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THE EFFECTS OF MENTORING ON BUILDING AND SUSTAINING
EFFECTIVE LEADERSHIP PRACTICE OF AN URBAN SCHOOL
ADMINISTRATOR
by
Kimberly Vladovic
______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Kimberly Vladovic
Object Description
| Title | The effects of mentoring on building and sustaning effective leadership practice of an urban school administrator |
| Author | Vladovic, Kimberly |
| Author email | vladovic@usc.edu; KVladovic@aol.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-05-14 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-07-11 |
| Advisor (committee chair) | Reed, Margaret |
| Advisor (committee member) |
Stowe, Kathy Gothold, Stuart |
| Abstract | The purpose of this study was to determine the relationship between the EdisonLearning Mentor/Protégé (ELMP) model and effective urban school principal leadership practice. The (ELMP) implemented a mentoring support structure to strengthen the leadership practices of its principals in five areas: Instructional Leader, Organizational Leader, Culture Builder, Site Manager, and Edison Schools Executive. These standards of expectations for leadership practice were aligned with effective research based leadership (Murphy et al., 2006; Leithwood et al, 2004; and Marzano, Waters, McNulty, 2005) and mentoring practices (cite Daresh, 2004; and Davis et al, 2005). This study was significant because it sought to add to the knowledge base regarding the strengths and weaknesses of principal mentoring support structures and their relationship to effective leadership practice in the urban school setting. Additionally, it sought to fill some of the gaps in the literature on the effect principal’s practice has on effective teacher practice. Three research questions were examined in this study:; 1. How does working with an EdisonLearning Principal Mentor Program Mentor affect the leadership practices of an urban school principal? 2. What organizational structures support the implementation of the mentoring model? 3. How do the leadership practices of the principal affect professional practice of teachers?; This study implemented a mixed-methods, purposive case study approach to analyze the impact that working with an EdisonLearning mentor had on the principal’s leadership practices. The quantitative portion of the research employed the use of the Vanderbilt Assessment for Leadership in Education (VAL-ED) Survey, while the qualitative component included an in-depth case study of an EdisonLearning school principal’s practice.; The study’s key findings revealed that the EdisonLearning mentor provided the principal with guidance and support, assistance with problem solving, and development of technical knowledge and skills. The results also indicated a positive relationship between the principal’s having worked with an EdisonLearning mentor and an improvement in the principal’s leadership practices especially in the areas of 1) enhancing the curriculum, 2) building a culture of learning and professional development, and 4) making connections to the community. This study also found that the structures that supported the implementation of the EdisonLearning mentoring model were the EdisonLearning 1) mentor training, 2) weekly meetings between the mentor and protégé, 3) planning tools, and 4) the relationship that developed between the mentor and the protégé. Finally, the findings revealed some evidence that through the enactment of learning centered leadership practices, the principal created and supported several conditions for teacher professional practice: 1)established a common language that reflected the school’s mission of high standards for student achievement 2) created an On-B.A.S.E. system; 3) executed a school-wide safety plan; 4) encouraged professional development; modeled data analysis strategies, and 4) included parents in the learning process. However, the extent to which teacher practices were impacted by the leader’s practice was not revealed by this study. |
| Keyword | leadership; mentor; learning-centered leadership; principal |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2346 |
| Rights | Vladovic, Kimberly |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Vladovic-2998 |
| Archival file | uscthesesreloadpub_Volume51/etd-Vladovic-2998.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF MENTORING ON BUILDING AND SUSTAINING EFFECTIVE LEADERSHIP PRACTICE OF AN URBAN SCHOOL ADMINISTRATOR by Kimberly Vladovic ______________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Kimberly Vladovic |
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