Examining The Influence Of Principal Leadership In Urban High Performing High Poverty Elementary Schools

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Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools

Author : Angie Miranda
Publisher :
ISBN 13 :
Total Pages : 346 pages
Book Rating : 4.:/5 (729 download)

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Book Synopsis Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools by : Angie Miranda

Download or read book Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools written by Angie Miranda and published by . This book was released on 2011 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups. A qualitative research approach and protocol was followed, and a multiple case study methodological approach was utilized. The data gathered consisted of interviews of three principals, three instructional coordinators, and three teacher leaders. A review of documents, artifacts, observations, field notes, and member check data were used to triangulate data. The data analysis applied the McRel Balanced Leadership conceptual framework and used three research questions to organize and guide the discussion and findings. These research questions are: (1) How did the principal implement research-based leadership responsibilities that led to the pursuit of high academic achievement for all students? (2) How did the principals implement a school-wide improvement framework that has resulted in sustained academic achievement growth for all students? (3) How did the principal implement the identified strategies that ensured high academic achievement among all student populations? Over the course of five months, data were gathered through individual interviews, observations, analysis of documents, and other artifacts. Several themes emerged as a result of data analysis. These included: (a) communicated ideals and beliefs, (b) challenged status quo, (c) culture of collaboration, (d) focus on learning, (e) data driven, (f) research based learning, (g) and curriculum alignment. The findings in the study suggest that the principals were instrumental in creating the conditions that helped the teachers build upon their collective capacity to support student success.

Best Leadership Practices for High-poverty Schools

Author : Linda L. Lyman
Publisher : R&L Education
ISBN 13 : 9781578860791
Total Pages : 186 pages
Book Rating : 4.8/5 (67 download)

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Book Synopsis Best Leadership Practices for High-poverty Schools by : Linda L. Lyman

Download or read book Best Leadership Practices for High-poverty Schools written by Linda L. Lyman and published by R&L Education. This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Best Leadership Practices for High-Poverty Schools presents both the practice and theory of best leadership practices in high-poverty schools. Authors Linda Lyman and Christine Villani take a unique approach by inviting readers into two high-poverty elementary schools where they will experience, through in-depth case studies, how two extraordinary principals model and practice their beliefs in the ability and worth of all children. Lyman and Villani demonstrate that a successful learning community for children of low-income families is based on the beliefs and attitudes of the school leader and the entire school community. Preparation programs for school principals typically do not provide for study of the complexity of poverty or the leadership practices that contribute to successful learning and achievement for children in high-poverty schools. The concluding questions that the authors pose provide a guide to developing best leadership practices that make a difference to the learning, achievement, and lives of children who live in poverty.This book offers: an insightful overview of research about leadership strategies and beliefs in high-poverty schools, causes and remedies for the achievement gap, evidence of continuing racial and ethnic prejudice, the widespread deficit thinking that limits learning. The authors challenge leaders, teachers, staff members, and others to examine their own attitudes and beliefs and then to commit to creating successful learning communities for all children from low-income families. This book is written as a resource for aspiring and practicing principals, or anyone interested in improving educational opportunities for children from families living in poverty.

A Case Study of Ongoing Planning and Decision-making Leadership Strategies Employed by Principals of High Performing Schools

Author : Torrye Hooper
Publisher :
ISBN 13 :
Total Pages : 340 pages
Book Rating : 4.:/5 (126 download)

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Book Synopsis A Case Study of Ongoing Planning and Decision-making Leadership Strategies Employed by Principals of High Performing Schools by : Torrye Hooper

Download or read book A Case Study of Ongoing Planning and Decision-making Leadership Strategies Employed by Principals of High Performing Schools written by Torrye Hooper and published by . This book was released on 2021 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are research studies that focus on principal leadership and the direct and positive impact it has on student performance, but few examine the effects of principal strategies in the areas of ongoing planning and decision making in high-performing poverty schools in urban school districts. Strategies implemented by school leaders as they relate to ongoing school reform, specifically in the areas of planning and decision-making in successful urban high-needs schools, were investigated. Research questions include: 1) What is the role of the principal in the ongoing process of planning and decision-making? 2) How do principals effectuate meaningful involvement of teachers in the ongoing planning and decision-making process? 3) What school-based support-structures and systems are created by principals to facilitate the involvement of other school personnel and community stakeholders in the ongoing planning and decision-making process? 4) What principal leadership actions and strategies are utilized to attain sustainability of high levels of student achievement? A qualitative case study methodology is used to understand the strategies of school leaders in successful high poverty urban schools, specifically with planning and decision-making. Elementary principals and teachers are asked open-ended questions in which they describe their experiences with leadership strategies that directly impact student achievement. The most prevalent theme that emerged was the availability of resources – offering a positive impact on teachers’ instructional performances. The findings suggest that as leaders utilize ongoing planning and decision-making strategies, as they relate to the new accountability system, they will become invaluable resources to support and retain teachers

Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon

Author :
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (962 download)

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Book Synopsis Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon by :

Download or read book Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon written by and published by . This book was released on 2015 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children living in poverty in the United States face some of life's greatest challenges, including achieving academic success in school. Evidence is also emerging of a growing income disparity in America that affects families, communities and local labor markets in ways that can undermine the effectiveness of schools serving disadvantaged populations (Duncan & Murnane, 2011). Evidence exists, however, that high academic performance is within the reach of all children in high poverty schools, and that principal leadership is a contributing factor. This study examined principal leadership practices in three high poverty K-5 elementary schools in Oregon identified as Model schools under the Oregon ESEA waiver to No Child Left Behind. This study identified themes of leadership practices including 1) high expectations, 2) meeting children's basic needs, 3) shared leadership and teamwork, 4) use of data, and 5) personal attributes of the principal. Other themes considered important to one or more groups of respondents but not necessarily to all included 1) caring, 2) positive support, 3) addressing biases about children and families in poverty, 4) principal's elementary teaching experience, and 5) pride in the local school. As such, the findings of this study support the knowledge base in educational leadership regarding principal leadership as a factor in schools that impact the academic growth of children (Hallinger, 2005; Hallinger, Bickman, & Davis, 1996; Hallinger & Heck, 1998; Hattie, 2009; Jacobson et al., 2004; Leithwood & Jantzi, 2012; Leithwood & Louis, 2012; Leithwood et al., 2004; Lyman & Villani, 2004; Marks & Printy, 2003; and, Water, Marzano, & McNulty, 2003). This study has implications for district hiring and planning for principal succession, teacher hiring, resource allocation, community engagement, and district support for schools serving students in high-poverty communities.

Turning High-Poverty Schools into High-Performing Schools

Author : William H. Parrett
Publisher : ASCD
ISBN 13 : 1416614389
Total Pages : 232 pages
Book Rating : 4.4/5 (166 download)

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Book Synopsis Turning High-Poverty Schools into High-Performing Schools by : William H. Parrett

Download or read book Turning High-Poverty Schools into High-Performing Schools written by William H. Parrett and published by ASCD. This book was released on 2012-02-08 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed—and how you and your school can adopt the same practices—no matter what socio-economic climate students live in. Lessons learned and practical advice from seven of these high-performing/high-poverty (HP/HP) schools, along with hundreds of others that have been the subject of intensive research, are the focus of this book. Authors William Parrett and Kathleen Budge have synthesized the research, studied the schools in depth, and show you critical components that set these institutions apart from their struggling peers. After setting the context by examining poverty and its stunning effects on students, the authors then zero in on what HP/HP schools stopped doing or eliminated and what they started doing or improved on in three key areas of performance: * Building leadership capacity; * Fostering a safe, healthy, and supportive learning environment; and; * Focusing on student, professional, and system learning.; Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process. The reality is that any school willing to refocus its efforts can become a high-performing school.

Breakthrough Principals

Author : Jean Desravines
Publisher : John Wiley & Sons
ISBN 13 : 1118800974
Total Pages : 352 pages
Book Rating : 4.1/5 (188 download)

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Book Synopsis Breakthrough Principals by : Jean Desravines

Download or read book Breakthrough Principals written by Jean Desravines and published by John Wiley & Sons. This book was released on 2016-03-17 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the achievement gap with proven strategies for student success Breakthrough Principals debunks the myth of the 'superhero' principal by detailing the common actions and practices of leaders at our nation's fastest-gaining public schools. Based on the authors' Transformational Leadership Framework, which they developed through in-depth study of more than 100 high-gaining, high-poverty schools, the book distills findings into a practical, action-focused plan for diagnosing school needs and implementing structures, systems and practices that accelerate student achievement. Brought to life by case studies of principals who have led dramatic gains in student achievement, the book is a how-to guide for increasing the quality of teaching and learning; improving school culture; attracting and supporting high-performing teachers; and involving parents and community to help students achieve. You'll learn how breakthrough principals make the school's mission a real part of both strategy and practice, and set up sustainable systems that support consistent, ongoing improvement. High-impact practices are organized into five broad categories: learning and teaching, school-wide culture, aligned staff, operations and systems, and personal leadership. The primary job of school leadership is to help students succeed. It begins with first recognizing and prioritizing areas of need, then finding and implementing the most effective solutions. Whether you work in a turn around environment, or want to make a good school better, this book will give you a set of concrete practices—illustrated through examples of real principals in real schools—that have been proven to work. Discover the primary drivers of student achievement Work toward the school's vision in staffing, operations, and systems Set the tone for all relationships and practices with good leadership Closing the achievement gap is a major goal of educational leadership, and principals are forever searching for viable methods that help them better serve their students. Breakthrough Principals unveils the details behind the success stories from across the nation to provide a roadmap to transformative gains.

International Handbook of Educational Policy

Author : Nina Bascia
Publisher : Springer Science & Business Media
ISBN 13 : 1402032013
Total Pages : 1129 pages
Book Rating : 4.4/5 (2 download)

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Book Synopsis International Handbook of Educational Policy by : Nina Bascia

Download or read book International Handbook of Educational Policy written by Nina Bascia and published by Springer Science & Business Media. This book was released on 2008-05-14 with total page 1129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.

Principal Leadership

Author : Dinorah Guadalupe Bores
Publisher :
ISBN 13 :
Total Pages : 248 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Principal Leadership by : Dinorah Guadalupe Bores

Download or read book Principal Leadership written by Dinorah Guadalupe Bores and published by . This book was released on 2017 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of the principal has evolved over the past few decades from a managerial role to an instructional leader. The type of setting, environment or conditions of the school may impact the everyday practices of the elementary principal as a result the day to day tasks can vary depending on their school environment and context. Schools faced with issues of high-poverty, high-minority demographics, high mobility and low student achievement may be conflicted on prioritizing their daily practices. Depending on the school contexts in which they work, principals face very different sets of challenges. Thus, there is a need to continue to examine instructional leadership particularly in schools that serve a high number of economically disadvantage students. The study followed a qualitative approach with grounded theory. Participants included three principals, three teachers and three instructional leadership members, purposefully selected in each of the three schools focus of the study. Data was collected through individual interviews, observations and a document review. The findings revealed that principals in these high-poverty schools used the following instructional practices; creating an instructional plan with expectations, building a system of collaboration and support, implementing a support system for students and designing a system to monitor students and teachers. Furthermore, the study found the following contextual challenges, poverty, high mobility, how parent involvement, student mental health, parent concerns, high number of English Language Learners and Refugee students and community affairs. The contexts resulted in a variation of practices from each school. The practices were not all instructional but also social emotional learning practices that demonstrated a great focus on the whole child. Based on these practices, a set of strategies was revealed. These five strategies were frequently used in all three schools. They included allocating funds for additional support positions, building collaboration and accountability, creating systems and developing community outreach and partnerships

Principal Instructional Leadership in GA High Poverty Elementary Schools

Author : Ginger W. Spires
Publisher :
ISBN 13 :
Total Pages : 132 pages
Book Rating : 4.:/5 (987 download)

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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.

Leadership Characteristics of Principals with Successful High Poverty Hispanic Students

Author : Shrone Yvette Blackwell
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (728 download)

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Book Synopsis Leadership Characteristics of Principals with Successful High Poverty Hispanic Students by : Shrone Yvette Blackwell

Download or read book Leadership Characteristics of Principals with Successful High Poverty Hispanic Students written by Shrone Yvette Blackwell and published by . This book was released on 2011 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals are becoming the instructional leaders in their buildings. Researchers of numerous studies on leadership have provided research-based conclusions about successful principals that effectively influence student learning with the challenges of diversity and accountability. Substantive research findings on school leadership support the claim that principal leadership is instrumental to student achievement. Researchers and the principal participants in this study agree that the teacher is the most powerful indicator of student success in any classroom. Researchers also found that the principal's leadership in high poverty schools make a difference in teaching and learning. Using a mixed method descriptive research design, the researcher studied leadership characteristics of four Georgia elementary school principals from one metropolitan school district. The participating principals have consistently met the accountability demands of the No Child Left Behind Act of 2001. These four elementary schools have a high population of high poverty Hispanic students. The mixed methods research design was utilized for this study because it provided useful descriptive statistics from the quantitative surveys, while the qualitative interviews provided a means for in-depth exploration of the characteristics of the principals. The collections of data were obtained from surveys and interviews. Each teacher and principal was given a survey to evaluate the leadership characteristics of the principal. Additionally the teachers were given three open ended questions. After analyzing the data from the surveys the researcher conducted in-depth semi--structured interviews with each principal. As a result of this study, two overarching themes emerged: 1) awareness of needs and 2) allocation of resources to meet those needs. Furthermore, these two themes have four subthemes: 1) high expectations for student learning, 2) parental involvement, 3) literacy focus, and 4) teacher professional development. These themes were characteristic of the participating principals in the study and deemed influential on student achievement. This study furnishes a description of the leadership characteristics of principals with a high population of Hispanic students, a high rate of poverty, and who consistently make AYP. The candid expressions of these principals as to what works in their schools to increase the achievement of their students serves as a meaningful contribution to the body of knowledge in the field of educational leadership.

Making the Difference in High Poverty ; High Achieving Urban Elementary Schools

Author : Penny Larsen
Publisher :
ISBN 13 :
Total Pages : 482 pages
Book Rating : 4.:/5 (355 download)

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Book Synopsis Making the Difference in High Poverty ; High Achieving Urban Elementary Schools by : Penny Larsen

Download or read book Making the Difference in High Poverty ; High Achieving Urban Elementary Schools written by Penny Larsen and published by . This book was released on 2008 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a mixed-method design focusing on ten White and ten non-White elementary principals working in urban areas. The qualitative methodology uses interviews and observations to examine how principals conceptualize the student achievement gaps and through what practices do they attempt to remedy the condition. The quantitative data resulted from the Quick Discrimination Index and relied on descriptive statistics. The primary audience for this study includes PK-12 public school administrators, particularly those in urban high-diversity, high-achieving schools. The investigation (1) examined cultural differences between White and non-White administrators and their student constituency in terms of ethnicity and language use, (2) socioeconomic status, as well as (3) the present climate of academic accountability for all student groups. It also emphasized (4) the importance of understanding the interaction of the dimensions of school leadership and the academic outcomes of all students. Emerging themes were established by a 70% repetition response rate. Collective themes included: district diversity training, community involvement, literacy, curriculum alignment, team building, role of data and setting high student expectations. White administrators focused on the role of data, best practices, and curriculum alignment. Non-White administrators centered on relationship building, community involvement and literacy.

International Handbook of Educational Leadership and Administration

Author : Kenneth A. Leithwood
Publisher : Springer Science & Business Media
ISBN 13 : 940091573X
Total Pages : 1188 pages
Book Rating : 4.4/5 (9 download)

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Book Synopsis International Handbook of Educational Leadership and Administration by : Kenneth A. Leithwood

Download or read book International Handbook of Educational Leadership and Administration written by Kenneth A. Leithwood and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 1188 pages. Available in PDF, EPUB and Kindle. Book excerpt: EDITORS This introduction to the International Handbook of Educational Lead ership and Administration describes some of the motivation for devel oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools

Author : Jason Alan Steingraber
Publisher :
ISBN 13 :
Total Pages : 103 pages
Book Rating : 4.:/5 (76 download)

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Book Synopsis Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools by : Jason Alan Steingraber

Download or read book Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools written by Jason Alan Steingraber and published by . This book was released on 2010 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increased accountability to schools and districts to meet federal standings has lead to commencing systematic approaches to the needs of all students. In order for teachers to be able to facilitate instructional strategies that are differentiated and functional for all students they must receive leadership and support. The importance of expertise and leadership in the educational process is paramount, for there is more power in a leadership model and not necessarily in a model that designs its own standards. This need for expertise and leadership has lead to collaboration among general and special education experts, as well as the students' families, achieves an integrated and effective approach in response to struggling learners. First supported by senior administration in school districts, the Teacher Support Team (TST) initiative relied upon a selected team within each school to show what it can achieve for students. This leads to the significance of distributive leadership in the TST and creating relational trust by allowing those in the organization to take leadership roles and distribute the leadership appears to be imperative. This allows for greater participation in the organization, as well as greater morale and a relieved workload for the leader. It also encourages leadership in the organization, which benefits the organization as a whole. The overall purpose of this study was to establish a connection between the role of distributed leadership and the impact of TSTs on elementary students of high poverty. To achieve this, information was gathered from high poverty elementary schools in the Sunnyside Public School District. The study examined key respondents' perceptions on the leadership within the TST. A mixed method of gathering both qualitative and quantitative data was chosen as the most appropriate approach to collect the data. The project began by the researcher contacting six high poverty elementary schools within the Sunnyside Public Schools and requesting their participation in the research project. The purpose of narrowing the research to schools that serve a high poverty population is to ensure similarities within the students and communities. Each TST was made up of the building administrator, a TST coordinator, and other teachers as noted by the team. Each team was provided an opportunity to participate in the research activity and it was assured the data was anonymous and not reflective of employment performance or used as an evaluative tool. The approach to the design was a mixed methods research study. Based on the data gathered via a survey, quantitative information was gathered in order to address the research questions. In additional to the quantitative approach, a qualitative aspect was analyzed. This mixed methods approach was chosen due to the potential to discover true meaning to the research questions. It was also anticipated the mixed methods approach would allow for further research designs to come to the forefront. Descriptive analyses were preformed to support the research questions and sub-parts to the research questions. Finding of this study displayed both favorable and less favorable confidence in the leadership of the TST coordinator and the TST itself. The concerns of the TST coordinator and the TST itself were focused on time being wasted, weak leadership, and teachers who were frustrated with the results of the TST process.

An Examination of Principal Leadership Behaviors and Their Effect on School Improvement

Author :
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (798 download)

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Book Synopsis An Examination of Principal Leadership Behaviors and Their Effect on School Improvement by :

Download or read book An Examination of Principal Leadership Behaviors and Their Effect on School Improvement written by and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools benefit from principals who can empower, motivate, and support stakeholders in providing high quality learning opportunities and accepting responsibility for improved academic results. Nurturing this sense of professional competence and accountability is difficult, often requiring fundamental changes to the learning culture of a school. A growing body of evidence underscores a significant and positive relationship between principal leadership and student learning and achievement. In-depth study of a principal's leadership, within the context of a highly challenged, high-performing elementary school helped to deepen the understanding of specific instructional and/or transformational behaviors and practices that instigated and sustained organizational change efforts where they were needed most. This qualitative study sought to understand how the principal of a high-achieving urban elementary school facilitated and managed fundamental changes in the schools learning culture. The study investigated one urban elementary school's efforts to implement a structured, school-wide educational reform focused on improving learning results for all students at the school. The researcher examined the reforms through case study methods, employing critical incidents interview techniques, individual and focus interviews, observations of key reform-focused meetings and activities, and analysis of various relevant artifacts. Focus groups with teachers, individual interviews with the principal and 12 additional stakeholders from across the school, observations, and document analysis comprised the main sources of data in this study. The researcher used constant comparative method to analyze the data gathered and determine emerging categories, themes, and patterns. Findings suggest how the principal of a now high-achieving urban elementary school reinvented her role as principal, instituted new norms of collaboration, ensured universally high expectations for all, and provided data-informed, job-embedded professional development, as means to overcome obstacles and improve student outcomes and achievement. Now more than ever, urban principals are challenged to understand and apply these key leadership behaviors and practices in order to build productive learning cultures for teachers and students at their schools.

Parent Involvement

Author : Cara Beth Christensen
Publisher :
ISBN 13 :
Total Pages : 384 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis Parent Involvement by : Cara Beth Christensen

Download or read book Parent Involvement written by Cara Beth Christensen and published by . This book was released on 2006* with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources

Author :
Publisher :
ISBN 13 :
Total Pages : 182 pages
Book Rating : 4.:/5 (958 download)

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Book Synopsis Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources by :

Download or read book Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources written by and published by . This book was released on 2015 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all "school effects" on achievement can be attributed to principals. While there is general agreement on the principal's importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment where resources have been reduced over time? Given the stories of retired principals from high poverty elementary schools, the purpose of this narrative inquiry is to understand how principals made sense of their experience when having to respond to decreasing resources and the need for increased student achievement. Participants in the study included retired principals from high poverty elementary schools who were employed during the time period extending from 2008 through 2014. Findings from the study make sense of the meanings elementary principals have constructed and attached to the phenomena of decision -making in times of financial reduction in order to help other principals who have been challenged by similar circumstances. Three categories of leadership styles and seven skill areas emerged in the study. Principals made use of these styles and skills in their responses to the crisis.

An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools

Download An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools PDF Online Free

Author : Donna Regina Bishop
Publisher :
ISBN 13 :
Total Pages : 137 pages
Book Rating : 4.:/5 (87 download)

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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.