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Sharon Lovell

James Madison University (VA)

Education Deans’ Beliefs: Follow-Up Survey

Deadline extended: Please respond by December 2

The study of the education deanship and what is perceived as contributing to success in that key role is both timely and imperative. Such research can help standing deans reflect on their own characteristics and practices and perhaps adapt them to better effect. It can also assist prospective deans in understanding what capabilities figure to be necessary in increasing their leadership effectiveness should they assume these roles.

We invite your participation this month in a national survey, the “Deans’ Performance Belief Survey,” supported by AACTE. The purpose of this survey is to gauge education deans’ beliefs about the ways of thinking, being, and acting that are essential for doing their jobs.

Survey Invitation: What Do Education Deans Believe?

Very little is known about education deans’ perceptions of what they think is important for their actual, effective performance on the job. To address this knowledge gap, we invite deans to participate in a national survey, which we are conducting with AACTE’s support, that will tap education deans’ beliefs about their essential ways of thinking, being, and acting.

But first, here is some more background. In short, effective leadership of a school, college, or department of education (SCDE) is vital in light of both internal and external forces that provide significant challenges for these academic units. For instance, in the realm of teacher preparation, education deans and directors must articulate their role as leaders of change in the field. This charge includes determining ways to provide concrete evidence of how their programs broaden and deepen the learning and mastery of their teacher and leadership candidates, and also the learning that takes place in the classrooms of their graduates.

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