From Ground to Distance: The Impact of Advanced Technologies on An Innovative School Leadership Program

Susan Korach, Lyndsay J. Agans
2011 Journal of Research on Leadership Education  
An educational leadership preparation program for the 21st Century not only makes use of innovations in teaching and learning, but pushes the educational experience forward through the effective use of advanced technologies. This idea frames the delivery methodology for a blended online principal preparation program. The blended online program was designed upon the foundation of an existing innovative classroom-based principal preparation program. The technology enhanced program relied on three
more » ... instructional technologies: high-participation threaded online discussions through Blackboard, the use of digital portfolios for project management and evaluation, and the establishment of online communities of inquiry and supportive networks. Since the classroom-based and blended online principal preparation programs share a common evaluation framework and project design, this consistency offers a unique opportunity to explore the impact of the utilization of advanced technologies in the delivery of a professional preparation program. Initial findings reveal that program participants in the blended online program report similar outcomes as those in the classroom-based program. The power of the fieldbased inquiry projects and the implementation and impact of the technologically advanced delivery system are discussed along with implications for program development. An educational leadership preparation program for the 21 st Century not only makes use of innovations in teaching and learning, but also pushes the educational experience forward through the effective use of advanced technologies. This idea frames the delivery methodology for a blended online program (BOP) for principal preparation. The BOP was designed upon the foundation of an innovative classroombased partnership principal preparation program which featured collaborative partnerships with districts and field-based learning as the pedagogical model. The findings suggest that the power of the inquiry-based leadership preparation pedagogy transcends the delivery model of the program. The result is a sustainable leadership preparation framework that is not dependent on a singular mode of delivery. The innovative classroom-based principal preparation program (ICP) began in 2002 when a private university and an urban district worked together to create a fieldbased principal preparation program based on the district's existing needs and goals.
doi:10.1177/194277511100600508 fatcat:mse3ka7krze5hbffaowcynjxim