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Instructional Leadership Behaviors Of Principals At High Performing High Povery High Schools In Louisiana
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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 Principal Instructional Leadership in GA High Poverty Elementary Schools by : Ginger W. Spires
Download or read book Principal Instructional Leadership in GA High Poverty Elementary Schools written by Ginger W. Spires and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to investigate teachers' perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger's (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.
Book Synopsis Relationship Within Principal Leadership Behavior, Organizational Health, and Academic Achievement of At-risk Students by : Shelly Dufresne Chauvin
Download or read book Relationship Within Principal Leadership Behavior, Organizational Health, and Academic Achievement of At-risk Students written by Shelly Dufresne Chauvin and published by . This book was released on 2010 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational health provided a conceptual framework within which the relationships among principal and teacher behaviors and at-risk student achievement could be investigated. Therefore, the purpose of this causal-comparative study was to compare identified high poverty schools that are "high performing" and those that are "low performing" to investigate differences in the organizational health. The study also investigated other school level teacher variables to further understand the relationship between such characteristics and academic achievement of at-risk students. [Taken from abstract.].
Author :Robert D. Barr Publisher :Solution Tree Press ISBN 13 :1936765616 Total Pages :203 pages Book Rating :4.9/5 (367 download)
Download or read book written by Robert D. Barr and published by Solution Tree Press. This book was released on 2011-11-22 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine critical studies on high-performing, high-poverty schools to identify how schools can fulfill the mission of educating all students to proficiency, especially students at risk. The authors compiled the most important research on how low-performing, high-poverty schools achieved radical improvements in learning for their most vulnerable students and also identified eight best practices, breaking them down into specific strategies, often using real-life examples from successful schools.
Book Synopsis An Identification of Principals' Instructional Leadership Behaviors in Effective High Schools by : Ching-Jen Liu
Download or read book An Identification of Principals' Instructional Leadership Behaviors in Effective High Schools written by Ching-Jen Liu and published by . This book was released on 1984 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Leadership Behavior of Selected High School Principals in Alabama, Louisiana, and Mississippi by : Joe Earl Holloway
Download or read book An Analysis of the Leadership Behavior of Selected High School Principals in Alabama, Louisiana, and Mississippi written by Joe Earl Holloway and published by . This book was released on 1970 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools by : Donna Regina Bishop
Download or read book An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools written by Donna Regina Bishop and published by . This book was released on 2006 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to achieve, including the lower achieving students, has made principals focus on their leadership behaviors and practices. Researchers of various studies on principal leadership behaviors and student achievement have found that leadership behaviors make a difference in the academic achievement for all students. Researchers also found that the principals most important role is that of an instructional leader. Principals leading elementary schools with at risk learners may assist them academically when effective strategies, programs, and organizational structures are present within the school. The demands and the complexity of the role of the principal in the 21st century make the principals job a hard task, especially when leading schools with majority at-risk students. The legislation of the No Child Left Behind (NCLB) Act of 2001 obligates elementary principals to reflect on their best leadership behaviors and practices to encourage all students to succeed. Using a qualitative, phenomenological research design, the researcher explored the common leadership behaviors of six Georgia elementary principals of high 2 performing, high poverty schools. The phenomenological research design was appropriate for this study because it provided a means for exploring the lived experiences of the elementary principals leadership behaviors in a high performing, high poverty school. The collection of data was obtained from interviews, school observation, and school artifacts. Six common themes and patterns emerged from the qualitative research study: (1) monitoring of teachers educating at-risk learners, (2) gathering and analyzing student achievement data, (3) instructional decision making using a leadership team approach, (4) appropriate use of reading resources and materials, (5) a positive school climate, and (6) an effective staff of teachers. The six common themes and patterns were identified as common leadership behaviors of Georgia elementary principals from high performing, high poverty schools.
Book Synopsis A Study of High School Principals' Instructional Leadership Behaviors as Perceived by Teachers in Urban Comprehensive and Magnet High Schools by : Mamie H. McCier
Download or read book A Study of High School Principals' Instructional Leadership Behaviors as Perceived by Teachers in Urban Comprehensive and Magnet High Schools written by Mamie H. McCier and published by . This book was released on 2003 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Leadership Behaviors of Traditional High School Principals and Principals of Restructured Small Learning Community High Schools by : Andy Parsons
Download or read book Instructional Leadership Behaviors of Traditional High School Principals and Principals of Restructured Small Learning Community High Schools written by Andy Parsons and published by . This book was released on 2008 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A High School Principal's Instructional Leadership Behavior and Its Relationship to Special Education and Inclusion by : Kathryn G. Locke
Download or read book A High School Principal's Instructional Leadership Behavior and Its Relationship to Special Education and Inclusion written by Kathryn G. Locke and published by . This book was released on 1995 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools by : Deborah Susan Case
Download or read book Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools written by Deborah Susan Case and published by . This book was released on 2004 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Instructional Leadership by : Julie Hopkins
Download or read book Instructional Leadership written by Julie Hopkins and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine instructional leadership through an in-depth multi-case study of three high poverty and high minority elementary school sites where the principals had been identified as instructional leaders. The study identified how schools with unique populations practiced instructional leadership and compared the methods used to the six standards described by the NAESP. In addition, the research identified actions of instructional leaders used to enhance school improvement efforts in schools serving high poverty and high minority populations while contributing to the understanding of the principal's role as an instructional leader. The three findings were: that the elementary school principals leading high minority and high poverty schools each incorporated the six standards set by the NAESP to improve instruction and student achievement; each of the principals implemented the NAESP standards based on the specific needs of their schools by using a reframing process to assess the context and identify which standards to focus on; and principals were reflective and responded to the needs of the environment by shifting leadership roles. The findings in this study were based on interviews of teachers and principals, observations of both formal and informal meetings, and review of school documents. Based upon the three findings, the following three conclusions resulted from the study. First, the six NAESP Standards provide a foundation of practice for what principals need to know and be able to implement in order to become effective instructional leaders. Second, instructional leadership is a flexible, not a stagnant model. Third, the use of reflective practice is essential for providing the flexibility in the thinking that is needed to reframe the six NAESP Standards to fit the unique context and lead a school toward continued improvement. Building an effective foundation using the six NAESP Standards is contingent upon the principal applying a focus on the standards that will contribute the most to student achievement and being able to be a reflective practitioner demonstrating flexibility in both thinking and leadership roles.
Book Synopsis Leadership Characteristics in High Performing High Poverty Secondary Schools by : Cecilia L. Crear
Download or read book Leadership Characteristics in High Performing High Poverty Secondary Schools written by Cecilia L. Crear and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban secondary school leaders not only have the pressures of accountability, growth, and mobility, but they also face a myriad of additional issues including poverty, drugs, teen pregnancy, and crime. Despite these challenges, some urban high schools continue to thrive and afford students an exemplary academic environment. Following an analysis of multiple academic achievement data elements, this qualitative study identified and implemented a selection criteria to invite principals of five secondary urban highperforming, high-poverty schools in Texas to participate in an interview process to identify the leadership practices that contribute to their schools' high academic performance. Analysis of the data uncovered six major themes associated with increasing student achievement, including high expectations and beliefs, instructional leadership, culture builder, vision, student interventions based on data, and collaboration with campus leaders in the decision making process. Solutions to urban school leader challenges and professional development recommendations for school leaders were also iscussed.
Book Synopsis Teachers' Perceptions of High School Principals' Leadership Behaviors Using the Principal Instructional Management Rating Scale (PIMRS) and the Relationship to the AYP (Adequate Yearly Progress) Status in High Poverty Suburban School Districts Located in Southeastern Pennsylvania by : Melanie-Jo McCarthy
Download or read book Teachers' Perceptions of High School Principals' Leadership Behaviors Using the Principal Instructional Management Rating Scale (PIMRS) and the Relationship to the AYP (Adequate Yearly Progress) Status in High Poverty Suburban School Districts Located in Southeastern Pennsylvania written by Melanie-Jo McCarthy and published by . This book was released on 2008 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Principals' Instructional Leadership Skills and the Academic Achievement of High Poverty Students by : Elizabeth Stewart Harris
Download or read book The Relationship Between Principals' Instructional Leadership Skills and the Academic Achievement of High Poverty Students written by Elizabeth Stewart Harris and published by . This book was released on 2002 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Best Practices for Instructional Coaching Feedback Strategies as Perceived by Effective Principals of High At-risk Schools by : Angela P. Steward
Download or read book Best Practices for Instructional Coaching Feedback Strategies as Perceived by Effective Principals of High At-risk Schools written by Angela P. Steward and published by . This book was released on 2021 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-poverty schools have historically been low-performing schools. However, with the right strategies and leadership, these schools can have improved student achievement. The purpose of this qualitative instrumental case study was to describe best practice instructional coaching feedback strategies as perceived by effective principals of high at-risk schools in Louisiana. This study was framed around the transformational leadership theory by principals who utilize instructional leadership methods in their respective schools. Participants in this case study included eight high school principals. All the principals had been on their respective campuses for a minimum of two years, including the last years that data were generated by the state. The participants were asked questions based on the four categories of transformational leadership: intellectual stimulation, inspirational motivation, individualized consideration, and idealized influence. Data were collected through semistructured interviews which provided descriptions of the strategies and the experiences of the principals. The data were transcribed, member checked, and coded. Findings indicated that coaching, peer mentoring, and analyzing walkthrough results were best-practice coaching feedback strategies. This study contributes to describing the instructional coaching and feedback strategies that have been perceived to be successful by effective principals of high at-risk schools.
