scholarly journals Reading Preparation of Principals: A Review of U.S. Initial Principal Licensure Requirements

2014 ◽  
Author(s):  
Gail E. Lovette
Keyword(s):  
Principal Licensure ◽  
Licensure Requirements

scholarly journals Dual Degree Training: Balancing Clinical Aptitude and Medical Licensure Requirements

2021 ◽  
Author(s):  
Karan P. Ganjawalla ◽  
Hossein E. Jazayeri ◽  
Justine S. Moe ◽  
R. John Tannyhill
Keyword(s):  
Dual Degree ◽  
Licensure Requirements

Performance Assessment for Principal Licensure: Evidence From Content and Face Validation and Bias Review

2017 ◽  
Vol 13 (2) ◽  
pp. 109-138 ◽  
Author(s):  
Margaret Terry Orr ◽  
Ray Pecheone ◽  
Jon D. Snyder ◽  
Joseph Murphy ◽  
Ameetha Palanki ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Task Performance ◽  
Content Validity ◽  
Development Process ◽  
Empirical Work ◽  
Principal Licensure ◽  
Face Validation

This article presents the validity bias review feedback and outcomes of new performance-based assessments to evaluate candidates seeking principal licensure. Until now, there has been little empirical work on performance assessment for principal licensure. One state recently developed a multi-task performance assessment for leaders and has implemented it for statewide use in initial principal licensure decisions; this development process is described here, focusing on content validity and bias review, and incorporates candidate and program faculty validiation as well. The results demonstrate the content validity, relevance, and feasibility of this new performance assessment for leaders, and yield implications for leader assessment generally.

A-13 Stepping into Action: The Role of Neuropsychologists in Social Justice Advocacy

2021 ◽  
Vol 36 (6) ◽  
pp. 1035-1035
Author(s):  
Mirella Diaz-Santos ◽  
Kendra Anderson ◽  
Farzin Irani ◽  
Michelle Miranda ◽  
Christina Wong ◽  
...  
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Socially Responsible ◽  
Developmental Approach ◽  
Social Justice Advocacy ◽  
Transformative Justice ◽  
Systems Framework ◽  
Licensure Requirements

Abstract Objective The current pandemic shed a necessary light on chronic systemic inequities. Despite awareness of the importance of diversity, equity, social justice, and advocacy, actionable change has been slow. The field of neuropsychology and psychology were founded on principles of universal rights for all humans, yet it has largely neglected social justice activities. Social justice and advocacy efforts are not universally embedded in education/training curriculums, nor in licensure requirements. If the field is pledging to move towards equity, systemic change is required. We offer practical considerations on how advocacy can lead neuropsychologists toward equity and social justice. Data Selection A review of the literature on racism, social justice, and health/mental health disparities, was conducted in the fields of neuropsychology, clinical psychology, counseling psychology, medicine, and public health, to form a systems-based approach to advocacy with actionable steps that can be taken by all. Tenents of critical consciousness, transformative learning, transformative justice and socially responsible neuropsychology emerged. Data Synthesis We utilize an ecological systems framework (microsystem, mesosystem, exosystem, and macrosystem levels) to provide a graded, developmental approach for transitioning to a social change agent. Recommendations are offered to provide guidance on addressing inequities at multiple levels in an effort to uphold human rights and protection of all. Conclusion Neuropsychology has the opportunity to blaze a new trail that can effectively protect, include, and nurture all of its constituents equitably rather than equally. Transforming our field is possible through stepping into action by equipping our trainees and professionals with the tools to become agents of social change.

Principal Licensure Exams and Future Job Performance: Evidence From the School Leaders Licensure Assessment

2017 ◽  
Vol 39 (2) ◽  
pp. 248-280 ◽  
Author(s):  
Jason A. Grissom ◽  
Hajime Mitani ◽  
Richard S. L. Blissett
Keyword(s):  
Job Performance ◽  
School Leadership ◽  
School Leaders ◽  
Principal Licensure ◽  
Percentage Points ◽  
School Leaders Licensure Assessment ◽  
Administrative Licensure ◽  
White Test ◽  
Licensure Exams ◽  
Prospective Principals

Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment (SLLA), using 10 years of data on Tennessee test takers. We uncover substantial differences in passage rates by test-taker characteristics. In particular, non-Whites are 12 percentage points less likely than otherwise similar White test takers to attain the required licensure score. Although candidates with higher scores are more likely to be hired as principals, we find little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey. Our results raise questions about whether conditioning administrative licensure on SLLA passage is consistent with principal workforce diversity goals.

Report: Conference on Key Issues in Post-Graduate Psychiatric Education in Canada

1986 ◽  
Vol 31 (8) ◽  
pp. 705-707 ◽  
Author(s):  
J. Paris ◽  
H. Kravitz ◽  
R. Prince
Keyword(s):  
Royal College ◽  
Chronic Care ◽  
Graduate Training ◽  
Psychotherapy Training ◽  
Psychiatric Education ◽  
Residency Programs ◽  
Post Graduate ◽  
Post Graduate Training ◽  
Key Issues ◽  
Licensure Requirements

At a national conference in 1985, the Royal College guidelines for post-graduate training in psychiatry in Canada were reviewed. The topics considered included geriatrics, consultation-liaison, chronic care, out-patient, and psychotherapy training, as well as pre-licensure requirements and examinations. The recommendations will be used by the Royal College in reformulating its requirements for pychiatric residency programs.

The Uncharted Nature of Licensure Requirements for Charter School Principals: Implications and Possibilities for Policy Action

2018 ◽  
Vol 15 (1) ◽  
pp. 3-27
Author(s):  
Samantha Hedges ◽  
Anne-Maree Ruddy ◽  
Lori Boyland ◽  
Jeff Swensson ◽  
Jenna Kennedy
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
School Principals ◽  
Policy Action ◽  
Policy Makers ◽  
Public School Principals ◽  
Charter School Principals ◽  
Traditional Public School ◽  
Training And Support ◽  
Licensure Requirements

The authors drew upon state policy documents and other public sources to review licensure requirements for charter school principals. The results indicate that few states have adopted licensure requirements for charter school principals compared with traditional public school principals, and many exempt charter school principals from licensure altogether. They found that training and support for charter school principals is available, but is concentrated in the states with the highest number of charter schools. These findings have significant implications for policy makers, charter school advocates, and authorizers. These implications are discussed and related to the existing literature regarding principal preparation and licensure.

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