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Connexions module: m41034 1

CAPEA President's Message

∗

Donald Wise

This work is produced by The Connexions Project and licensed under the

Creative Commons Attribution License

†

Abstract

This President's Message is a module in the California Association of Professors of Educational

Administration' professional journal,

Educational Leadership and Administration: Teaching and Program

Development

, Volume 23, 2011.

1 Donald Wise, PhD

CAPEA 2010-2011 President

Welcome to

Volume 23 of Educational Leadership and Administration: Teaching and Pro-

gram Development, the Journal of the California Association of Professors of Educational

Administration.

In this volume, you will nd the work of authors from across the US that informs our

work in preparing leaders for our schools.

This volume contains six selections that reect several CAPEA focus areas of our journal. In seeking

manuscripts, the editors felt that we would have the greatest diversity if we did not limit this volume of the

journal to any one theme, but rather to all ve areas: 1)

Teaching Educational Administration,

Diversity

and Social Justice

, 3)

Technology, 4) Research

, and 5)

Advocacy.

In the rst article, Leigh T. Barton describes her study of students in an educational leadership program

responding to the prompt, Why me?. Using content analysis, Leigh helps us understand why educators are

willing to step forward to become leaders, in spite of pressures from their peers. The results provide some

surprises that dier somewhat from the current literature.

Dan Cunni describes a university/school collaboration in which university faculty provided consulting,

mentoring, and coaching to a new school principal and a new teacher. Besides the face-to-face meetings,

technology, such as video conferencing was used to maintain regular communication. The article provides

information on a number of new technologies available to professors.

Carol Gallegos and Donald Wise provide the results of a study of the issues surrounding the reclassication

of English learners and implications for students, teachers, and leaders. Across the nation and especially in

California, school leaders and those who prepare them must be aware that the education and reclassication

of students who do not speak English as a rst language is an issue rapidly moving to the forefront.

One can hear the clear and compelling voices of high school students labeled at risk in the article by

Philip Mirci, Corey Loomis, and Phyllis Hensley. In the current dynamic of closing the achievement gap,

these voices provide clarity for school leaders and those who prepare leaders about what we should do and

not do in our schools.

Michael J. Moody provides useful insights into the nature of the relationship between boards of education

and the school superintendent. His historical analysis provides a deeper understanding of why many current

∗

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†

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Connexions module: m41034 1

CAPEA President's Message

Donald Wise

This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License †

Abstract This President's Message is a module in the California Association of Professors of Educational Administration' professional journal, Educational Leadership and Administration: Teaching and Program Development, Volume 23, 2011.

1 Donald Wise, PhD

CAPEA 2010-2011 President Welcome to Volume 23 of Educational Leadership and Administration: Teaching and Pro- gram Development, the Journal of the California Association of Professors of Educational Administration. In this volume, you will nd the work of authors from across the US that informs our work in preparing leaders for our schools. This volume contains six selections that reect several CAPEA focus areas of our journal. In seeking manuscripts, the editors felt that we would have the greatest diversity if we did not limit this volume of the journal to any one theme, but rather to all ve areas: 1) Teaching Educational Administration, 2) Diversity and Social Justice, 3) Technology, 4) Research, and 5) Advocacy. In the rst article, Leigh T. Barton describes her study of students in an educational leadership program responding to the prompt, Why me?. Using content analysis, Leigh helps us understand why educators are willing to step forward to become leaders, in spite of pressures from their peers. The results provide some surprises that dier somewhat from the current literature. Dan Cunni describes a university/school collaboration in which university faculty provided consulting, mentoring, and coaching to a new school principal and a new teacher. Besides the face-to-face meetings, technology, such as video conferencing was used to maintain regular communication. The article provides information on a number of new technologies available to professors. Carol Gallegos and Donald Wise provide the results of a study of the issues surrounding the reclassication of English learners and implications for students, teachers, and leaders. Across the nation and especially in California, school leaders and those who prepare them must be aware that the education and reclassication of students who do not speak English as a rst language is an issue rapidly moving to the forefront. One can hear the clear and compelling voices of high school students labeled at risk in the article by Philip Mirci, Corey Loomis, and Phyllis Hensley. In the current dynamic of closing the achievement gap, these voices provide clarity for school leaders and those who prepare leaders about what we should do and not do in our schools. Michael J. Moody provides useful insights into the nature of the relationship between boards of education and the school superintendent. His historical analysis provides a deeper understanding of why many current

∗Version 1.2: Sep 6, 2011 12:00 pm GMT- †http://creativecommons.org/licenses/by/3.0/

http://cnx.org/content/m41034/1.2/

Connexions module: m41034 2

practices may still be in place today, even though they do not serve the purposes that may have been intended. With so many doctoral programs emerging in California, the article by Barbara Storms, Michael J. Prada, and E. Nichole Donahue is of particular interest to those advising doctoral students. The two co-authors were doctoral student advisees of Dr. Storms. May useful hints are presented to strengthen the advising relationship. We hope that you will nd the articles in Volume 23 of interest and useful to you as you prepare future school leaders across the nation and world. On behalf of the over 130 members of CAPEA throughout California, I commend you in your work of preparing leaders. I am condent that the articles contained herein will further your understanding of the serious and signicant work we all have before us. CAPEA is proud to serve you in that endeavor. Donald Wise, California State University Fresno

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CAPEA President's Message

Donald Wise

1 Donald Wise, PhD