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Instructional Leadership Behaviors Of Traditional High School Principals And Principals Of Restructured Small Learning Community High Schools
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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 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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The High School Principal as Instructional Leader by : Benjamin Tyler Clabo
Download or read book The High School Principal as Instructional Leader written by Benjamin Tyler Clabo and published by . This book was released on 2010 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory, mixed methods case study was to examine instructional leadership within the context of rural secondary schools. This investigation followed an explanatory mixed methods design of sequential quantitative and qualitative phases (QUAL[right arrow]quan). For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to eight principals and 312 teachers in eight rural secondary schools in the southeastern United States. Descriptive analysis of principal and teacher results found that principals were most engaged in the subscales of framing school goals, coordinating curriculum, and promoting professional development and least engaged in the subscales of maintaining high visibility, protecting instructional time, and providing teaching and learning incentives. Independent t-tests found statistically significant differences in the instructional leadership of principals based on four contextual factors: school size, school SES, principal administrative experience, and district funding (per pupil expenditure). Two principals and their schools were selected for participation in the qualitative phase of the study. Interviews and observations of principals and interviews with teachers added insight to the findings of the quantitative phase. Participants characterized the principalship as a multifaceted job where secondary school principals fulfilled four leadership roles: instructional leader, district/community liaison, organizational manager, and problem solver. Participants also identified important instructional leadership behaviors not measured by the PIMRS, such as hiring effective teachers, providing instructional resources, and sharing leadership responsibilities. The study concludes with suggestions for future instructional leadership research and practical advice for rural secondary school principals.
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 Small Schools and Teacher Professional Development by : Michael Klonsky
Download or read book Small Schools and Teacher Professional Development written by Michael Klonsky and published by . This book was released on 2002 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged and English Language Learners by : Jamon Frederick Peariso
Download or read book A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged and English Language Learners written by Jamon Frederick Peariso and published by . This book was released on 2011 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB accountability era. Differences found in eight specific demographic variables were analyzed in combination with data obtained from principals' responses on the Principal Instructional Management Rating Scale (PIMRS) and the Principal Beliefs Survey (PBS, a variation of the Teacher Beliefs Survey). The population comprised of principals whose schools have met their API growth targets for two consecutive school years school wide and for socioeconomically disadvantaged, English learner subgroups. A volunteer rate of 51% (N = 36) was obtained from a population of 71. Results indicate that effective high school principals frequently engaged in instructional leadership behaviors. Concerning pedagogy, principals held eclectic beliefs, but were united in the beliefs of accountability and the importance of a prescriptive, well designed curriculum. Subjects' gender, ethnicity, and the percentage of instructional leadership delegated were not significantly different in regards to principals' instructional leadership practices or pedagogical beliefs. Significant differences were found among a few specific instructional leadership practices and pedagogical beliefs based on subjects' education level, overall years as a classroom teacher, subject taught as a teacher, overall years as the current principal, and overall years of administrative experience. From the findings, a contingency model of principals' pedagogical beliefs was developed. Additionally, reliability testing was performed on both instruments.
Book Synopsis Instructional Leadership Approaches of Middle School Principals in an Urban School System and the Effects on Professional Learning Communities and Teacher Practice by : Sharon Terry
Download or read book Instructional Leadership Approaches of Middle School Principals in an Urban School System and the Effects on Professional Learning Communities and Teacher Practice written by Sharon Terry and published by . This book was released on 2016 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the country focuses more attention and more money on improving student learning outcomes, students in the United States show lower levels of learning outcomes, including high school graduation rates, than do students in most other industrialized nations. For all of the effort and rhetoric connected with educational reform in this country, the reality is that the search continues for the solution to improve the educational performance of students. In the past decade, one method, the concept of Professional Learning Communities (PLCs), has gained a great deal of attention within the educational community for improving both student performance and teacher accountability. The purpose of the current study was to examine the leadership approaches of ten urban public middle school principals who implemented professional learning communities and the effect of PLCs on teachers’ professional practice. The theoretical framework for the study was Bolman and Deal’s (2013) Four Frames for Leadership. The study also explored whether teacher observation ratings/evaluations included recommendations implemented by teachers through the PLC process. Principals from ten middle schools in New York City participated in a semi- structured interview to offer information about their leadership approaches and behaviors regarding the established professional learning communities in their schools. Findings from the study revealed the majority of the principals interviewed operated in two frames of leadership—human resource and structural—to lead their schools in supporting viii and sustaining Professional Learning Communities (PLCs). Forty percent of the principals interviewed used all of the Bolman and Deal (2013) Leadership Frames. Those operating in all of the leadership frames established effective PLCs at a quicker rate than did those principals who did not operate in all of the leadership frames. The principals related that the establishment of effective PLCs not only improved teacher practice but also resulted in improved teacher observation ratings. The principals disclosed they held teachers accountable for the implementation of recommendations made in the PLCs through various tools. However, principals did not indicate that the teacher observation was an instrument used to ensure that teachers implemented the recommendations formulated in the PLCs.
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 Practicing the Art of Leadership by : Reginald Leon Green
Download or read book Practicing the Art of Leadership written by Reginald Leon Green and published by Pearson. This book was released on 2016-07-14 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134290186. Here’s what today’s educational leaders need to know, what they should be able to do, and how they should behave in order to lead schools that address the needs of all students. Practicing the Art of Leadership by Reginald Leon Green presents success-proven practices, processes, and procedures grounded in time-tested theories, current research, and the creative, innovative, real-life experiences of educators in the field who are transforming underperforming schools into thriving educational learning communities. An invaluable guide to what today’s educators need to know, how they need to do it, and the ways they should behave as exemplary leaders, the book takes into account the many changes in the standards, competencies, and accountability movements that have ushered in a new set of demands, requirements, and expectations for today’s educational leaders. Complete coverage of the new topics, methods, and techniques effective educational leaders are using to address these changes appear throughout the text and are aligned with the 2015 Professional Standards for Educational Leaders, formerly known as ISLLC Standards. This new edition features opportunities for reflective practice through the use of scenarios depicting actual school issues, occurrences, and the behavior of practicing school leaders to help readers acquire knowledge and skills that can be used to build a solid framework for their own practice. The book’s focus on how to use the new 2015 Professional Standards for Educational Leaders helps educators develop teacher capacity, create professional learning communities, effectively manage organizational resources, construct appropriate organizational policies and systems, lead instructional change, and engage in other deep and meaningful work outside of the classroom and in the community. The Enhanced Pearson eText features embedded videos and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone for 50-60% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.
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 Personalized Principal Leadership Practices by : Dionne V. McLaughlin
Download or read book Personalized Principal Leadership Practices written by Dionne V. McLaughlin and published by Emerald Group Publishing. This book was released on 2020-06-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, McLaughlin examines the eight strategies expert principals utilize to lead equitable, high achieving schools. Each chapter will include strategies, case studies, reflective questions and a chapter summary.
Book Synopsis New Schools for a New Century by : Tewel
Download or read book New Schools for a New Century written by Tewel and published by CRC Press. This book was released on 1995-02-28 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Combining both the theory as well as the practice of the education reform process, this unique breakthrough volume focuses on every aspect of the change process in high school education today. Short- and long-term strategies for each phase of the process-provoking, creating, managing, supporting, and sustaining reform-are covered. Based on the real-life experiences of the author and others, this book recognizes that most high school reform is short-lived. It stresses the ways to create and maintain positive change, making the process a long-lasting, worthwhile mission for the school's leadership and ultimately the students. Short, useful summaries of high school reform provide true-life pictures of what really happens in the midst of changing the way educational institutions operate. These stories cover school-based management, collaborative or shared leadership, school-within-a-school groupings, interdisciplinary instruction, school-based budgeting, new models for professional development, and others. Through these examples, readers can understand how reform strategies work and how to apply and adapt them to their own situations. As an added feature, this book provides the names and locations of schools attempting each reform as well as the names and addresses of school reform networks that readers can contact in their own efforts.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of Leadership Behaviors of Lutheran High School Principals that Impact Implementation of Professional Learning Communities by : Lisa H. Meyers
Download or read book An Examination of Leadership Behaviors of Lutheran High School Principals that Impact Implementation of Professional Learning Communities written by Lisa H. Meyers and published by . This book was released on 2008 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership in Empowered Schools by : Paula M. Short
Download or read book Leadership in Empowered Schools written by Paula M. Short and published by Prentice Hall. This book was released on 2002 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: For courses in Introduction to Educational Administration, Principalship, Educational Leadership and Supervision. The revision of this popular text examines the important issues of educational leadership that relate to today's movement towards restructuring and creating empowering environments for teachers and their students. To better understand how to build empowering environments in schools, it examines two national studies conducted over six years in 26 schools. This body of research provides an empirical framework that is used to draw conclusions about leadership in schools striving to provide an empowering environment.
