Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment

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ISBN 13 : 9780355102581
Total Pages : 179 pages
Book Rating : 4.1/5 (25 download)

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Book Synopsis Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment by : John Staumont

Download or read book Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment written by John Staumont and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract : Purpose. The purpose of this single-case study was to explore principals’ perceptions of self-efficacy beliefs as effective instructional leaders during a period of educational transition in a semiurban, unified school district in Southern California.Methodology. The researcher used exploratory case study, conducting semistructured, open-ended, interviews in private settings, eliciting principals’ self-efficacy perceptions. The researcher interviewed eight principals, elementary through high school, using a social constructivist interpretive framework.Findings. The theoretical framework was Bandura’s theories of agency, efficacy, and alignment to The Wallace Foundation’s research of effective leadership practices. The following eight broad areas indicate how principals’ self-efficacy impacts student achievement and how environment influences principals’ self-efficacy: This is significant change, having a process will help, collaborate to get the best ideas, data informs and has many formats, everything is new, principals need support too, principals maintain a vision, and determining meaningful feedback.Conclusions. This study led to recommendations supporting principal efficacy and aligning to The Wallace Foundation’s research on effective leadership practices, revealing the need for improving data-informed decision making, defining evidence-based classroom practices with monitoring and support, establishing external-internal teams to build leadership around effective practices, creating intradistrict principal networks fostering collaboration and growth, and developing multisource feedback instruments for evaluation and leadership development.Recommendations. Principal efficacy remains important based on the conclusions. Future research should explore structured principal learning networks’ impact on efficacy, relationships between new accountability models and principals’ self-efficacy, longitudinal impact on professional standards for educational leaders on efficacy, and relationships between efficacy and multisource evaluative feedback assessments.

A Principal's Sense of Self-efficacy in an Age of Accountability

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ISBN 13 :
Total Pages : 120 pages
Book Rating : 4.:/5 (227 download)

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Book Synopsis A Principal's Sense of Self-efficacy in an Age of Accountability by : Andrés Peter Santamaría

Download or read book A Principal's Sense of Self-efficacy in an Age of Accountability written by Andrés Peter Santamaría and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its inception in 2001, No Child Left Behind (NCLB) has created a high stakes accountability climate by setting federal mandates for increasing levels of student achievement in the Kindergarten through twelfth grade (K - 12) public education arena. Consequently, schools and their Local Education Agencies (LEAs) failing to meet Adequate Yearly Progress (AYP) guidelines are subject to progressive levels of corrective action. Given this high stakes accountability climate, the role of school leadership takes on an even greater importance. As a result, educational leadership scholars continue to conduct numerous studies on the impact of leadership practices on school success. While these studies have been critical in identifying effective, research-based leadership practices, they have largely ignored the importance of the principal's sense of self-efficacy, which research suggests is fundamental for successfully implementing these practices. Utilizing Bandura's (1977) triadic reciprocal causation model rooted in social cognitive theory, this study explored the relationship between principals' perceptions of their levels of self-efficacy and environmental influences, such as Program Improvement. Within this quantitative study, I hypothesized that federal sanctions under NCLB would have an inverse relationship with a principal's own leadership beliefs. This central hypothesis was tested on a statewide sample of California Title I K - 12 public school principals. Results of statistical analysis indicated there to be a significant difference between the means of efficacy for principals of schools in Program Improvement (M=7.0, SD=1.07, effect size=.025) and those not in Program Improvement (M=7.3, SD=.89, effect size=.025). Two other hypotheses related to Program Improvement and other personal and school-level demographic variables were also tested and yielded significant findings. Furthermore, implications are offered for future research, policy, and practice.

Principal Self-efficacy Beliefs and Student Achievement

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ISBN 13 :
Total Pages : 133 pages
Book Rating : 4.:/5 (688 download)

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Book Synopsis Principal Self-efficacy Beliefs and Student Achievement by :

Download or read book Principal Self-efficacy Beliefs and Student Achievement written by and published by . This book was released on 2010 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that principals exercise a measurable effect on school effectiveness. Although indirect, this effect is significant and supports the view that principal's leadership contributes to student achievement. Achieving expected goals is particularly difficult for schools serving large concentrations of students who are living in poverty, have limited English proficiency, and have persistently low academic achievement. These schools require principals who, in the midst of challenges and intense scrutiny, remain confident in their ability to overcome challenges, set direction, develop capacity, and implement structures that support effective teaching and learning. Self-efficacy beliefs are a key cognitive factor influencing principals' leadership behaviors in complex school environments. The purpose of this research was to investigate the relationship between principals' self-efficacy beliefs and student achievement as measured by gains in API scores. In addition, the study examined the factors that influence principals' self-efficacy perceptions. Elementary school principals serving Title I schools in California were the unit of study. This investigation employed a mixed-method sequential explanatory design. The first, quantitative phase, addressed two research questions: whether principals' self-efficacy predicted gains in API and whether personal and school demographic variables predicted principals' self efficacy beliefs. The qualitative phase sought explanations to the quantitative findings. This research found that principals' self-efficacy perceptions were predictive of gains in API. Among the demographic variables, PI status had a negative effect on principals' self-efficacy beliefs. Principals in the sample had their efficacy beliefs strengthened as a result of performance accomplishment and relationships with mentors. These findings are consistent with theory and research and underscore the importance of considering social cognitive theories in the study of principal leadership. They also suggest important implications for district leaders and others responsible for developing and supporting principals. Implications for further research are discussed.

Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level

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ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level by : Franklin W. Reese

Download or read book Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level written by Franklin W. Reese and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.

Examining the Perceptions of Principal Self-efficacy on Georgia Student Achievement Scores

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ISBN 13 :
Total Pages : 65 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Examining the Perceptions of Principal Self-efficacy on Georgia Student Achievement Scores by : Sharon Davenport

Download or read book Examining the Perceptions of Principal Self-efficacy on Georgia Student Achievement Scores written by Sharon Davenport and published by . This book was released on 2021 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1983 National Commission on Excellence in Education report found the nation’s education system as mediocre, efforts to advance school performance has involved many restructuring guidelines in improving academic achievement. School principals face challenges to increase student achievement under the mandated education legislative to promote student learning. Principal self-efficacy presents as a critical variable to explore given the challenges to lead in the current era of accountability and important school legislation. This study aims to determine if principal self-efficacy influences student achievement scores. Specifically, it investigates the relationships between school readiness, school climate, graduation rates in Georgia public schools; and a subset of schools to understand the relationship between these variables and principal self-efficacy. Fourteen Georgia high school principals completed the Principal Sense of Efficacy Scale developed by Tschannen-Moran and Gareis to assess their sense of self-efficacy. Principals also self-reported their school achievement scores. The researcher accessed individual school high school graduation rates, climate, and readiness scores from the Georgia College and Career Readiness Performance Index through the Georgia Department of education public website. A quantitative study was suitable to examine the relationship between the study variable. Responses were analyzed using the Pearson Correlational Statistical analysis. The results showed significant associations between the Georgia public school data, high school graduation school rate, readiness, and climate scores. These results warrant that further research on the topic of principal self-efficacy and student achievement. Principal self-efficacy is grounded in Bandura’s Social Cognitive Theory. This theory proves that a strong sense of self-efficacy encourages a strong belief in one’s capabilities to master a challenge rather than giving up. School principals with a strong sense of self-efficacy are necessary given the demands of educational, legislative reform.

Principal Effectiveness

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ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (875 download)

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Book Synopsis Principal Effectiveness by : Genniver Carol Bell

Download or read book Principal Effectiveness written by Genniver Carol Bell and published by . This book was released on 1990 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Relationship of Elementary School Principals' Perceptions of Self-efficacy and Student Achievement

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ISBN 13 : 9780549014362
Total Pages : 132 pages
Book Rating : 4.0/5 (143 download)

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Book Synopsis The Relationship of Elementary School Principals' Perceptions of Self-efficacy and Student Achievement by : Rosalyn Lehman

Download or read book The Relationship of Elementary School Principals' Perceptions of Self-efficacy and Student Achievement written by Rosalyn Lehman and published by . This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Gareis (2004) was mailed to the entire population of 1,124 elementary school principals in Wisconsin. The data for reading achievement were taken from the Wisconsin Knowledge and Concept Exam (WKCE) for all fifth-grade students tested during the 2005-2006 school year. The reading achievement scores, school, and principal demographic data were obtained from the Wisconsin Department of Public Instruction (DPI) website.

Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (889 download)

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Book Synopsis Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools by : James John Virga

Download or read book Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools written by James John Virga and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals have a significant impact on the academic achievement of their students (Leithwood et al., 2004; Marzano et al., 2005). This important responsibility is magnified by the fact that principals have a job that is increasingly complex and demanding (Copland, 2001; West et al., 2010). Recently, researchers and educators have voiced concern over whether current programs for principal preparation are sufficient to prepare school leaders for their challenging jobs (Hess & Kelly, 2005, 2007). When individuals are dealing with demanding circumstances, such as those encountered in a stressful job with high accountability, the self-efficacy beliefs of the individuals involved are a key factor in performance and success. Research is needed to better understand the self-efficacy beliefs of schools principals, especially how these beliefs are formed and sustained through professional development experiences. This mixed-methods study focused on the perceptions and sources of the self-efficacy beliefs of elementary school principals whose schools had demonstrated high levels of student achievement in comparison to similar schools. In the quantitative phase of the study, 40 high-achieving elementary schools were identified through analysis of state assessment data. All 40 schools were from a single school district in the mid-Atlantic United States, which had a history of structured leadership development for aspiring principals. The principals of the schools were asked to complete the Principal Self-Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) and answer demographic questions. Analysis of the survey data did not find any statistically significant relationships between PSES scores and demographic factors. Then the researcher conducted interviews with six of the principals who had completed the PSES. Participants were selected based on their PSES scores and demographic data. The qualitative data confirmed that the principals derived their self-efficacy belie

The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement

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ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (655 download)

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Book Synopsis The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement by : Janet Moak

Download or read book The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement written by Janet Moak and published by . This book was released on 2010 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship existed between the perception of self-efficacy by elementary school principals and student achievement. One hundred twenty-three Missouri elementary principals completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004). MAP scores from spring 2009 testing were used to determine if a relationship existed between those scores and the perceived self-efficacy of principals. The self-efficacy scores were placed in three groups, low scores, moderate scores, and high scores based on the nine-point range for answers. Likewise, MAP scores were placed in two groups, based on the percentages of students scoring in the Advanced/Proficient levels on the MAP. The chi-square test of significance was used to compare frequencies occurring in each of the groups to determine if a relationship existed between the communication arts and math MAP scores and the perceived efficacy scores. There was no indication of a relationship between the MAP scores and the perceived efficacy scores of elementary principals. Eighty-six principals participated in instructional leadership professional development topics, however, no significant differences in the mean scores of perceived self-efficacy existed between this group filtered by professional development topics and the whole survey sample.

Student Aspirations

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ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.X/5 (4 download)

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Book Synopsis Student Aspirations by : Russell J. Quaglia

Download or read book Student Aspirations written by Russell J. Quaglia and published by . This book was released on 2003 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stresses the importance of developing student aspirations - the ability to identify and set goals for the future, while being inspired in the present to work toward those goals. The book identifies eight conditions as being necessary to foster student aspirations - Belonging, Heroes, Sense of Accomplishment, Fun and Excitement, Curiosity and Creativity, Spirit of Adventure, Leadership and Responsibility, and Confidence to Take Action.

Teacher Evaluation and Student Achievement

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ISBN 13 :
Total Pages : 86 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Teacher Evaluation and Student Achievement by : James H. Stronge

Download or read book Teacher Evaluation and Student Achievement written by James H. Stronge and published by . This book was released on 2000 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and how to measure student learning); (3) "Assessing Teacher Performance through Comparative Student Growth: The Dallas Value-Added Accountability System"; (4) "Assessing Teacher Performance through Repeated Measures of Student Gains: The Tennessee Value-Added Assessment System"; (5) "Assessing Teacher Performance with Student Work: The Oregon Teacher Work Sample Methodology"; (6) "Assessing Teacher Performance in a Standards-Based Environment: The Thompson, Colorado, School District"; and (7) Teacher Evaluation and Student Achievement: What are the Lessons Learned and Where Do We Go from Here?" (e.g., basic requirements of fair testing programs that are to be used to inform teacher evaluation). Chapters 3-6 include information on the purposes of the accountability system and how it was developed; student assessment strategies; how the accountability system works; how the accountability system relates to teacher evaluation; the advantages and disadvantages of the accountability system for teacher evaluation; and results of implementation. (Contains 66 references.) (SM)

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 564 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Rallying the Whole Village

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Publisher : Teachers College Press
ISBN 13 : 9780807735398
Total Pages : 212 pages
Book Rating : 4.7/5 (353 download)

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Book Synopsis Rallying the Whole Village by : James P. Comer

Download or read book Rallying the Whole Village written by James P. Comer and published by Teachers College Press. This book was released on 1996-06-15 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents specifics of the School Development Program holistic model in action, a plan that received the 1996 Heinz Award for improving the quality of American education. Topics discussed include children’s psychosocial development, group dynamics of effective school communities, teacher preparation and school/university partnerships, appropriate alignment of classroom content to standardized tests, increased student engagement and learning time, research and evaluation, community health, government initiatives, and school/business partnerships.

School, Family, and Community Partnerships

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Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

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Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

The Achievement Gap in Reading

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Publisher : Taylor & Francis
ISBN 13 : 1317699734
Total Pages : 232 pages
Book Rating : 4.3/5 (176 download)

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Book Synopsis The Achievement Gap in Reading by : Rosalind Horowitz

Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

Leading Professional Learning Communities

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Publisher : Corwin Press
ISBN 13 : 1452294259
Total Pages : 185 pages
Book Rating : 4.4/5 (522 download)

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Book Synopsis Leading Professional Learning Communities by : Shirley M. Hord

Download or read book Leading Professional Learning Communities written by Shirley M. Hord and published by Corwin Press. This book was released on 2008-02-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.

Value-added Leadership

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Publisher : Houghton Mifflin Harcourt P
ISBN 13 :
Total Pages : 202 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Value-added Leadership by : Thomas J. Sergiovanni

Download or read book Value-added Leadership written by Thomas J. Sergiovanni and published by Houghton Mifflin Harcourt P. This book was released on 1990 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: