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Building on prior work about transitioning from face-to-face to hybrid and then fully online delivery, it synthesizes perspectives from educational leadership program faculty and administrators. It examines how online course delivery growth affects effectiveness and quality, and discusses assessment demands, accreditation evidence, and technologies and cohort recruitment approaches supporting virtual leadership training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/iprincipals-innovative-themes-strategies-and-recommendations-of-ten-online-university-educational-leadership-programs-volume-26-march-2015/602494/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/iprincipals-innovative-themes-strategies-and-recommendations-of-ten-online-university-educational-leadership-programs-volume-26-march-2015/602494.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the iPrincipals report?","Question",{"text":112,"@type":113},"The report provides comparative empirical data on current state and national trends for ten fully online Educational Leadership programs, focusing on their thematic strategies and program constructs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report connect online delivery changes to educational leadership programs?",{"text":117,"@type":113},"It links the steady growth of online course delivery to faculty understanding of online practice, using those trends to evaluate effectiveness and quality in preparing EDL candidates.",{"name":119,"@type":110,"acceptedAnswer":120},"Which technologies are identified as important for effective online delivery in these programs?",{"text":121,"@type":113},"Faculty identify tools including Moodle Rooms, Angel, Blackboard, TaskStream, SABA (such as Go to Meeting), Jing Video, Prezi, CamTasia, GoogleDocs, Hangout, and Adobe Connect.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602494,1792916144,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","iPrincipals: Innovative Themes, Strategies, and Recommendations ofTen Online University Educational  \nLeadership Programs  \nTeri A. Marcos  \nWilliam V. Loose  \nAzusa Pacific University  \nThis report, the second in a series, provides comparative empirical data on  \ncurrent state and national university trends around the thematic strategies  \nand constructs ten fully online Educational Leadership programs engage  \nwithin their innovative designs. Our 2014 iPrincipals report provided  \ninformation on how one California University transitioned their fully  \nonground program to both a hybrid model, and subsequently to a fully online  \ndelivery, in their preparation of school leadership candidates. Current  \nfindings, presented within this report, reflect the broader state and national  \nperspectives of Educational Leadership program faculty, and administrators,  \nin their preparation of iPrincipals.  \nAs twenty years of growth in online course delivery across university programs continues to steadily increase, our understanding of online practice, as faculty within educational leadership programs, assists us to both apply empirical trends within our discipline, and to assess their more local effectiveness and quality to enhance our EDL candidates’ learning (McBeth, 2008) . We can ask,“How often do we continue to do things in a certain manner just because they have always been done that way? Have we ever felt that our actions are not bringing the results we desire? Are we looking for new paths to our desired results…and routinely?”(p 70)  \nAristotle noted, “We are what we repeatedly do.” Within our “doing” of school leadership, we have learned effective educational leadership makes a difference in improving learning (Leithwood, [et.al](et.al), 2004, p 3) . The 21st century educational reformers, like Linda Lambert, Victoria Bernhardt, Richard Elmore, Larry Lezotte, Peter Senge, Richard DuFour, Mike Schomoker, Doug Reeves, and many others have repeatedly urged the reform of school practices, and others, such as Michael Fullan, in his 2001 “The Moral Imperative,” have provided us no other choice but to change our ways. (McBeth, 2008, p. 3)  \nAs the dialogues around school change, and the mandated reforms ensuring them, have endured for over forty years, online technologies, particularly those including course delivery, paralleled them. Questions of quality and effectiveness arose, and remain the foci of assessments for which accrediting bodies demand evidence, including alignments to state and national standards. A comparative analysis of the thematic strategies and constructs often fully online  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nuniversity educational leadership programs is presented here. The study’s findings hold significance for designers of fully virtual school leadership training programs as EDL faculty and administration share their perspectives around building and nurturing iPrincipals,(Marcos & Loose, 2014) for both traditional and virtual schools.  \nBuilding and Nurturing the Virtual Educational Leader’s Mindset  \nInnovations and Technologies  \nKnowledge is necessary to growing dynamic, successful online programs, particularly within a continuous improvement model. We found faculty are focused on the iY generation while striving to meet the learning needs of these future school leaders. Virtual leaders are also virtual learners seeking transformation, thus, among the first of the innovations we found considered in the design of these ten fully online EDL program designs was that of cohort models supported through focused recruitment.  \nAs the migration from fully face-to-face, to hybrid, to fully online occurred, SKYPE interviews for admission became a reality for many programs. Built within these designs were some state sponsorships and funding, as well as certific","cbCaiuzjZJvYQ4uZ","https://ap.wps.com/l/cbCaiuzjZJvYQ4uZ","pdf",287017,12,"English","# iPrincipals: Comparative Findings on Fully Online Educational Leadership Programs\n## Building and Nurturing the Virtual Educational Leader’s Mindset\n### Innovations and Technologies\n### Recruitment, Cohorts, and Admission via Video Interviews\n## Developing Authenticity in Online Practitioners","[{\"question\":\"What is the main purpose of the iPrincipals report?\",\"answer\":\"The report provides comparative empirical data on current state and national trends for ten fully online Educational Leadership programs, focusing on their thematic strategies and program constructs.\"},{\"question\":\"How does the report connect online delivery changes to educational leadership programs?\",\"answer\":\"It links the steady growth of online course delivery to faculty understanding of online practice, using those trends to evaluate effectiveness and quality in preparing EDL candidates.\"},{\"question\":\"Which technologies are identified as important for effective online delivery in these programs?\",\"answer\":\"Faculty identify tools including Moodle Rooms, Angel, Blackboard, TaskStream, SABA (such as Go to Meeting), Jing Video, Prezi, CamTasia, GoogleDocs, Hangout, and Adobe Connect.\"}]","iPrincipals - Innovative Themes, Strategies, and Recommendations of Ten Online University Educational Leadership Programs - Volume 26 - March 2015 | PDF",1792094767]