Reframing Perspectives of Educational Leaders: Autobiographies During a Pandemic

• In Event: Examining Implementation and Outcomes in Educator Preparation Program Courses

Abstract

Growth in leadership is not easily captured quantitatively. As part of program evaluation, we assessed graduates’ (Fellowship in Education Leadership) responses to challenges during the COVID pandemic using reframing. Reframing (Bolman and Gallos, 2011) challenges leaders to view situations from one of four frames: structural, symbolic, human resources, and political. Using an intellectual autobiographical method, three graduates with varied higher education roles and leadership paths were purposefully selected. Quantitative and qualitative data analysis indicates these graduates critically assessed and adapted their leadership styles amid a pandemic. Few published outcomes exist for graduates in similar situations. Our work elucidates how reflection and reframing during a pandemic provide insight into graduate success as one component of program evaluation.

Authors

• Doug Haladay

• Sara Scholtes

• Cindy Flom-Meland

• Anne Reicherter, American Physical Therapy Association