues New Rules for Teacher-Training Programs. The Huffington Post. April 25, 2014. Accessed April 18, 2015, http://www.huffingtonpost.com/2014/04/25/education-department-teacher-training-rules_n_5215233.html, 2014; Duncan. A New Approach to Teacher Education Reform and Improvement. U.S. Department of Education: Archived Information. October 3, 2011. Accessed April 18, 2015, http://www.ed.gov/news/speeches/new-approach-teacher-education-reform-and-improvement, 2011) have targeted quality assurance of teacher preparation programs through mandating of a relatively untested pre-service teacher performance assessment, the edTPA, as a teacher licensure requirement. This research, conducted by two professors of education and an undergraduate student researcher, focuses on the Illinois elementary literacy edTPA to determine if adoption of the edTPA state licensure requirement has resulted in more effective teachers. Its impact at a local institutional level on candidate preparatory programming, candidate perceptions of preparedness, and teacher efficacy is explored.
Modeling Innovation into Principal Preparation
Authors
Kathy Black, Maureen Kincaid, Kathleen King, Pamela Bonsu, Melissa Brown-Sims, Matthew Clifford
Description
Modeling Innovation into Principal Prep 151 of principals (Davis and Darling-Hammond 2012; Darling-Hammond et al. 2007). The partnerships established through IL-PART resulted in a collaboration of college/university faculty, the DuPage Regional Office of Education (ROE), and district administrators, including the ILPART coordinator, on candidate recruitment and selection, professional development for principals, and training of principal mentors. District administrators and faculty held informational meetings for prospective candidates. Once candidates enrolled in the program, district administrators and faculty conducted interviews for the full-time immersive internship. Training for principal mentors was provided by the DuPage ROE, district administrators and faculty members, and in one partnership the IL-PART coordinator participated in department of education faculty meetings at the university.
December 2021 GSC Newsletter updated.pdfThe Manual Dec 2021: Graduate AERA Newsletter December 2021
Creative Work Seeing Red: A Poem to 2022
King, K. (2021, FA). Social emotional learning & anti-racism: Building on the assets of marginalized students. Voices for Educational Equity, Vol 17, Number 2: 44-52.
Lessons from the Storm: Emotions, Meaning-Making & Leadership During Transition
Authors
Julia Mahfouz, Kathleen King, Lebon D James
The Asia-Pacific Education Researcher
2021/4/15, Pages 1-9
Emotions influence the cognition, motivation, and behavior of an individual. However, the role of leaders’ emotions in navigating organizational change remains relatively underexplored. This study examines the role of emotions in educational leadership during a period of organizational crisis through a case study analysis of an assistant superintendent who successfully used emotional awareness to confront challenges and facilitate positive change.
Students Realize They Can Shape the World.
Kathleen King
2002
Momentum
33: 3, Pages 61-64
Articulates the importance of integrating service learning initiatives into Catholic school curricula and outlines a model service program sponsored by Maria High School in southwest Chicago. Briefly reviews five essential qualities of effective service-learning programs, including:(1) service is conducted with and meets the need of the community; and (2) service activities are designed to foster civic responsibility and student leadership.(RC)
Teacher Leader Case Study: North Central College
By Kathleen King and Kathy Black
Teacher leadership has been an integral part of North Central College’s educational design for its Masters in Education program for almost ten years. Its genesis was born in research regarding the great benefits of fostering strong teacher leaders. Certainly the research findings from the Tennessee Value-Added Assessment System (TVASS) Database made clear the impact of teacher effectiveness as a determinant of student achievement (Sanders Horn 1998). The broader implications of teacher leaders impacting school efficacy provided plentiful cause for excitement. then as it does today. As indicated in New Leaders 2015 report, leaders are an untapped resource....
“Yes We Can” in High-Need Schools, by Kathleen King and Kristine Servais
Preparing leaders to address the achievement gap in high-need schools poses a challenge for educators, high poverty schools, and our nation. School leaders must demonstrate a heightened awareness of how schools initiate the national missionwhereby “the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself.” (Obama, 2009). Although complex issues surround poverty and diversity, the first steps to action may not prove as elusive as we may fear. The same values and desire we bring to surmount other educational challenges can guide us in how to better understand and meet the needs of children in low socio-economic and poverty-ridden schools. It must begin with competent and caring leadership. This article reviews key resources for understanding how a new generation of school principals is making a difference in closing the achievement gap in high-need schools