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Second, we will ask each program director or key faculty members to recommend at least five graduates of theirdoctoral program who are now principals or superintendents of successful schools or school districts. We will seek graduates whohave been in the same position for at least three years in order to have some assurance that their influence is a primary factor in thesuccess of the school or district. Criteria for the schools in which the graduate serve are as follows:

1. High performing students based on state accountability exam scores in grades 3-11 since the administratorjoined the school or district.

2. Mixed race student and family wealth of campus and district student enrollments.

3. Low teacher turnover since the administrator has been in place on the campus or in thedistrict.

4. Lower number of student drop-outs since the administrator has been in place on the campus or in thedistrict.

5. Extend of parent involvement in the school or the district since the administrator has been on the job.

6. Number of advanced placement courses in the secondary schools since the administrator joined the school ordistrict.

Note: Decision rules about the six criteria will be made based on the data gathered about schools and districtsof the graduates recommended by their program directors.

Third, the researchers will contact each principal and superintendent recommended by their program facultyand after applying the seven criteria to the school or district, the researcher will make selections for personal interviews. Theresearchers will strive to interview five graduates from each of the top six programs and ask the following questions:

1. Since you completed your doctorate, what experiences, people, and activities do you recall that have beeninfluential in your success as a campus/district school leader?

2. Try to recall specific courses in your major in educational administration/policy that have been helpfulin your success and provide examples of how specific theories, models, strategies, or methods shared in educational administrationseminars remain valuable to you today.

3. Try and recall specific courses outside of the educational administration major that have been helpful in yoursuccess as a campus/district leader i.e., curriculum, instruction, technology, psychology, sociology, philosophy, business, accountingor public administration.

4. Try and recall specific courses or research activities that help you today in collecting, tabulating,interpreting, reporting and distributing data to staff on student and teacher performance.

5. Recall your doctoral program advisor/s and try and recall any words of wisdom, knowledge, interpersonal, orcommunication skills that have been key to your success as a campus or district leader.

6. Recall any relevant contacts with your professors and classmates that have been of value to your on-goingprofessional development and to the success of your school or district.

7. What habits of scholarship is a direct result of your doctoral student experience? i.e., reading scholarlyjournals, seeking on-line research findings, book readings, conducting personal research, making research based presentationsat state and national conferences, and publishing your research in state and national journals.

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Source:  OpenStax, Educational administration: the roles of leadership and management. OpenStax CNX. Jul 25, 2007 Download for free at http://cnx.org/content/col10441/1.1
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