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Journal process inspires competence and confidence in emerging leaders

By Learning Forward
Categories: Learning designs, School leadership
April 2014
Beginning school leaders’ lives are stress-filled and lack support. When asked how they are doing, novice leaders often say they are fine, even when they aren’t. A candidate in the principal leadership program at Dominican University, who rarely spoke up during formal meetings, is a prime example. While it appeared on the surface that everything was going well, a journal entry she submitted as part of the program told a different story. “When I left class on Monday, I was still extremely frustrated,” she wrote. “It seemed most people had already had their paperwork completed and their projects mapped out. I really hate feeling behind. It’s one thing when you are behind because you are procrastinating, but when it is something beyond your control? Well,

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Authors

Karen Glinert Carlson, Kathleen Ann Harsy, and Susan M. Karas

Karen Glinert Carlson (kcarlson@dom.edu) is assistant professor and division chair of educational leadership programs at Dominican University.

Kathleen Ann Harsy (harsyk@rbhs208.net) completed the school leadership licensure program at Dominican University and is an English teacher in Riverside Brookfield District 208 in Riverside, Ill.

Susan M. Karas (karasmsue@d83.org) is a graduate student in the educational administration program at Dominican University and a special education teacher in Manheim District 83 in Melrose Park, Ill.

References

Bolman, L.G. & Deal, T.E. (2008). Reframing organizations: Artistry, choice, and leadership (4th ed.). San Francisco, CA: Jossey-Bass.

Schön, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.


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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


Categories: Learning designs, School leadership

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