AGENDAEmerging

Leadership:Back to the

Future

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What I have done… & What I can do…

Questions ?

RESEARCH FELLOWSHIPS / AWARDS

•(not yet) National Academy of Education -Postdoctoral Fellowship ($55,000)•Hampton Williams Research Award by USM ($)•Best Doctoral Dissertation Award by AAER/NAER ($)•Berbecker Fellowship/Doctoral Graduate Assistantship, USF ($)•Fulbright, Tskuba, Ibaraki Prefecture (Science City) Tokyo, Japan ($)

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----------Clear & Driven Research Agenda----------COMPLETED PUBLICATIONS

 Eadens, D., Bruner, D., & Black, W. (2012). The intentions of florida educational leadership graduate students to pursue administrative positions. International Journal of Educational Leadership Preparation, 7(1). Retrieved from http://www.ncpeapublications.org/latest-issue.html Eadens, D. W., & Hindes, N. (In Print). Educational leadership graduate programs: Unpacking the selection process. Synergy: A Journal for Graduate Student Research, 2(3). Eadens, D. W. (2001, December). [Review of the book Promising Practices for Contextual Learning, by S.H. Harwell & W.E. Blank] Wingspan: The Pedamorphosis Communique, 14 (1) 38.

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Inspiring Favorite/Current Ed Leadership Textbooks: LEADERSHIP -The Instructional Leadership Toolbox: A Handbook for Improving Practice - Gupton, S.SUPERVISION-Supervision and Instructional Leadership: Developmental Approach by Glickman, Gordon x 2

FINANCE-School Finance: A Policy Perspective – Odden & PicusLEADERSHIP - Case Studies for Educational Leadership: Solving Administrative Dilemmas – Midlock, S.CHANGE - Leadership Sustainability: System Thinking in Action – Fullen, Michael.EVALUATION - Teacher Evaluation: To Enhance Professional Practice – Danielson, C., & McGreal, T.DATA-Visible Learning: A Synthesis of Over 600 Meta-Analyses Related to Achievement – Hattie, John.CURRICULUM - Leading Curriculum Development – Wiles, Jon.EVALUATION/CURRICULUM/LEADERSHIP - What Works in Schools. Marzano, Robert PD/ASSESSMENT/POVERTY - Making Standards Work/…90-90-90. Reeves, Douglas.

Publications in REVIEW – (out already)Eadens, D.W. (In Review) The intentions of florida educational leadership graduate students. Journal for the Association for the Advancement of Educational Research Journal.

Publications needing Edits and Submission – (out by end of Feb.)

Mullen, C.A., Papa, R., Eadens, D.W., Hewitt, K. K., Schwanenberger, M., Bizzell, B., Chopin, S. (NCPEA 2012 Kansas City) Ideas-based Paper. The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership.

Hindes, N., & Eadens, D.W. (?) Four steps to recognizing and responding to child abuse and neglect. Phi Delta Kappan International.

Eadens, D. W., & Eadens, D.M. (paper 2011, October). Stop the world, I need to get off: the future of sensory processing disorder in the classroom. Interactive Symposium lecture session to be presented during the 65th Annual State Conference at the Florida Council for Exceptional Children, Jacksonville, Florida. http://www.floridacec.org/Jacksonville2011.htm

Publications in Brainstorming/Assigning Phase – (out by end of term)

Ward, M., Rolle, A., Eadens, D.W., McColl, A. ( ?) Evolution of Leandro vs. State of N.C.: financial and legal ramifications today considering NCLB’s and the current administration.

McNeese, R., Roberson, T., & Haines, G. (2009) Motivation and Leadership: A comparison of motivation factors for pursuing a degree in education administration. An extended examination by Eadens, D.W., Labat, M., Kreiger, J., Roberson, T., & McNeese, R.

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The Intentions of Florida Educational Leadership Graduate Students to

Pursue Administrative Positions Daniel Eadens, Ed.D., University of Southern Mississippi

Darlene Bruner, Ph.D., University of South Florida

William Black, Ph.D., University of South Florida

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Problem & Purpose

Districts are concerned about the quality of the applicant pools

Despite the large number of certified candidates, quality administrator applicants are not applying for positions in schools in certain locations and socio-economic regions

To analyze factors that influence the intentions of educational leadership graduate students currently enrolled in university educational leadership programs in Florida

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Research QuestionsIs there a relationship between intent to seek an assistant

principal position and:

1. Self-assessed Leadership behavior measured by (LPI)?2. Gender?3. Number of Credits successfully completed?4. Age?5. All above?

LiteratureOverproductionChoose not to work in

administrationLack of qualified willing applicants

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To more fully understand why pools have perceived quality candidate shortages using job choice theory as a frameTo identify self-reported leadership behavior and intent to practiceTo share results to offer DOE, District Leadership Academies, and University Programs insight for reform of selection, recruitment, and retention

Significance

Sampling ResultsResponse rate: varied between

institutions. Approx 50% - 50% were Online vs. Hard Copy in person

46.5% secondary, 62.7% public, 74.7% teachers

5 to 9 years experience mean; Guidance/ESE: 25.9%

Mostly 25 to 30 yrs old; skewed Mean age was 31 to 35 yrs

75.6% Female; 84.3% Caucasian

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Data AnalysisRQ1: Between Intent to seek and Leadership Behavior on

LPI? The Multiple Regression Analysis indicated no significant

relationship (p = .715). The majority of respondents (83.9 %) do intend to seek an

assistant principal position upon program completion.Which level of assistant principal they intended to become:

52.5% indicated they will choose an Elementary assistant principal position. However, most were Secondary teachers, not Elementary

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RQ2: Between Intent to seek and Gender?53 male and 164 females respondents. Results of the ANOVA

analysis indicated no significant difference. (p = .074). Since the dependent variable (Intent) was skewed, the

variable was transformed using a square root (sqrt) function to see if the outcome could be improved. Based on these results, there might be a significant difference (p = .038) between male and female students and their intent to seek an assistant principal position; females having more intention to seek an assistant principal position.

Data AnalysisRQ3: Between Intent and Number of Credits completed?

The results of the Regression Analysis indicated no significant relationship (p = .251).

64.1% rated the influence salary had on their decision to pursue a degree in educational leadership as either somewhat (important) or (one of the primary reasons).

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RQ4: Between Intent to seek and Age?The Regression Analysis results indicated no

significant relationship was found (p = .384).The (highest) percentage were between 25-30

yrs old.

RQ5: Relationship between intent and leadership behavior, gender, number of credits completed, and age?

The Multiple Regression Analysis found no individual relationships between predictor and dependent (p = .188).

Open-Ended Data AnalysisWhen do you intend to seek an assistant

principal position? 61.3% claim within two years; 14.3% say they never or it is unknown.

Explain: 74.1% indicated they will wait (to get more experience) to seek a position; 18.8% will seek another position.

Response Category n %

Not Waiting 22 25.9

Waiting: More experience in current of next position

33 38.8

Waiting: Earn more degrees, certification, or professional development

9 10.6

Waiting: Family Related reasons

8 9.4

Other: Get a district level, higher ed, DOE, or specific position

16 18.8

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Exploratory Analysis: Trends & PatternsLPI’s Five Constructs were standardized and

categorized by intensity. Using ANOVA, Construct cases with z-scores Low(≤ -0.5) and High(≥ 0.5) were retained; 34% of cases clustered around the mean were removed. Intent to Seek z-scores (>-1.0) were retained. Those unlikely to intend to seek the position were categorically removed. DV IV F Sig Mean Low Mean High

High Intentions Encourage 3.465 0.066 4.64 5.03

High Intentions Model 7.490 0.008** 4.54 5.22

High Intentions Enable 2.809 0.098 4.42 4.86

High Intentions Inspire 2.922 0.092 4.70 5.12

High Intentions Challenge 4.355 0.040* 4.65 5.16

Note. * = p < .05, ** = p < .01SC

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Conclusions /ImplicationsInfluence of Gender

The estimated marginal means of intentions for females were not significantly higher than males; this means that females do not indicate stronger intentions to seek an assistant principal position upon program completion than males.

This study supports and affirms the literature that cites there are increases in females pursuing educational leadership degrees.

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In the DIQ, 64.1% of respondents rated the influence salary had on their decision to pursue a degree in educational leadership as either (somewhat important) or (one of the primary reasons).

Strahan and Wilson (2006) claimed that proximity to a future possible self has an impact on current motivation to act in ways to achieve future goals. However, in this study, the number of credits successfully completed and degree progress was not shown to be a significant factor in determining intentions towards seeking an assistant principal position.

Influence of Degree Progress

Influence of AgeData in this study did not support age as having a significant impact on

graduate student intentions to seek an assistant principal position. The age ranges in this study ranged up to greater than 55, which skewed

the mean. The majority of this study’s participants had between 5 and 9 years of teaching experience which corresponds to the highest respondent percentages being between 25 and 30 yrs old.

14.3% of this study’s respondents claim they never intend to seek an assistant principal position or claim they do not know how long they would wait.

Discussion of Open-Ended Results The largest theme of responses as to why educational leadership

students plan to wait after graduation to seek an assistant principal position is that they are waiting to get more experience in their current or next position.

Results indicated 18.8% plan to seek something other than an assistant principal position.

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Results from this analyses found a distinct trend in the data. The findings suggest those likely to intend to seek an assistant principal position have higher self-assessed leadership behavior potential and/or qualities.

It further suggests that students with low self-assessed leadership behavior quality construct scores may be self-selecting themselves out. That is, participants with low scores may want to be in a leadership position, but temper their intent due to a lack of self-efficacy about their self-assessed leadership.

Exploratory Analysis: Trends & Patterns

To discover what changes graduates’ intentions and the reasons so many graduates complete the program and obtain certification without the intent of using their degree to move upward

To compare those who claimed they intended to wait and the actual wait times before hired To examine how many do accept positions after completion and certification using DOE

records. To discover more about how much these economic factors play a role in affecting intentions. To uncover which gender specific factors may affect intentions to seek after program

completion

Further Study Needed

Given the fact that many (14.3%) respondents were pursuing the educational leadership degree without a goal of seeking an administrative position, university programs might develop two tracks within the K-12 educational leadership masters degree: one for those seeking Educational Leadership certification and another for the others who simply want more knowledge about leadership and administrative practices to enhance their teacher leadership skills.

Recommendations for Practice

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Paper Presentations(Past & Future)Eadens, D. W., & Eadens, D.M. (2012, Summer). More on SPD…to be presented during the 66th Annual State Conference at the Florida Council for Exceptional Children FloridaMullen, C. A., Papa, R., Kappler Hewitt, K., Eadens, D., Schwanenberger, M., Bizzell, B., & Chopin, S. (2012, August). The future as we see it: Junior faculty’s envisioning of mid- century leadership. Paper to be presented at the National Council of Professors of Educational Administration (NCPEA), Kansas City, MO.Eadens, D.W. (2011, November). The intentions of Florida educational leadership graduate students to pursue administrative positions. Paper presented at the annual 14th annual conference of the Association for the Advancement of Educational Research, Stuart, Florida. Eadens, D. W., & Eadens, D.M. (2011, October). Stop the world, I need to get get off: the future of sensory processing disorder in the classroom. Interactive Symposium lecture session to be presented during the 65th Annual State Conference at the Florida Council for Exceptional Children, Jacksonville, Florida. http://www.floridacec.org/Jacksonville2011.htm Eadens, D.W. (2011, August). The intentions of Florida educational leadership graduate students to pursue administrative positions. Paper Presented at the National Council of Professors of Educational Administration summer conference, Portland, Oregon. http://www.emich.edu/ncpeaprofessors/Portland%20Program/Final%207- 9%20NCPEA%202011%20Portland.pdfEadens, D.W. (2010, November). The intentions of Florida educational leadership graduate students. Paper Presented at the annual 13th annual conference of the Association for the Advancement of Educational Research, Stuart, Florida. http://www.aaer.org/images/aaer_program_2010.pdfEadens, D. M., & Eadens, D.W. (2010, October). Bringing it all together: best practices in behavior management. Interactive Symposium presented during the 64th Annual State Conference at the Florida Council for Exceptional Children, Clearwater, Florida. http://www.floridacec.org/Clearwater2010/FCEC-2010-Saturday.pdfMullen, C. A., Gordon, S. P., Greenlee, B., & Anderson, R. H., & Eadens, D.W. (2002, November). Multiple capacities needed for school leadership: Emerging trends. Paper presented at the annual convention of the University Council for Educational Administration, Pittsburgh, PA.

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THE FUTURE OF (SPD) SENSORY PROCESSING

DISORDER) IN THE CLASSROOM

Florida Council for Exceptional Students Conference

FECEC- October 2011

Daniel W. Eadens, Ed.D.University of Southern Mississippi

Danielle M. Eadens, Ph.D.St. Petersburg College

Stop the World, I Need to Get Off:

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Current Research on Diagnosis & Origin

OTs use the Sensory Profile (1999) & and the Sensory Processing Measure (2007) to assess the sensory needs of children. Both have significant reliability (internal consistency and inter-rater reliability), (Brown, Morrison, & Stagnitti, 2011).

Welters-Davis  & Lawson (2011) studies the relationship between SP and Parent–Child play preferences.  Results suggests a possible relationship between some parent and child SP patterns and between parents' SP patterns and their play preferences with their children.

Drs. Daniel & Danielle Eadens

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Sensory Profiles(*Subtypes)J J(DOB

2005) Z (DOB 2008)*Sensory-based Motor

Disorder*Sensory Modulation DisorderSEEKER-Auditory-Visual (art-related)

AVOIDER-Vestibular-Proprioception -Tactile-Gustatory-Visual & Olfactory

(unpleasant-food related only)

*Sensory Modulation DisorderSEEKER-Vestibular-Proprioception-Visual (esp. videos)-Tactile

AVOIDER-Auditory-Gustatory (learned vs.

innate?)

Drs. Daniel & Danielle Eadens

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Best Practices

Children BEST benefit from sensory integration therapy (SIT) when all stakeholders: communicate, collaborate , create, commission, and carryout a specific “sensory diet” plan for the child based upon the child’s specific needs, circumstances, history, and severity.

Occupation Therapist Physical Therapist Classroom Teacher Special Educator Counselor Parent FDLRSDrs. Daniel & Danielle Eadens

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Sensory Diet“A sensory diet is a daily or weekly list of

activities that the child can engage in during regular routines to help maintain an optimal state of arousal” (Spiral Foundation).

Home versus school

Drs. Daniel & Danielle Eadens

Extreme Home Makeover, Vardon Family

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Future of SPD in the Classroom & Strategies

Eventually, probable addition to the DSM & is already in most pediatrician guides.

Expect it to be diagnosed more commonly

ADHD students may be reclassified if misdiagnosed

Increased partnerships with OT for early screening and intervention planning

Will become part of the data used in planning a more effective learning environment for ALL students

Instructional Programming & Lesson Planning

Learning Styles

Academic data

Sensory needs

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BRINGING IT ALL TOGETHER: BEST PRACTICES IN BEHAVIOR MANAGEMENT

Danielle Eadens, Ph.D. & Daniel Eadens, M.Ed., ABD

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F.C.E.C. October 2010 Clearwater, FL.

NCPEA Paper Session – Idea-based paper (accepted Summer 2012 Kansas City)

Carol A. Mullen, Rosemary Papa, Daniel Eadens, Kimberly Kappler Hewitt, Brad Bizzell, Scarlet Chopin, and Michael Schwanenberger. The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership . Seven professors—five junior faculty, guided by senior faculty—reflect on what schools and universities might look like mid-century. The junior faculty who are from Arizona, Mississippi, North Carolina, Kentucky, and Virginia have in common their transition from school leadership roles to higher education and strong identity as school leaders. We offer a reflective spin-off on another group’s conceptual platform that projects the future of the educational leadership field, backed by data-based trends (i.e., English, Papa, Mullen, & Creighton, in press).  The senior faculty created a mentoring opportunity for this group to respond, interact, and interface via these six overarching prompts as writing guides. •What trends and forces currently impacting preparation and practice will be strongly influential by 2050?•What warning signs do we need to heed in the educational leadership field?•Who are mid-century leaders?•What sociopolitical conditions will mid-century leaders face?•What technology zeitgeist will prevail mid-century?•What are the implications of any changes for educational leadership preparation, democratic schooling, and the ethic of public service? We offer an innovative technology-infused methodology by (1) individually blogging about leadership at mid-century by using the prompts; (2) dialoguing about the complete set of blogs (NCPEA Talking Points website [http://ncpeapublications.blogspot.com]) ; (3) jointly analyzing the blog comments using research and qualitative tools, and (3) situating the blog analyses within the literature.Participants will look through the lenses of transitioning scholar practitioners to imagine mid-century leadership for schools, universities, and communities. Morally and strategically, leaders at every level should pursue this work on behalf of their organizations. As educational leaders, forethought and positively influencing education for current and future generations is our responsibility, thus we as faculty must intentionally and thoughtfully “be at the forefront in anticipating issues that need to be addressed” (Hackmann & McCarthy, 2011, p. 284).

ReferencesEnglish, F. W., Papa, R., Mullen, C. A., & Creighton, T. (in press). Educational leadership at 2050: Conjectures, challenges and promises. Lanham, MD: Rowman & Littlefield Education. Hackmann, D. G., & McCarthy, M. M. (2011). At a crossroads: The educational leadership professoriate in the 21st century. Charlotte, NC: Information Age Publishing.

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Kim K. Hewitt, Ph.D. Daniel W. Eadens, Ed.D.

Brad Bizzell, Ph.D.Michael Schwanenberger, Ed.D.

Scarlet Chopin, Ed.D.

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(5)E-Days Nov, Dec, Dec, Jan, and Jan

Live Sessions Mountain 7am

Central 8AMEastern 9am

---Wimba people teach people---http://usmlive.wimba.com/launcher.cgi?room=_usmbb_s__11529_1_371522

The Future as We See It…

TEACHINGS

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What I have done… & What I can do…

University of Southern Mississippi2012 Evaluation of a P-12 Standards-Based Curriculum (Masters)2012 Reform for Learning and Accountability in P-12 (Masters)2011 Public School Finance (Doctoral)

St. Petersburg College 2011 Behavior Management2011 Educational Issues for the 21st Century2010 Psychology of Learning 2009 Practicum Internship Supervisor 2009 Student Development and Learning, Educational Psychology 2005 Music, Art, and Motion

University of South Florida (Tampa, St. Pete, Sarasota)2004 Tactics and Leadership 2004 Basic Leadership 2001 Equity & Ethics in Schools and the Workplace 2000 Curriculum & Instruction

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Teaching & Leadership Style: My Teaching and leadership style are charismatic and transactional leadership, flexible, and motivating while synergizing others. My vast experiences were transformational. I like to positively affect and motivate those around me by forging connections, clear visions of what the organization could be, and then actively encourage everyone to engage by collaborating in the shared mission of raising student achievement.

Teaching Philosophy: An educational leader cannot effectively do the job by simply being a manager or administrator. Leadership involves becoming personally invested in other people. At the heart of leadership in education is empowerment, lifting others up to do their best because they sense that you believe in them. That is the heart of instructional leadership.

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NameDOE

NumberCertification

Eadens,

Daniel W

705723

Educational Leadership, (all Levels)

Eadens,

Daniel W

705723

Exceptional Student

Education, (grades K -

12)

Eadens,

Daniel W

705723

Middle Grades Integrated Curriculum,

(grades 5 - 9)

Eadens,

Daniel W

705723

Music, (grades K - 12)

UNF Degree UNF

Courses

USM Courses

M.Ed. (School Leadership) EDA6242 School FinanceEDG6287 Princ. Of School Acct. & AsEDG6625 Curr. Leadership Schools

EDA700 School FinanceEDA 663 Reform for Learning and AccountabilityEDA662 Evaluation of a P-12 Curriculum

Ed.D. (Educational Leadership)

EDA7190 Evolving Idea of Ed LeaderEDA7193 Ed Leadership: Leadership ChangeEDA7194 Seminar in Educational Policy

EDA 663 Reform for Learning and Accountability

Post Masters Certificate (Educational Leadership)

EDA6242 School FinanceEDG6625 Curriculum Leadership Schools

EDA700 School FinanceEDA662 Evaluation of a P-12 Curriculum

M.Ed Educational Leadership (Athletic Administration)

EDG6285 Fundamentals of Program Evaluation

EDA662 Evaluation of a P-12 Curriculum

M.Ed Educational Tech. Leadership

EDG6285 Fundamentals of Program EvaluationEDA6061 Introduction to Ed Leadership

EDA662 Evaluation of a P-12 Curriculum

M.Ed. Post Secondary and Adult Studies

EDG6285 Fundamentals of Program EvaluationEDG6626 Curr/Instruction for Adult LearningEDA6061 Intro to Ed. Leadership

EDA662 Evaluation of a P-12 CurriculumEDA662 Evaluation of a P-12 Curriculum

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What I have done… & What I can do…

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College Committees

1. Library Liaison2. University Text book committee3. Restructuring Committee

Restructured M.Ed. Using J. Murphy’s ISLLC & ELCC

3 Pillars TLO/OF/CWS

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‘06-’07BAGHDAD , RAMADI, FALLUJAH,

HABBANIYAH

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ReDesignRecruitment• Experienced P-20 Florida Partnerships

• Scholarship Enrollment Experience• Relationship History with Florida Colleges•Studied Florida Graduate M.Ed. Intentions

•Redesigned USM M.Ed.•Redesigned USF M.Ed.•Redesigning USM Ed.S. &Ed.D.

• Experienced Metropolitan Florida• Florida P-20 Experiences• Florida Certifications & Connections

• Florida Research Scholarship• Florida Higher Ed Teaching• Motivated National Research Agenda

Questions ?