Global Educators Cohort Program - Teacher Education

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Publications: Printy, S. M. (forthcoming). Leadership levers: The principal’s influence on ambitious instruction. In W. Hoy & M. DiPaola (Eds.) Research in Educational Administration, Vol. 9.

Printy, S. M. (forthcoming). Connecting the dots: Choosing the dissertation topic. In R. L. Calabrese & P. Smith (Eds.) The dissertation advisor & mentor: Sage advice for doctoral students. Lanham, MD: Rowman & Littlefield Education.

Printy, S. M., Marks, H. M. & Bowers, A. (forthcoming). Integrated leadership: How principals and teachers share instructional influence. In print at Journal of School Leadership.

Kang, Y. T. & Printy, S. M. (2009). Leadership and school community in Korean high schools. Asia Pacific Education Review, 10 (2), 237-245.

Printy, S. M. (2009). How do principals influence teaching practices that make a difference for student achievement? Supporting Teacher Research: Inquiry, Dialogue, and Engagement Conference Proceedings. Available at: http://www.vancouver.wsu.edu/stride/May2009ConferenceProceedings.html



Printy, S. M. & Marks, H. M. (2006). Integrated leadership for teacher and student learning. Theory into Practice, 45(2), 125-132.

Printy, S. M. & Marks, H. M. (2004). Communities of practice and teacher quality. In W. Hoy & C. Miskel (Eds.) Educational administration, policy and reform: Research and measurement. Research and theory in educational administration, 3 (pp. 91-122). Greenwich, CT: Information Age.

Marks, H.M. & Printy, S. M. (2003). Principal leadership and school performance: Integrating transformational and instructional leadership. Educational Administration Quarterly, 39(3), pp. 370-397.

Marks, H. M. & Printy, S. M. (2002). Organizational learning in high-stakes accountability environments: Lessons from an urban school district. In W. Hoy & C. Miskel (Eds.). Theory and research in educational administration, 1 (pp. 1-33). Greenwich, CT: Information Age.

Marks, H. M., Louis, K. S., & Printy, S. M. (2000). The capacity for
organizational learning: Implications for pedagogical quality and student achievement. In K. Leithwood, (Ed.), Understanding Schools as Intelligent Systems (pp. 239-266). Stamford, CT: JAI Press.

Manuscripts in Review: Printy, S. M. (2009). Hiring the superintendent: A strategic framework to guide decision making. A chapter for a book prospectus using Voices 3 superintendent data. G. Ivory, M. Aker-Hocava, R. McClellan (Eds).

Manuscripts in Preparation: Printy, S.M. (in preparation). District reform leadership: A shared model of mindfulness.

Unpublished Sykes, G., Printy, S., & Bowers, A. (2007). We are “Big Red”:
Manuscripts: Community pride, leadership, and Success for All in a working
class community. Case study prepared for the Hewlett Foundation. Study of instructionally effective school districts.

Sykes, G., Printy, S. & Bowers, A. (2006). We are “Big Red”: Community pride, leadership, and Success for All in a working class
community. Interim report to the Hewlett Foundation. Study of instructionally effective school districts.

Printy, S. M. (2002). Communities of practice: Participation patterns and
professional impact for high school mathematics and science teachers. Unpublished dissertation. Columbus, OH: The Ohio State University.

Juried Printy, S. M. (upcoming). Integrated coursework in school leadership
Presentations: preparation. Presentation at the annual meeting of University Council for Educational Administration, Anaheim, CA.

Bohl, J. & Printy, S. M. (2009). Sensemaking and state educational
reform. Paper presented at the annual meeting of American Educational Research Association, San Diego, CA.

Printy, S. M. (2007). District reform leadership: A shared model of mindfulness. Paper presented at the annual meeting of the
University Council for Educational Administration, Washington, D. C.

Marks, H. M., & Printy, S. M. (2007). Shared instructional leadership
in U. S. public schools: Administrator and teaching practice and its implications. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL.

Sykes, G., Printy, S. & Bowers, A. (2007). We are “Big Red”: Community pride, leadership, and Success for All in a working class
community. Study of instructionally effective school districts. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Sykes, G., Printy, S. & Bowers, A. (2006). We are “Big Red”: Community pride, leadership, and Success for All in a working class
community. Study of instructionally effective school districts. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Printy, S.M. (2005). Integrated leadership and instructional quality:
Re-conceiving transformational and transactional leadership forms. Paper presented at the annual meeting of the University Council for Educational Administration, Nashville, TN.

Printy, S. M. & Markle, B. (2005). Coaching as a helping relationship: Can process consultation really work in high-priority schools? Paper presented at the annual meeting of the University Council for Educational Administration, Nashville, TN

Printy, S. M. (2004). Symposium convener and presenter. Using
External Coaches to Build Capacity: Two States Responses to the Needs of High Priority Schools. The Principal: Becoming an instructional leader. Paper presented as part of the symposium at the annual meeting of the University Council for Educational Administration, Kansas City, MO.

Printy, S. M. (2004). Using the competing values framework to guide data-based decision making: A simulation. Paper presented as part of a symposium on preparing administrators to facilitate data-driven decisions making at the annual meeting of the University Council for Educational Administration, Kansas City, MO.

Printy, S. M. & Marks, H. M. (2004). Who Participates? An Investigation of the Relationship between Meaning and Identity in
Productive Communities of Practice. Paper presented at the annual meeting of American Educational Research Association, San Diego, CA.

Printy, S. M. (2003). Leadership for learning: A community of practice
perspective. Paper presented at the annual meeting of University Council for Educational Administration, Portland, OR.

Printy, S. M. & Smith, B. A. (2003). Does data-use lead to school improvement? Investigating principals’ roles. Paper presented at the annual meeting of University Council for Educational Administration, Portland, OR.

Militello, M., Murakami, B., Piert, J., Printy, S. & Benham, M. (2003). Learning through practice, learning toward community. Paper presented at the annual meeting of University Council for Educational Administration, Portland, OR.

Trenta, L, Cunningham, L., Kruse, S. & Printy, S. (2003). Characteristics of higher and lower performing urban school districts in Ohio: Furthering the development of criteria useful in evaluating urban school governance. Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head, SC.

Printy, S. M. (2002). Communities of practice: Their professional
impact. Paper presented at the annual meeting of University Council for Educational Administration, Pittsburgh, PA.

Trenta, L, Cunningham, L., Kruse, S., Printy, S., Griswold, P., Hunn, D., & Aquila, F. (2002). The governance of learning: An exploration of governance issues related to student achievement in Ohio’s urban school districts. Paper presented at the annual meeting of the Midwestern Educational Research Association, Columbus, OH.

Printy, S. M. (2001). Teachers and principals in collaboration: Mobilizing parents to become involved in schools. Paper presented at the annual meeting of University Council for Educational Administration, Cincinnati, OH.

Printy, S. M. & Marks, H. M. (2001). The contested terrain of high-stakes testing. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Printy, S. M. & Marks, H. M. (2000). Internal or external systems: Accountability and the professional practice of principals. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Printy, S. M. (2000). The benefit of a positive school climate: Reducing the impact of prior learning and socioeconomic status on science achievement. Paper presented at 2000 Diversity Forum and Graduate Student Symposium. College of Education. The Ohio State University, Columbus, OH.

Printy, S. M. (1999). Internal and external accountability systems. Paper presented at 1999 Diversity Forum and Graduate Student Symposium.
College of Education. The Ohio State University, Columbus, OH.

Invited Publications: Printy, S. M. (2004). The professional impact of communities of practice. UCEA Review (Winter), pp. 20-23.

Printy, S. M. and Piert, J. (2004). Innovative Programs: Michigan State University. UCEA Review (Spring).

Invited Presentations: Printy, S. M. (2009). Trust, accountability, and courage: Social resources for collaboration. Presentation to Michigan Educational Policy Fellowship Program.

Printy, S. M. (2009). Using Protocols for Collaborative Work. Presentation to Michigan Principals Fellowship. Michigan State University.

Printy, S. M. (2008). Distributed Leadership. Presentation to Michigan Principals Fellowship (2 sessions). Michigan State University.

Printy, S. M. (2008). Leadership for Coherent Instructional Programs. Presentation to the Michigan Principals Fellowship (2 sessions). Michigan State University.

Printy, S. M. (2007). Conditions for Collaboration. Presentation to the Educational Policy Fellowship Program. Michigan State University.

Printy, S. M. & Smith, B. A. (2007). Leading the Development of Collaborative Learning Teams and Trust, Accountability, and Courage: Social Resources for Collaboration. 3 session presentation to the Michigan Principals Fellowship, out-state cohort. Michigan State University.

Printy, S. M. (2007). Leading Teachers in Data Use. Presentation to the Michigan Principals Fellowship, Detroit cohort. Michigan State University.

Printy, S. M. (2007). Securing Research Participants. Participation in panel discussion. Institute for Research on Teaching and Learning, College of Education, Michigan State University.

Printy, S. M. (2005). Using the competing values framework to guide data-based decision making: A simulation. ECIS Pre-session Workshop, The Hague, Netherlands.

Printy, S. M. (2005). How Transactional and Transformational Elements Support Integrated Leadership. Emerging Leaders Conference. Michigan State University.

Printy, S. M. (2004). Integrated Leadership. Emerging Leaders Conference. Michigan State University.

Printy, S. M. (2004) Integrated Leadership. Presentation to a meeting of NEA Regional Representatives. K-12 Outreach. Michigan State University.

Printy, S. M. (2004). The Principal’s Voice. Presentation to the Institute for High Priority Coaches, Alliance for Building Capacity in Schools, Flint, Detroit and Kalamazoo.

Printy, S. M. (2004). Integrated Leadership. Presentation to the Institute for High Priority Coaches, Alliance for Building Capacity in Schools, Flint, Detroit and Kalamazoo.

Printy, S. M. (2003). Cracking the nut of teachers’ communities of practice: Can we do it? Do we want to? Presentation to Alliance for Building Capacity in Schools, Michigan State University.

Printy, S. M. (2003). The leadership relationships between principals and teachers. Emerging Leaders Conference. Michigan State University.

Sykes, G. , Printy, S. M. & Smith, B.(2003). School improvement without one more thing. Sixth annual conference of The Educational Alliance of Michigan and the College of Education, Michigan State University.

Printy, S. M., Kaagan, S., Mabokela, R. (2003). School Leadership: The Promise of Principals and Teachers Working Together. Convener and participant in a panel discussion as part of the Graduate Student Outreach and Recruitment Symposium. Educational Administration, K-12, College of Education, Michigan State University.