Kimberly Kappler Hewitt

Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program:

This article describes IMPACT V, a grant-funded preparation partnership among a community of institutions, and then considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders. Methods included content analysis of baseline and summative student artifacts. Findings suggest that the program promoted elements of transformational leadership, as well as transformative leadership focused on liberation, democracy, equity, and justice. The program promoted school change and cultivated leadership and personal growth but suffered from unevenness in the program partnerships. Implications for leadership preparation are considered.

Programs in Practice: Differentiated Instruction: Begin with Teachers!

Supplemental materials are available for this article. Go to Taylor & Franciss online edition of Kappa Delta Pi Record to view the following free supplemental resources: the Differentation Rubric; the Differentiation Choice Board; and the Professional Performance Plan for Phases I and II.

Mentoring as professional development

This issue of the Mentoring & Tutoring: Partnership in Learning Journal includes research from scholars representing Australia, Canada, and the United States (Massachusetts, Michigan, Mississippi, New Hampshire, and North Carolina). The authors present research on teachers, university faculty members, and executives as mentors.

What the flip: impact of flipped instruction on self-regulated learning

Flipped instruction, while becoming a more common pedagogical approach is still a nascent area for empirical research. This comparative case study of the use of flipped instruction in two courses – one face-to-face and the other online – by the same instructor examines how flipped instruction can be used differently in different courses. The study examines how students interact with flipped video content and how their use of it supports self-regulated learning. Findings suggest that flipped instruction both requires and cultivates self-regulated learning. Flipped instruction provides temporal ‘space’ for metacognition and increases student self-efficacy and motivation. While flipped instruction has limitations, it makes online learning more palatable. The paper concludes with recommendations for future research.

The mentoring relationship

This issue of the Mentoring & Tutoring: Partnership in Learning Journal includes research from scholars representing Turkey and the United States (California, Connecticut, Florida, Louisiana, Maryland, Massachusetts, Oregon, Texas, and Utah). The authors of each manuscript present unique research focused on mentorship with principals, doctoral and undergraduate students, K-12 students, professional scientists, and novice teachers. In this editorial, we focus on the benefits and characteristics of successful mentoring relationships. Mentorship can be an invaluable component of training programs as mentorship allows students and new professionals the space to grow both personally and professionally. The mentoring relationship is at the core of a successful mentoring experience. This relationship helps cultivate more effective communication skills, movement toward application of theoretical concepts and knowledge, healthy relationships with peers, critical thinking skills, self-sufficiency, and a deep understanding of professional identity and role (Ngara & Ngwarai, 2012; Taylor & Neimeyer, 2009; Vespia, 2006). A successful mentor is someone who is (a) available to the mentee for guidance and advice, (b) consistent, (c) consistent in his or her feedback, (d) professional both within and outside the mentoring relationship, and (e) resourceful and reliable (Price, 2004). In 2002, Dedrick and Watson explored the current body of mentoring literature through the use of content analysis. In their examination of the research at that time, Dedrick and Watson, found that many researchers in the mentoring field spent a significant amount of time on issues related to mentoring, how to conduct and develop a mentoring relationship, and access and barriers to mentoring (2002). Since the Dedrick and Watson study was published there has been an increase in the number of publications where researchers have moved their focus to more specifically address strategies and information related to successful mentoring relationships between students and their respective mentors. The articles within this issue of Mentoring & Tutoring: Partnership in Learning continue this trend by exploring the dynamic relationship between mentors and mentees. In their article, Designing an E-mentoring Program for Novice Teachers in Turkey and Investigating Online Interactions and Program Outcomes, Alemadag and Erdem developed an innovative e-mentoring program for new teachers and their mentors. The authors sought to explore the different types and depth of interactions along with identified mentoring benefits from both the mentor and mentee perspective. Alemadag and Erdem’s findings suggest that mentors engaged in e-mentoring relationships dedicate a significant amount of time and energy to their online interactions with their mentees as a means to provide support, guidance, and solutions for mentee concerns. Additionally, perceived satisfaction of e-mentoring was increased when the goals and expectations of the relationship were clarified from the beginning. The authors identify a number of suggestions that can help increase the satisfaction of e-mentoring relationships.

Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability

The authors present a series of frames that may mediate the original theory of action underpinning the use of student growth measures (SGMs) in educator evaluation, including technical challenges, practitioner perspectives and responses, ethical principles, legal considerations, policy contexts, and pragmatic issues. The authors also consider various future possibilities for the use of SGMs and contemplate whether the tidal wave of SGMs in educator evaluations is set to recede.

Introduction: The Use of Student Growth Measures for Educator Accountability at the Intersection of Policy and Practice

Student growth measures (SGMs) involve the quantification of student progress over time, using student test scores and other student assessment and demographic data aggregated at the teacher level to determine effectiveness, or more descriptively, teacher effects. SGMs come in numerous varieties, including value-added models, student growth percentiles, and student learning objectives. The authors discuss the growing interest in teacher evaluation as a lever for reform and articulate the theory of action underpinning contemporary teacher evaluation policies that incorporate SGMs. The authors conclude with an overview of the rest of the volume as well as an overview of their perspectives as the volume’s editors.

Data-Based Personnel Decisions: Baker Middle's Intensive Support List.

Focused on the use of teacher evaluation data, this case was designed for use in two principal licensure courses, one on data literacy and the other on supervision and personnel. The principal of Baker Middle School has been instructed by the superintendent to use data from the state’s new teacher evaluation system to determine which teachers should be placed on the district’s Intensive Support List (ISL). Those on the list receive additional support but are subject to termination proceedings if they do not evidence sufficient growth. Students must analyze available data, identify which teachers should be on the ISL, and defend their decisions or alternatively craft an advocacy plan in objection to the ISL.