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Principal Behaviors And Actions That Influence The Successful Implementation Of Accountability Practices In Public Schools
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Book Synopsis Principal Behaviors and Actions that Influence the Successful Implementation of Accountability Practices in Public Schools by : Anita J. Koehler
Download or read book Principal Behaviors and Actions that Influence the Successful Implementation of Accountability Practices in Public Schools written by Anita J. Koehler and published by . This book was released on 2006 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Elements of Inquiry by : Peter J. Burke
Download or read book The Elements of Inquiry written by Peter J. Burke and published by Routledge. This book was released on 2018-03-23 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Elements of Inquiry covers the basic guidelines for graduate students doing an investigation or inquiry project. It distils the rubrics necessary for teaching research methods and completing research projects, and gives the student researcher a list of steps to follow to complete any type of inquiry project – including formal research projects such as doctoral dissertations. It was written to support the work of students in an educational leadership doctoral program, but it will also assist the research efforts of college students at any level in any discipline. The book begins by establishing the underlying philosophical concepts upon which all good research is based, preparing students to get down to the "nuts and bolts" of conducting their own research and evaluating the research of others. Fundamental concepts and rules of research are explained both for producers and consumers of social science and educational research. Numerous practical examples illustrate the steps in the research process presented in the text. There are end-of-chapter exercises for students to apply the concepts discussed in the chapter. Templates for organizing and presenting research provide students with a game plan for success with their research. The book ends with an up-to-date annotated bibliography of beginning and advanced research texts allowing students easy access to books that detail the more specialized research topics. While most research books detail one or more method in depth, this text provides a broad introduction to many techniques and models used in doctoral dissertations, and will be of particular value to those who are consumers of inquiry studies and research reports. Key to the overview provided is the annotated bibliography that leads the reader to the next stage of understanding or doing research.
Book Synopsis Elements of Inquiry by : Peter J Burke
Download or read book Elements of Inquiry written by Peter J Burke and published by Routledge. This book was released on 2016-09-15 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: • Fundamental concepts and rules of research are explained for both consumers and producers of research reports. • The philosophical basis of research is examined and set forth as the foundation of a formal method of inquiry. • Clearly presents guidelines for research and demonstrates their use in the design and improvement of programs. • Provides guidance on what one should do as well as on what one should not to do in conducting research. • Numerous practical examples amply demonstrate the principles presented in this book. • End-of-chapter exercises provide an opportunity to apply the constructs discussed in the chapters. • An Instructor’s Guide is included with your examination copy. Table of Contents Part I: The Beginning Chapter 1: Research As Inquiry Chapter 2: Consuming Research Part II The Rules Chapter 3: The Theoretical Basis of Research Chapter 4: The Purpose of the Study Chapter 5: The Design of the Study Chapter 6: Know the Evidence Chapter 7: Know the Evidence Source Chapter 8: Gather the Evidence Chapter 9: Review the Evidence Chapter 10: Display the Findings Chapter 11: Answer the Question Chapter 12: Determine Closure Part III Resources Chapter 13: Research in Action Chapter 14: Annotated Bibliography Glossary Composite Bibliography Subject Index Appendix
Book Synopsis School Accountability and Principal Behaviors by : Laura Casey Amo
Download or read book School Accountability and Principal Behaviors written by Laura Casey Amo and published by . This book was released on 2015 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability policies were created in response to concerns that the United States was under-performing and losing its position as an international leader in education. These policies are currently an integral part of the American educational system. The effectiveness of school accountability policies, however, remains unclear and research on how performance-based accountability is related to principal behavior is largely undeveloped. This dissertation examined the relationships between performance-based school accountability and the behaviors of school principals. Using a nationally-representative database of public elementary schools (the Schools and Staffing Survey 2003-04), this dissertation explored the associations between different aspects of performance-based educational policy on principal work engagement, supportive leadership, and shared instructional leadership. Findings suggest that most associations between performance-based rewards and interventions and principal behaviors are negligible or negative. State policy for rewards had a negative association with supportive leadership, and state policy for intervention had a negative association with principal engagement. Among schools meeting all performance goals in the previous academic year, nearly all of the associations were statistically negligible; the only significant association was that between exposure to school-wide monetary rewards and principal engagement. Specifically, exposure to school-wide monetary reward had a significant negative association with principal engagement. Among schools failing to meet all performance goals in the previous academic year, exposure to intervention was negatively related to all three principal behaviors and three associations were statistically significant. Specifically, exposure to evaluation cycle was associated with significantly less supportive leadership, exposure to reduced resources was associated with significantly less shared instructional leadership, as was exposure to school choice. The interactions with school size and school poverty varied by type of incentive and by principal behavior, and generally suggest that the relationships between policy and principal behavior are stable across different contexts. Findings from this dissertation resound previous concerns with present performance-driven school accountability policy and introduce a new point of concern into the argument against the practice. While negative associations between accountability policy and principal behaviors may not be deemed directly pertinent to the bottom line (i.e. student achievement), that the only significant relationships are negative is an important consideration and refutes the theory of action in accountability. Reconsideration of performance-based accountability is recommended, as neither reward nor intervention consistently related positively to principal behavior; state policy for reward and intervention, exposure to monetary rewards, and exposure to nearly all interventions were negatively related to at least one principal behavior.
Book Synopsis School Leadership That Works by : Robert J. Marzano
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Book Synopsis Principal Actions in Massachusetts Schools in Relation to School Accountability Status by : Timothy R. Callahan
Download or read book Principal Actions in Massachusetts Schools in Relation to School Accountability Status written by Timothy R. Callahan and published by . This book was released on 2020 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2015 Every Student Succeeds Act (ESSA), builds upon decades of federal efforts to improve student achievement through state-level systems of accountability and school improvement (U.S. Department of Education, 2017). Research on school improvement has shown that actions of the school principal have a significant impact on school performance (Cotton, 2003; Elmore, 2000; Fullan, 2001). Marzano, Waters, and McNulty (2005) conducted a meta-analysis of 69 leadership studies and identified 21 responsibilities of the school leader that showed a significant effect on student achievement, and Massachusetts has developed and implemented 11 Conditions for School Effectiveness (Department of Elementary and Secondary Education, 2012b) to guide school leaders to take leadership actions to improve school performance. The purpose of this quantitative study is to explore the relationship between the actions of principals of public schools in Massachusetts, grouped by state accountability status, and Massachusetts Department of Elementary and Secondary Education Conditions for School Effectiveness. The conceptual framework of this study is grounded in the meta-analyses conducted by Marzano et al. (2005) in School Leadership that Works cross-referenced with the 11 Conditions for School Effectiveness identified by the Massachusetts Department of Elementary and Secondary Education (2012b). The findings from this research indicate that the 11 Conditions for School Effectiveness are not widely used by Massachusetts principals, regardless of accountability status. Additionally, several of the most common leadership actions taken by Massachusetts principals do not align to the 11 Conditions but are shown by Marzano et al. (2005) to be effective leadership actions. Principals with longevity are shown to commonly implement a larger number of leadership actions shown in the literature to be effective, but, overall, principals in schools designated at various levels of state accountability status do not take significantly different actions.
Book Synopsis Problem Solving and Principal's Interaction with Accountability by : Steven J. Mayer
Download or read book Problem Solving and Principal's Interaction with Accountability written by Steven J. Mayer and published by . This book was released on 2012 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: PROBLEM: Increasing accountability in public schools has created a new set of problems for school leaders. With the prominence of high stakes testing, the pressure to make Adequate Yearly Progress, accountability for closing the achievement gap of every subgroup of students, the demand for a highly qualified faculty and related pressures from school boards and communities, school leaders are faced with an array of unstructured, complex problems. Set within a rich literature on educational leadership and the relatively unexplored literature on problem solving, this study examines the school principal's interaction with the problems created by accountability to determine how expert leaders perceive, approach, and engage others in addressing complex problems. Three areas of interaction are explored (Leader Capacity, Leader Response and Organizational Response) in order to address the following questions: * Does the mental model of the expert principal differ from a more typical principal as it relates to problem solving? * How do leaders' beliefs, conceptions of problems, and knowledge influence their response in problem solving? * How does the problem solving capacity of the expert school leader differ from that of the non-expert? * Are there leader responses to problems created by accountability that offer the best possibility of school success? METHOD: A total sample of 24 New Jersey middle school principals were selected using a regression analysis of three years of New Jersey data from within four quadrants of performance: High Socio Economic Status (SES) and higher than predicated performance, low SES and higher than predicted performance, high SES and lower than predicated performance, low SES and lower than predicated performance. These principals must have been leaders in their respective schools for at least two years permitting their school's performance to serve as a proxy for expertise. Once selected, principals were interviewed by two researchers using an in-depth guide in order to probe areas of interest in the study. The data from the 24 interviews was coded using a qualitative software package and analyzed according to the conceptual framework serving as the basis of discussion and findings. FINDINGS: Differences exist between successful principals and typical principals with respect to approaching and resolving complex problems. This study finds patterns of influence that are significant in capturing attributes of successful school leadership. Specifically, more expert principals tend to operate with an inventive mindset that approaches problems with an open mind toward trying new avenues toward reform. Similarly these principals are more likely to set broad goals for a problem's resolution and engage others in a substantive fashion. SIGNIFICANCE: Adding to the rich body of literature on school leadership by offering a construct for effective problem solving addresses an important area of study. In an era of increasing accountability, transparency, and complexity, identifying school leaders with the capacity to innovate and set broad goals for addressing the complex problems associated with student achievement is essential.
Book Synopsis Selected Factors Associated with Administrators' Leadership Behaviors and School Accountability by : Mary Nell VanDevender Woolery
Download or read book Selected Factors Associated with Administrators' Leadership Behaviors and School Accountability written by Mary Nell VanDevender Woolery and published by . This book was released on 2021 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this era of educational accountability, achieving and maintaining high levels of student academic performance is the goal of every school. State accountability models serve as the measure to determine if school districts are successfully educating students, and the responsibility of student academic success rests on the principal of each school. Effective leadership is a necessary component of successful schools, especially in rural school districts. The focus of this research was to explore teachers' perceptions of the leadership behaviors and practices of their principals and determine if relationships existed between the leadership behaviors and the schools' accountability ratings. A survey research design was utilized in this study of eight schools across three rural school districts in central Mississippi. The researcher utilized The Principal Instructional Management Rating Scale to survey 121 teacher participants regarding their perceptions of principals' leadership behaviors or practices. The study revealed no statistically significant relationships existed between principals' leadership behaviors and school accountability ratings. However, the findings support existing literature on the indirect influence of principal leadership on student achievement.
Book Synopsis Educational Tug-of-war by : Raymond A. González
Download or read book Educational Tug-of-war written by Raymond A. González and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem: As the United States Department of Education prepares to reauthorize ESEA once more, it does so in light of the reality that over 80% of schools will be considered in need of improvement by 2014 according to the adequate yearly progress targets (Duncan, 2011). Politicians, educators, and the general citizenry of the United States are concerned with how effective public schools are at educating our children; however, the current measurement of success is based heavily upon performance on high stakes assessments. Unfortunately, responding to NCLB demands are not the only things on the mind of school leaders. On any given day, there are a number of pressures that principals must consider in order to effectively manage the administrative and instructional aspects of running a school. Guided by the following research questions, this study explores how forces that are both internal and external to the principal influence the ways school leaders conceptualize and respond to accountability. * To whom or what do principals feel most accountable? * How do forces internal and external to the principal shape their conceptions of multiple sources of accountability? * How does it happen differently in high and low performing schools? * How does it happen differently in contexts that vary according to SES? * How do principals' conceptions of accountability shape what they do to promote student achievement? Method: This phenomenological collective case study collected data from 25 public middle school principals throughout New Jersey who lead schools that varied in socioeconomic and academic performance contexts. A pre-interview survey and follow up interview provided the basis for the data collection. The transcribed interviews were coded and analyzed according to the conceptual framework and research questions that guided the inquiry. Findings: Accountability to self is the most prominent source of accountability among the middle school principals in this study despite the prevalence of external accountability forces. When adding those who feel most accountable to teachers, it is apparent that most principals from higher achieving schools respond first to an internal accountability mechanism. Principals who identify an external source of accountability as most salient exhibit common attributes according to the school's improvement status, SES, and academic achievement. Significance: Although public and political attention is often focused on test-based accountability, there are other sources of accountability that receive less attention, especially as it relates to school leadership. This study adds to the research on the topic of educational accountability and leadership practices by exploring the concept from the perspective of a principal. As a result of the findings, the study also supports a better understanding of the perceptions of internal accountability among school leaders.
Book Synopsis Successful School Leadership by : Christopher Day
Download or read book Successful School Leadership written by Christopher Day and published by . This book was released on 2017-12 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preparing Principals for a Changing World by : Linda Darling-Hammond
Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Book Synopsis Improving School Leadership by : Catherine H. Augustine
Download or read book Improving School Leadership written by Catherine H. Augustine and published by Rand Corporation. This book was released on 2009 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
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.
Book Synopsis Using State-Level Policy Levers to Promote Principal Quality by : Susan M. Gates
Download or read book Using State-Level Policy Levers to Promote Principal Quality written by Susan M. Gates and published by . This book was released on 2021-01-15 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors examine how seven states are using state-level policy levers to improve the quality of school principals.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Successful Principal Leadership in Times of Change by : Christopher Day
Download or read book Successful Principal Leadership in Times of Change written by Christopher Day and published by Springer Science & Business Media. This book was released on 2007-05-05 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong. Bringing together case study research, the book helps explain what all successful principals do and the ways in which context shapes some of their work.
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.
