The focus of this study was to examine the impact of Missouri Leadership for Excellence, Achievement, and Development (MoLEAD) program on the school district administrators who attended and their constituents. After three cohorts of school leaders have attended the MoLEAD training, Missouri Department of Elementary and Secondary Education authorities have yet to evaluate the effectiveness of the program. The purpose of this study was to determine the value and benefit of administrators attending the MoLEAD professional development. The participants of this study included school administrators who attended MoLEAD training in Cohort One in the state of Missouri. Data from the Missouri Department of Elementary and Secondary Education (MODESE) was reviewed, along with the participants’ survey results. The outcome of the study indicated no correlation between administrators’ participation in the MoLEAD training and their students’ achievement test scores. Participants responded to open-ended questions and replied that the MoLEAD training offered great collaboration opportunities, but the program needed updating. Participants in Cohort One of MoLEAD scored highest in the area of Model the Way on the Leadership Practices Inventory (LPI) Survey; no school districts who experienced an increase in school achievement scores as measured by Missouri School Improvement Plan (MSIP) Phase 5. The essential elements identified in this study served MoLEAD directors and provided MoDESE insight into supporting the improvements needed in this established program.
|Commitee:||Caffey, Randy, Wolfe, Terry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Professional development, Student achievement|
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