Evaluation of the
Ohio Urban Leadership Academy Pre-Institute Survey
Data from the Ohio Urban Leadership Academy pre-institute survey was analyzed, and the following results were included in the Ohio Urban Leadership Academy: 1995 Leadership Academy Evaluation Report:
"Addressing Needs in Professional DevelopmentTo help determine what needs in professional develop the Institute addresses, the pre-institute survey inquires about previous professional development events principals have participated in. The first task the 85 participants undertook was to rate the usefulness of the leadership training and professional development they've attended in the past five years using the following four-point scale: 4=highly useful, 3=fairly useful, 2=somewhat useful, and 1=not very useful. . . .
A second question asked participants to indicate how frequently they use the training methods that have characterized their professional development/leadership training using a four-point scale where 4=very often, 3=fairly often, 2=somewhat often, and 1=not very often. . . .
Responses to the above questions do show that participants have found professional development opportunities around team building (3.07), effective instructional practices (3.07), and school improvement planning (2.99) most useful. Interestingly, the Ohio Leadership Academy specifically addresses two of the three professional development areas that participants indicate are most useful to them. Participants also indicate that the lecture format characterizes most professional development delivery, while far fewer employ authentic problem-solving activities.
Continuing needs that school leaders indicate have yet to be completely fulfilled are provided by further commentary from the pre-institute survey. When asked about their expectations for the Institute, participants responded that they wanted to gain knowledge and strategies to enhance the participants' school climate and improve student achievement (25%). Networking, collaborating, and sharing ideas were the second most common responses (19%). Participants also expected to create and develop school visions while at the Institute (18%), while being able to learn about staff development strategies (16%). One participant said:
I expect to generate a plan to work collaboratively with colleagues and staff to build leadership effectively and build a strong foundation for understanding and facilitating change in our schools.A majority of participants also indicated that articulating schoolwide improvement plans is among their greatest needs for the Institute. Participants' interests in schoolwide improvement plan development ranges from the generation of ideas for areas for schoolwide improvement to building upon existing school improvement plans. A few participants also indicated interest in being able to discuss current educational issues, the latest research on school improvement, and different instructional approaches. The following expectations were extracted verbatim from the surveys:
[I want to] learn different approaches to dealing with students having problems.I really would like to learn how to help schools move into the change process in a less painful manner than we have experienced in the past.
Respondents also mentioned an expectation for the Institute was to provide renewal and inspiration and to be re-energized.
I expect renewed excitement for the school year.Another theme present among the responses is the participants' expectation that involvement at the Institute might improve their personal ability and effectiveness in leadership roles. A few of these expectations are represented in the following responses:
I hope to gain insight on how I can personally be more effective in being an active, helpful staff member.I'm hoping to gain expertise in promoting and instituting change in my building.
The expectations discussed above are reinforced by the beliefs by which these leaders have guided their professional practices through their careers. When asked to describe the important elements of their vision for a quality school, participants portray wide variety. Chief among the responses is to be able to facilitate an enjoyable, active, collaborative, safe, nurturing environment (70%). Respondents described their vision for a quality school as:
A place that is safe, uninhibited, where the goals and environment allow and guide students to be successful producers in society and be life-long learners.A community of willing learners and workers. Providing an atmosphere of a safe environment for learners and teachers. Providing the necessary skills that students need by updating staff development and keeping up with current data on students' needs.
A place where teachers teach and students are active learners. A place where teachers also are actively engaged in professional development to enhance their teaching. Where children have an opportunity to use skills that are learned. A place where parents, staff, and children want to assist in the total process.
Cooperation among the students and teachers. Learning environment where students are teaching and learning. Plus, teachers letting students become more active in the classrooms.
Respondents also believe an important element of a quality school is that the environment be student centered, and focused on educating the whole child (24%), as this response indicates:
[A quality school] nurtures and educates the whole child (mind, body, and spirit). And teachers on staff that set the stage for learning and are active facilitators of the children's learning. A quality school would emphasize character building and improving self-esteem.Parent and community involvement also are frequently mentioned. Participants seem to share a vision that parents and community members become more involved in their children's schools, supporting and assuming ownership for the education of our youth.
On curriculum, principals insist that hands-on, cooperative, integrated learning and authentic assessments are essentials. These approaches are most useful when, as one respondent says:
The course of study is coordinated with the curriculum or vice-versa. Instruction and interaction using hands-on, cooperative learning will give the students the tools they need to matriculate and be successful.Whole-language instruction is another popular curriculum tool. In addition, a few participants indicate that they implement the Montessori Model of Education and that their students respond to the approach well. The importance of computer technology in a schoolwide curriculum also arises, as one respondent states:
In my building, the emphasis is on computer technology. In-services are frequent, and this technology is used in many areas.Finally, and perhaps most important, the needs that urban school leaders have center around their convictions that all students can learn and are teachable, as these comments attest:
I believe all children can learn perhaps on different levels or different methods. But with the right motivation, each child can succeed. I think effective instruction must involve teacher, administrator, parents, and child working together to reach goals.Every student can learn and should enjoy learning to continue through a lifetime. Each student is an individual and should be treated as such, both in learning opportunities and in decision making.
Participants indicate that they have arrived at the Institute with the belief that all children can learn while having a need for assistance that will help them achieve their vision for quality schooling. Concepts, ideas, and strategies framed in this belief and responding to this need are quite likely to make school leaders feel that their time at the Institute is well spent." (pp. 5-9)
