Programmatic Effects of the Massachusetts Performance Assessment for Leaders

Autor/in	Leonard, Jack
Titel	Programmatic Effects of the Massachusetts Performance Assessment for Leaders
Quelle	In: Leadership and Policy in Schools, 19 (2020) 3, S.407-430 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1585547
Schlagwörter	Performance Based Assessment; Principals; Licensing Examinations (Professions); High Stakes Tests; Administrator Education; Program Design; Educational Change; Student Attitudes; Administrator Attitudes; Massachusetts + Suchen Sie Ihr Suchwort? Leistungsermittlung; Principal; Schulleiter; Programme design; Programmaufbau; Programmplanung; Bildungsreform; Schülerverhalten; Master-Studiengang
Abstract	Massachusetts introduced the first high-stakes performance assessment for principal certification in 2014. Using student surveys from six institutions and interviews with program directors from ten out of 23 state-approved programs, the author asked, "How are Massachusetts principal preparation programs changing in response to the new Performance Assessment for Leaders?" The test prompted numerous programmatic changes in course sequencing, course assignments, classroom instruction, practicum design, writing requirements, faculty assignments, and graduation requirements while promoting the credentialing function of such programs at the expense of the educative function. Students were skeptical and directors guardedly hopeful about the long-term benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01