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High School Principal Instructional Leadership Behavior In High And Low Need And High And Low Achievement Schools
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Book Synopsis High School Principal Instructional Leadership Behavior in High and Low Need and High and Low Achievement Schools by : Theodore T. Fulton
Download or read book High School Principal Instructional Leadership Behavior in High and Low Need and High and Low Achievement Schools written by Theodore T. Fulton and published by . This book was released on 2009 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals and Student Achievement by : Kathleen Cotton
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003-10-15 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Book Synopsis Assessing Instructional Leadership with the Principal Instructional Management Rating Scale by : Philip Hallinger
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Book Synopsis Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana by : Shavon Savoy-Helaire
Download or read book Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana written by Shavon Savoy-Helaire and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined the instructional leadership behaviors of principals at highpoverty, high-performing high schools in Louisiana. Using the conceptual framework developed by the researcher through the analysis of literature, fundamental instructional leadership characteristics and behaviors revealed three constructs: (a) Delineating the School's Vision, (b) Overseeing the Instructional Program, and (c) Fostering a Positive School Culture. Embedded within each theme are sub-constructs of principal instructional leader behaviors that contribute to producing student success at high-poverty schools. The purpose of this study is to determine the instructional leadership behaviors of principals who have successfully increased student achievement at high-poverty, highperforming high schools in Louisiana. The researcher completed a qualitative multiple- iv case study of two public high schools in Louisiana where over 50 percent of the students were classified as economically disadvantaged, and their School Performance Score (SPS) was no lower than a B for the last three years, as evidenced by the school's annual state report card. The researcher interviewed principals and focus group participants from each respective school. A principal interview protocol and teacher focus group protocol was utilized to collect data and triangulate the responses of each school principal and teacher focus group participants at the two sites to understand how their respective principals contributed to the school's success. A qualitative cross-case comparison was employed using the results of the findings to compare those instructional leadership behaviors within the three constructs between the two schools. This study revealed that both principals' behaviors were conducive to student success. The principals positively influence their staff and students, and people are willing to follow their lead. Furthermore, both school leaders exhibited transformational and collective leadership characteristics. The principals revisited their school vision often, established a safe and welcoming environment for students and staff members, set high expectations, and encouraged maintaining an open mindset regarding student potential and performance while holding everyone accountable for meeting those expectations. The following themes emerged: (1) Values and Beliefs, (2) Relationships, and (3) High Expectations. The principals' values and beliefs transcend beyond just their vision and goals and are implemented throughout various aspects of school goals, policies, and procedures. A strong element of bonding and a sense of camaraderie was discovered on v both campuses among teachers and staff and with students and parents. Belief in students' potential through establishing high expectations was revealed many times throughout the study. Both principals heavily emphasized how teachers must have positive mindsets regarding student achievement. Implications for principal leadership preparatory programs, improved leadership practices, better district support and collaborative efforts, and state educational policies are significant and aid in continuing to close the achievement gap."--abstract.
Book Synopsis School Leadership That Works by : Robert J. Marzano
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2001-09-09 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano, Timothy Waters, and Brian A. McNulty provide answers to these and other questions in School Leadership That Works. Based on their analysis of 69 studies conducted since 1970 that met their selection criteria and a recent survey of more than 650 building principals, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. Readers will learn * the specific behaviors associated with the 21 leadership responsibilities; * the difference between first-order change and second-order change and the leadership responsibilities that are most important for each; * how to work smart by choosing the right work to focus on to improve student achievement; * the advantages and disadvantages of comprehensive school reform models for improving student achievement; * how to develop a site-specific approach to improving student achievement, using a framework of 11 factors and 39 action steps; and * a five-step plan for effective school leadership. Combining rigorous research with practical advice, School Leadership That Works gives school administrators the guidance they need to provide strong leadership for better schools.
Book Synopsis A Study of Principal Instructional Leadership Behaviors Manifested in Successful and Nonsuccessful Urban Elementary Schools by : Margaret Mary Irma Cantu
Download or read book A Study of Principal Instructional Leadership Behaviors Manifested in Successful and Nonsuccessful Urban Elementary Schools written by Margaret Mary Irma Cantu and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to discover the principal instructional leadership behaviors differed in successful and nonsuccessful urban elementary schools. Six schools were selected and paired according to size, ethnicity, socioeconomic status, and attendance to discover the salient leadership behavior differences between and among them. A descriptive survey research design was utilized to collect data through the Hallinger-Murphy Principal Instructional Management Rating Scale (PIMRS) which assessed frequency of leadership behaviors. Six (100%) of the principals and 95 (49%) teachers responded. The research questions were tested statistically using Analysis of Variance to decipher leadership differences between the pairs of schools and differences of perceived principal behaviors based on teachers' grade levels and teaching experience. The instructional leadership behaviors manifested by the principals in the selected schools were identified through the PIMRS and tested using the .05 confidence level as the measure of significance. The current literature reported that higher frequency of leadership behaviors, such as those identified in the PIMRS, could lead to academically successful schools. The results of this study went against the grain of the current literature since high scores on the PIMRS did not ensure successful schools and provided confoundment rather than clarification. The principals in the paired schools showed few differences in job behavior patterns, yet one school in each pair was academically successful; the other was not. The research questions stated: 1) There are significant differences between the instructional leadership behaviors demonstrated by the principals of schools with high student achievement when compared with the principals of schools with low student achievement; 2) student demographic characteristics (ethnicity, attendance of students, socioeconomic status) influence student success; and 3) there is a difference in teachers' perceptions of principals' instructional leadership behaviors based on their years of teaching experience and grade level taught. The first and third questions were rejected since the data in this study did not support the questions. The second question was not statistically tested due to a lack of difference in the student populations in the schools. Further study and testing of the Ballinger-Murphy Model is required in order to draw final conclusions on the relationship between principal instructional leadership behaviors and student achievement
Book Synopsis High School Leaders and Their Schools: Profiles of effectiveness by :
Download or read book High School Leaders and Their Schools: Profiles of effectiveness written by and published by . This book was released on 1990 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linking the Behaviors and Activities of Secondary School Principals to School Effectiveness by :
Download or read book Linking the Behaviors and Activities of Secondary School Principals to School Effectiveness written by and published by . This book was released on 1985 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Leadership and Student Achievement by : Jeremy Anthony McDonald
Download or read book Instructional Leadership and Student Achievement written by Jeremy Anthony McDonald and published by . This book was released on 2013 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: Joyce A. Pittman.
Book Synopsis Leadership Challenges in High Schools by : W. Norton Grubb
Download or read book Leadership Challenges in High Schools written by W. Norton Grubb and published by Routledge. This book was released on 2015-12-03 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals are responsible for an increasing range of duties in an era of school reform, standardized testing, and more. These responsibilities are even greater in high schools, which are many times larger and more complex than elementary and middle schools. Yet little has been written on the special challenges of high schools and their leadership. This book fills the gap by exploring the challenges specific to high schools, including their size and complexity, the special difficulties in improving instruction, the crucial role of high schools for students' futures, adolescent behavioral issues, and many more. Grubb shows how principals and other leaders can address the complexities of multiple pathways, or efforts to create theme-based trajectories through high school - one of the most promising high school reforms. Looking to the future, he offers alternative ways of preparing professionals for high schools, and the responsibilities of districts for improving high schools and their leadership.
Book Synopsis Balanced Leadership for Powerful Learning by : Bryan Goodwin
Download or read book Balanced Leadership for Powerful Learning written by Bryan Goodwin and published by ASCD. This book was released on 2015-08-24 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes a great school leader? Contrary to what many believe, the answer is not tied to a certain kind of personality but to specific behaviors and actions that have positive effects on student achievement—behaviors and actions that any school leader can learn and put into practice. Over the last decade, thousands of school principals have done that, by implementing "balanced leadership," an approach that recognizes the need to both maintain and challenge the status quo in order to move schools forward. Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: * Establishing a clear focus—keeping the work and the conversations targeted on the issues that matter most; * Managing change—understanding how to skillfully steer through the challenges associated with making improvements, both large and small; and * Developing a purposeful community—creating a sense among all teachers and staff that they are invested in student outcomes and that they can make a difference. For each of these areas, key points and specific practices are described in detail and illustrated with stories from school principals who have successfully learned how to become great leaders. Step-by-step tools provide clear guidance for readers who are ready to make the same kind of journey—one with the potential to transform them and the schools they serve.
Book Synopsis Teacher-Leaders' Perceptions of Principal Instructional Leadership Practices in Two Mid-South Charter High Schools by : Frednardo Doryell Davis
Download or read book Teacher-Leaders' Perceptions of Principal Instructional Leadership Practices in Two Mid-South Charter High Schools written by Frednardo Doryell Davis and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).
Book Synopsis The Effects of Principal Behavior Upon Teacher Performance in High-achieving and Low-achieving Schools by : Rita Laufenberg Mize
Download or read book The Effects of Principal Behavior Upon Teacher Performance in High-achieving and Low-achieving Schools written by Rita Laufenberg Mize and published by . This book was released on 1980 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Instructional Leadership Toolbox by : Sandra Lee Gupton
Download or read book The Instructional Leadership Toolbox written by Sandra Lee Gupton and published by Corwin Press. This book was released on 2010 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: "I applaud Gupton's focus on the learner. This is the most important tenet for a school administrator's decision making. Each chapter describes a portion of school leadership that the successful principal needs to master."-Sharon Madsen Redfern, PrincipalHighland Park Elementary School, Lewistown, MTUse these powerful leadership tools to build teamwork and improve instruction!Every school leader needs a toolbox of strategies for improving teaching and learning schoolwide. In this second edition of The Instructional Leadership Toolbox, Sandra Lee Gupton examines the role of principals in leading instruction and provides practical ways for leaders to reflect on and improve their practice. Emphasizing a democratic approach that involves stakeholders in instructional leadership, this resource offers a compendium of helpful skills and strategies drawn from current research and theory in school administration. The book provides:Updated standards from NAESP and ISLLCNew research that shows how a principal's actions can affect student achievementQuestions for reflective practiceQuotes and examples of instructional leadership strategies by practicing principals and veteran educatorsAdditional resources such as Web sites, workbooks, books, and articlesThis valuable guide provides a blueprint that demonstrates how school leaders can focus on student learning, while using specific tools to empower others and build teams for a common goal: increased student achievement.
Book Synopsis Managerial Effectiveness and Effective Functioning of the B.Ed. College Principals by : Dr. M. Ramakrishna Reddy
Download or read book Managerial Effectiveness and Effective Functioning of the B.Ed. College Principals written by Dr. M. Ramakrishna Reddy and published by Lulu.com. This book was released on 2017-02-28 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is an instrument of social change. It is a process which brings about modifications in the behaviour of society. It helps individuals to develop their own perspectives on the world around them and pushes them to think both creatively and conceptually about many different subjects. It enables individuals to effectively participate and contribute to the progress of humanity.
Book Synopsis Evaluating Instructional Leadership by : Julie R. Smith
Download or read book Evaluating Instructional Leadership written by Julie R. Smith and published by Corwin Press. This book was released on 2015-02-19 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve Principal Evaluation And Create Highly Effective Leaders! Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book offers clear solutions to these and related problems. Application of its ideas will ensure high quality leadership in the principal’s office year after year. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools, including sample self-assessments, mid-year and final evaluation forms, and professional growth plans
Book Synopsis School Leadership for Social Justice by :
Download or read book School Leadership for Social Justice written by and published by . This book was released on 2017 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practicing school leadership that is focused on providing a just and equitable education for all students has garnered attention in the field of education over the past several decades. However, the concept of school leadership for social justice as a construct remains muddled, in part, because the relationship between leadership for social justice and student achievement remains unclear (Riehl, 2012). To address the need to clarify and support the construct of school leadership for social justice as an effective approach to school leadership, the differences between high and low performing school leaders in Title I schools were explored using a convergent mixed-method study (Creswell & Plano Clark, 2011). Both qualitative and quantitative data about the beliefs and practices of school leaders were collected from school leaders, parents, and teachers in three high and three low performing Title I elementary schools. These data were compared with attention to relationships between the beliefs and practices of school leaders and student achievement. Findings from semi-structured interviews indicate three main differences between the high performing schools (HPSs) and low performing schools (LPSs). First, the high performing school leaders (HPSLs) focused on how to provide an equitable education while the low performing school leaders (LPSLs) focused on why to provide an equitable education; this affected their temporal gauge. Second, HPSLs were seen as by parents as being like family and were found to have a warm demander mindset while the LPSLs were seen by parents as caring yet had a pobrecitos mindset. Third, HPLSs worked with a clear vision for students to reach their highest academic potential with other subgoals this ultimate goal. In contrast, LPSLs met goals for their own sake instead of in service of the goal of students reaching their highest academic potential. Thus, the goals of welcoming, meeting nonacademic needs, and resource distribution became distractors as opposed to supportive subgoals. Two significant differences between the scores on the Principal Instructional Management Rating Scale (PIMRS) completed by teachers at HPSs and teachers at LPSs were found. These were for the principal instructional leadership behavior functions of supervise and evaluate instruction and protect instructional time. By synthesizing the literature with the findings of this study, a description for school leadership for social justice was outlined. This description included the following novel recommendations: school leaders should develop a critical servant mindset, establish and maintain a laser-like vision for students reaching their highest potential, and develop a warm demander style. The term warm demander was used here to describe the view parents had of HPSLs as more like family in contrast to the pobrecitos mindset of the LPSLs. Findings support the development of an algorithm for designing effective school leadership for social justice or the development of an instrument that measures the impact of school leadership for social justice beliefs and practices on student achievement. Such an instrument could be used to provide quantitative evidence for the relationship between school leadership for social justice and student achievement.
