Browsing by Author "Versland, Tena M."

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Exploring self-efficacy in education leadership programs: What makes the difference?
(2015-12) Versland, Tena M.
Despite attention given to principal preparation program reform, little research exists explaining how candidates develop self-efficacy or how preparation programs contribute to self-efficacy development. Researchers used a mixed-methods study to examine principals’ perceptions of program effectiveness, determine underlying constructs related to self-efficacy, explore how those factors functioned, and suggest ways to design program experiences promoting self-efficacy. Results suggest that program experiences should create opportunities for relationship building, authentic leadership experiences working with others, and persevering to build self-efficacy. Faculty can support efficacy development through creating instructional opportunities where students gain mastery of leading others in school improvement strategies, requiring internships of substantial length for relationship development, and designing rigorous coursework and program challenges with supportive structures to teach perseverance.
Leader Succession and Collective Efficacy: Conditions that Create Continuity in Transition
(2014) Versland, Tena M.; Quintana, Elizabeth; Malloy, Jenny
The purpose of this study was to understand whether or not changes in the collective efficacy of a school occurred with transition to new principal leadership. Teachers’ perceptions about collective efficacy changes as well as the reasons for change were examined in terms of how new leaders’ behaviors shaped school culture and collective efficacy. The significance of the study will help inform principal preparation programs about how to ready new leaders to successfully assume leadership roles in schools in order to promote collective efficacy and student achievement. The study may also inform central office personnel and school superintendents of the necessity for mentoring of new leaders as well as understanding the school level structures, policies and processes that will help ensure smooth, effective transitions during leader succession.
Leading by example: A case study of the influence of principal self-efficacy on collective efficacy
(2017-02) Versland, Tena M.; Erickson, Joanne L.
Self-efficacy is a perceived judgment that one has the ability to execute a course of action that brings about a desired result. Principal self-efficacy describes a set of beliefs that enable a principal to enact policies and procedures that promote the effectiveness of a school. Principal self-efficacy beliefs are also important because they guide the leader’s actions and behaviors that affect expectations for students as well as teachers’ motivation and school improvement processes. In this qualitative case study, we sought to understand teachers’ perceptions of how the self-efficacy beliefs and actions of the principal contributed to the school’s collective efficacy. The study featured a single embedded case design highlighting one high poverty rural middle school with very high levels of achievement. While collective efficacy was developed through fidelity to instructional initiatives and relationship building among staff, the efficacy beliefs and actions of the principal influenced the school’s collective efficacy by creating a steadfast instructional focus, developing teacher leaders, and leading by example.
Principal Efficacy: Implications for Rural ‘Grow Your Own’ Leadership Programs
(2013-11) Versland, Tena M.
Although "grow your own" principal preparation programs have become a popular method for recruiting and selecting administrator candidates for hard to fill positions in both urban and rural schools, “grow your own” prinicpal candidates in rural contexts may be more vulnerable to the phenomenon of loss of self-efficacy. This study suggests that conditions related to candidate recruitment, social isolation, changing relationships with former colleagues, and lack of mentoring support can negatively affect aspiring principals’ beliefs and ultimately actions in leading rural schools. This study examines the loss of self-efficacy phenomenon, and suggests how university /school district partnerships might work to develop effective recruitment, support, and mentoring practices for rural 'grow your own' candidates.
Teachers and Data Literacy: A Blueprint for Professional Development to Foster Data Driven Decision Making
(2016-04) Green, Jennifer L.; Schmitt-Wilson, Sarah; Versland, Tena M.
Standardized testing and the implementation of the Common Core State Standards has brought the importance of data literacy and data driven decision making (DDDM) to the forefront of district professional development needs. Many states currently require school districts to collect student performance data in the pursuit of increasing student achievement. However, most school districts do not have a clear vision for how these data will be used to inform and improve instruction (Creighton, 2006). Moreover, few educators have been trained in DDDM. In this paper, we share our insights and experiences in designing and providing professional development for teams of teachers and administrators in order to establish, support and sustain a data-driven culture within their schools and districts. We begin by discussing the need for DDDM, continue by describing the process of designing and implementing training opportunities for educators, and conclude with a discussion and evaluation of the initiative's success. This research offers practical suggestions for creating a culture of DDDM within schools and districts. Our insights provide important direction for university faculty and school district administration as they seek to develop partnerships where university providers design professional development and outreach opportunities that support student learning.