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School Board Members Perceptions Of The Impact Of Professional Development On Their Board Related Activities
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Book Synopsis School Board Members' Perceptions of the Impact of Professional Development on Their Board-related Activities by : Bervil Earl Marsh (Jr.)
Download or read book School Board Members' Perceptions of the Impact of Professional Development on Their Board-related Activities written by Bervil Earl Marsh (Jr.) and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Responses were consistent in relation to district size and diversity, but varied greatly in relation to gender and level of Lighthouse participation. Study results (1) suggest that professional development for board members can have a positive impact on student achievement, (2) demonstrate the critical importance of training for boards, and (3) have strong implications for policy and practice at the local, state, and federal levels. Implications for further research include expanding the inquiry beyond eastern Washington and studying school boards in high achieving, non-Lighthouse districts.
Book Synopsis The School Board Effect by : Alexander U. Ikejiaku, Ph.D.
Download or read book The School Board Effect written by Alexander U. Ikejiaku, Ph.D. and published by Author House. This book was released on 2013-08 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every school board adopts a unique governing style which affects the way the district is managed. This book identifies some of those styles and examines their potential impact on district administration, and ultimately on student achievement. The book also clarifies the role of school boards in unequivocal terms, discusses board-superintendent relations, and offers several recommendations and critical takeaways for education stakeholders. The author's doctoral research which gave rise to this book shows that a school board's governing style has the potential to affect educational outcomes in consequential ways, particularly in urban districts where the greatest impact was observed. A content outline for a set of professional development modules on school board governance is provided in the book, including an in depth review of the roles and responsibilities of school boards, and some case studies on board-superintendent interaction.
Book Synopsis District Leadership That Works by : Robert J. Marzano
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Book Synopsis Roles and Responsibilities of Local School Board Members in Relation to Student Achievement by : Mary L. Delagardelle
Download or read book Roles and Responsibilities of Local School Board Members in Relation to Student Achievement written by Mary L. Delagardelle and published by . This book was released on 2006 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigated school board members' perceptions about their roles and responsibilities for improving student learning, and examined contextual factors and characteristics that influence those beliefs. The study involved both quantitative and qualitative methods of analysis and the results surfaced several areas that shed light on potential needs for the leadership development of board-superintendent teams. The research focused on two questions: (a) Which governance roles and responsibilities do board members believe are most important to positively impact student learning? and (b) Do some contextual factors and characteristics have more influence on the board members' beliefs about their roles and responsibilities for improving student learning than others? Data were collected from an online statewide survey completed by 718 local and regional board members and their top administrators. Additional data sources included: (a) interviews with local school board members and superintendents, (b) school finance data, (c) board member training and tenure data provided by the state school board association, and (e) statewide student achievement data. The analysis of the data also revealed a particular region in the state wherein board members (a) expressed lower expectations for their roles; (b) placed less importance on specific responsibilities tied closely to improving student achievement; (c) appeared to have a very limited understanding of what is required for systemic change of student learning; (d) participated in less training; and (e) the achievement of students was lower than other parts of the state. In addition, participants revealed: (a) a shared uncertainty and lack of confidence about the role of the board for improving achievement; (b) a concern about separating their role from the role of district staff; (c) a lack of concern about the school community connection; and (d) a perceived need for educational expertise to make a meaningful contribution in their role as a board member. The research findings suggest implications for both practice and future research. Attention to these implications and recommendations will contribute to strengthening critical linkages between school governance and the improvement of student achievement in schools.
Book Synopsis Principals' Professional Development by : Debbie Williams
Download or read book Principals' Professional Development written by Debbie Williams and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Little has been written about the influences of principal professional development on a principal's ability to serve as the instructional leader within a school and this professional development's influence on principal impact on student achievement. Gathering data on principals' perceptions of district professional development activities will provide information for school districts to evaluate their existing principal professional development programs.
Book Synopsis A School Board Guide to Leading Successful Schools by : Stephanie Hirsh
Download or read book A School Board Guide to Leading Successful Schools written by Stephanie Hirsh and published by Corwin Press. This book was released on 2013-09-17 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The go-to resource for school board members’ greatest challenges! For districts striving to improve student academic performance, professional learning at all levels can make a crucial difference. This invaluable guide addresses the top challenges experienced by nearly every school board, and shows how professional learning can assist in overcoming these challenges and support positive changes. Two influential education leaders—and experienced board trustees—present an approach that helps school board members form their own professional learning community and become a stronger, more productive team. Aligned with Learning Forward’s current Standards for Professional Learning (developed in collaboration with, and supported by, more than 18 national organizations, including the National School Boards Association), this resource enables board members to Learn from case studies focused on 12 critical board-level decisions, including hiring a new superintendent, resource allocation, compensation planning, and more Deepen your understanding of leadership and actions that advance school success and benefit the wider community Know when, where, and how to use professional learning to improve individual and systemic performance Benefit from best practices and tools developed to support effective decisions and successful implementation of major initiatives Turn to this resource to assist with your continuous improvement journey and achieve greater success for all schools! "School boards play a pivotal role in creating a climate of learning in a school system. This book offers practical advice to enable school boards to fulfill this critical aspect of their public leadership role. It is a road map for action and continuous improvement for every school board." —Thomas J. Gentzel, Executive Director National School Boards Association "This book is an excellent tool for the collaborative work of school boards and school personnel. The activities encourage the collaboration and conversation that support continuous improvement in education." —Lisa Casto, Director of Curriculum and Staff Development Allen ISD, TX
Book Synopsis Training Program Effectiveness: Perceptions of Public School Board Members in Connecticut by :
Download or read book Training Program Effectiveness: Perceptions of Public School Board Members in Connecticut written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Training program effectiveness: Perceptions of public school board members in Connecticut.
Download or read book The Money Myth written by W. Norton Grubb and published by Russell Sage Foundation. This book was released on 2009-01-15 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation's schoolchildren. The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between "simple" resources and those "compound," "complex," and "abstract" resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning," using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. Grubb shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.
Book Synopsis The Keywork of School Boards Guidebook by : National School Boards Association
Download or read book The Keywork of School Boards Guidebook written by National School Boards Association and published by . This book was released on 2020-08-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Newly revised in 2020, NSBA's Key Work of School Boards framework identifies the core skills that effective boards need to ensure that all students achieve at high levels through excellence in governance.
Book Synopsis Teachers' and Administrators' Perceptions of Effective Professional Development by : Robert L. Walker
Download or read book Teachers' and Administrators' Perceptions of Effective Professional Development written by Robert L. Walker and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for systemic academic improvements may significantly impact the way professional development is perceived and practiced in high schools today. The purpose of the present qualitative case study was to examine the perceptions of teachers and administrators in five high schools in south central Pennsylvania regarding staff development. This study examined how novice and veteran teachers and administrators perceived the (a) context, (b) process, and (c) content vital to the process of staff development. Furthermore, this study sought to find the interconnectedness between the current body of research and the perceptions of novice and veteran administrators as well as novice and veteran teachers regarding the impact of collaborative professional learning experiences in order to improve professional practice. Finally, this study investigated the perceived change in classroom practice as a result of implementing new practices gained from professional development experiences. These perceptions were gathered through (a) surveys, (b) interviews, and (c) group interviews. This study used five suburban high schools in two counties in South Central Pennsylvania. The most prevalent themes that established a connection to change in teacher behavior as a result of professional development activities identified in this study were (a) collaboration with other teachers, (b) personal value, (c) limited objectives, and (d) connections to evaluation. This study could serve school districts as a resource to evaluate and improve current professional development systems within their schools with intent of improving the efficiency and effectiveness professional development activities.
Book Synopsis The Impact of Mandated School Board Training on School Board Members' Perceptions of Their Governance Role in the State of Missouri by : S. Carol Lupardus
Download or read book The Impact of Mandated School Board Training on School Board Members' Perceptions of Their Governance Role in the State of Missouri written by S. Carol Lupardus and published by . This book was released on 2005 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Impact of School Board Training and Evaluation as Perceived by School Board Members and Superintendents. by : Patrick Rice
Download or read book An Analysis of the Impact of School Board Training and Evaluation as Perceived by School Board Members and Superintendents. written by Patrick Rice and published by . This book was released on 2011-09-09 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The majority of school board members and superintendents agree that school board training and evaluation is needed to increase school board effectiveness. Although most board members and superintendents agree, there is not a consensus regarding the form and scope of board training and evaluation. The purpose of this study was to develop a better understanding of the perceptions of school board superintendents and school board members regarding school board training and evaluation. Board members and superintendents agreed that training and evaluation are important components to the success of school boards. Specifically, many board members--especially newly elected members--fail to properly understand their roles and duties, which often lead to role confusion, challenging board/superintendent collaboration issues, and an increased number of board members with personal agendas. Although training and evaluation were seen as important, there was not a clear consensus regarding the form and scope of board member training and evaluation. Board members were especially concerned about issues related to local control, time commitment, and training expenses, as well as how trainings will be conducted.
Book Synopsis Perceived Professional Development Needs of School Board Members in Ohio by : John M. Bruno
Download or read book Perceived Professional Development Needs of School Board Members in Ohio written by John M. Bruno and published by . This book was released on 2003 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Board Governance and Student Achievement by :
Download or read book School Board Governance and Student Achievement written by and published by . This book was released on 2011 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comparative-descriptive study examined school board members' perceptions of their behaviors and beliefs related to student achievement in California's high-performing poverty districts compared to school board members' perceptions of their behaviors and beliefs related to student achievement in California's low-performing poverty districts. A review of the literature revealed scant empirical research regarding school board governance and student achievement. Among the few studies producing quantitative data, The Lighthouse Inquiry found seven Key Areas of Board Performance, which served as the conceptual framework for this research. This study employed a mixed-methods research design. School board members meeting the study criteria supplied quantitative data through their responses to 56 Likert-type questions administered in an on-line survey. The researcher used descriptive statistics to analyze the quantitative data. In the second phase of the study, qualitative data were collected from two informal, semistructured interviews with one board member from a high-performing school district meeting the criteria for this study and one board member from a low-performing school district meeting the criteria for this study. The survey and interview data indicate more similarities than differences between the behaviors and beliefs of school board members in high- and low-performing school districts. The results from survey responses aggregated for each Key Area of Board Performance show the greatest difference in the Key Areas of Connecting with the Community and Deliberative Policy Development. The study concludes that state and federal accountability, governance training, and inadequate school funding play a role in school board governance as it relates to student achievement. Recommendations for further study include empirical research of effective governance training, school board decisions related to funding allocation, school board focus on student learning, and methods used by school boards to connect with community agencies for the purpose of leveraging resources.
Book Synopsis How Not to Be a Terrible School Board Member by : Richard E. Mayer
Download or read book How Not to Be a Terrible School Board Member written by Richard E. Mayer and published by Corwin Press. This book was released on 2011-07-19 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Veteran school board member Richard E. Mayer's humorous approach to administrator-board relations presents negative behavior scenarios and analyses, offers alternatives, and provides win-win solutions.
Book Synopsis The Impact of School Boards on Student Achievement Efforts by : Robert P. Harney
Download or read book The Impact of School Boards on Student Achievement Efforts written by Robert P. Harney and published by . This book was released on 2016 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the perceptions of school boards' impact on student achievement. To achieve this, three interrelated groups were studied: school board members, superintendents, and parents. Participating were twelve sitting school board members, six sitting superintendents, and fourteen parents of school aged children. The findings of this research identified areas of conceptual agreement within each group as well as significant areas of disagreement. These differences highlighted issues that can impact a district's ability to work with all necessary constituents to improve the student achievement efforts in their school districts. This study, though not a comparative study among the three groups, did reveal interesting and fundamental areas of both agreement and disagreement between each group. Communication was a prominent theme as an area of need when looking at the attempts of all three groups while working toward achievement goals in their respective districts. Additionally, board member knowledge of their own impact on student achievement, as well as the understanding parents have about school boards' potential effect, showed areas where improvements could be made that may improve districts' student achievement efforts. Areas of varied perspectives highlight potential systemic deficiencies. Findings also provide some direction for possible solutions to solidify attempts to implement a unified effort to improve districts' student achievement goals as well as their educational programs.
Book Synopsis High School Administrators' Perception of the Effectiveness of Professional Development by : Rodney J. Williams
Download or read book High School Administrators' Perception of the Effectiveness of Professional Development written by Rodney J. Williams and published by . This book was released on 2012 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The importance of professional development has been emphasized in recent legislation and accountability acts. As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators' perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-to face interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator's perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.
