Curriculum for Developing the Urban School Leader as Mentor Coach: A Guide
By: Ruby Ababio-Fernandez
Published: 10/15/2014
Uploaded: 03/05/2018
Uploaded by: Pocket Masters
Pockets: 2014 (October) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: Coaching, curriculum, Leadership, Mentoring, principal, Support

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Description/Abstract: With increasing emphasis on accountability in urban schools, leader preparation, induction, and effectiveness have come to the forefront of both national and local conversations. Absent from the discussion, however, is a strategic plan for ensuring that all school principals in their in-service years, specifically Year 4 and beyond, receive professional learning experiences that enable growth in skill, practice, and competency-building. This dissertation project was informed by research and current practices in order to shape the design of a five-session course for veteran principals. It is intended to offer new ways for these leaders to master new learning that supports their role as mentor-coaches to novice colleagues.

The study used a modified version of the seven-step process in Borg and Gall's (1989) Research and Development (R&D) design model for product development. It employed a web-based survey to collect professional opinions from 12 practitioners and national experts--five school principals, five superintendent/district leaders responsible for principal professional development, and two national experts--to determine the curriculum's usefulness and practicality for practitioners. Invitations were sent out to a range of participants across multiple experiences, races, ages, and geographic locations to complete the survey and add necessary insights. The outcomes from the analysis of data suggested that the respondents had favorable reactions to the study and felt that the curriculum has potential for serving their needs as practitioners and veteran principals who are mentor-coaches.