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Patricia Larsen Candidate for Masters Degree in Educational Administration April 15, 2005

Explore the unique path and strategies of Patricia Larsen, a candidate for a Masters Degree in Educational Administration, as she applies her knowledge of educational theories, leadership qualities, and effective school practices to effect change in her school community.

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Patricia Larsen Candidate for Masters Degree in Educational Administration April 15, 2005

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  1. Principal as Educational Leader and Change Agent Patricia Larsen Candidate for Masters Degree in Educational Administration April 15, 2005

  2. Principal as Educational Leader and Change Agent PersonalInformation Medical Background Non-Traditional Undergraduate Degree: BHSU 1992: Elem. Ed./SpEd Teaching Experience: 13 years 11 years Special Education 2 years General Education (3rd Grade) Plans for the Future: Next Year: Teach in a larger school Pursue Administrative Job Opportunities Begin Work on Doctoral Degree

  3. Appreciation of a System Community Culture Parental Involvement VisionaryLeadership

  4. Unique Path for Effecting Change Theories of Psychology High Expectations Environment Effective Schools

  5. Theories of Knowledge: Policy and Governance Federal: NCLB Equity State Law Multicultural Education

  6. Theories of Knowledge: Policy and Governance Monumental Court Cases Knowledgeable Staff Special Education School Law

  7. Theories of Knowledge: Policy and Governance Managing/Monitoring Resources Prioritize Needs School Board Sound Fiscal Management

  8. Theories of Knowledge Teacher Involvement & Leadership Inspire New Challenges Strategic Planning Curriculum Development Processes

  9. Theories of Variability Applied Research Learning Theories Multicultural Education Individual Learning Differences

  10. Theories of Knowledge Application of Scientifically-Based Research Total Quality Management Multiple Intelligences Learning Theories

  11. Theories of Knowledge Assessment of Student Learning Lifelong Learning Technology Constructivist Learning Theory

  12. Active Involvement of Teachers Theories of Knowledge Proactive Role Meaningful & Sustained Staff Development

  13. Regular Purposeful Classroom Visits Theories of Knowledge Self Reflection Supportive Clinical Supervision Staff Performance & Evaluation

  14. Theories of Knowledge Participatory Management Know Staff Intrinsic Motivation Motivation

  15. Theories of Knowledge Directing? Coaching? or Supporting? Delegating? Match Style Supportive Learning Community Situational Leadership Theory

  16. Leadership Qualities Effective Leader Characteristics Personal Moral & Spiritual Traits Value People

  17. Principal as Educational Leader and Change Agent In Conclusion “Ihave always said, that when I die, I hope they will put on my headstone, ‘I made a difference…’ ” Dr. Tim Creal Professor SDSU-WRGC Personal Communication Supervision Class November 20, 2004

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