Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
EdD Program for Educational Leaders
Advisor
John Kellmayer
Committee Member
Joan Mathis
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
adulthood, appraisal, assessment, chronological accountings, communication, delegation, educational development plan, educational leadership, Educational Leadership Appraisal, evaluations, Florida Department of Education, Florida Principal Competency Assessment, formative years, goals, growth, infancy, leadership development, leadership improvement, leadership positions, leadership skill improvement plan, management control, objectives, ongoing reflections, oral and written communication, organizational ability, problem analysis, professional development, professional growth, professional improvement plan, reflective analysis, skill improvement, strategies, study, writer’s leadership skills
Abstract
This applied dissertation represents a study of personal and professional leadership development. The study consists of reflective chronological accountings of influences on the writer from infancy to adulthood. The analysis highlights the opportunities in the early and formative years that support the development of a professional improvement plan.
The framework of this study was based on assessment results taken from the Florida Principal Competency Assessment (Florida Department of Education, 1995) and the Educational Leadership Appraisal (A. Ellis, 1993). More specifically, previous evaluations and reflections on previous leadership positions were used as a focus of professional growth. Based upon the results of previous evaluations and ongoing reflections, 3 areas were selected as the foci of the professional improvement plan to be developed: organizational ability, including management control and delegation; oral and written communication; and problem analysis.
The results from the Leadership Skill Improvement Plan and the use of skill improvement goals, objectives, strategies, and evaluation activities indicated an overall increase of 20% in the writer’s leadership skill levels.