An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools PDF Download
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Author: Donna Regina Bishop
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 137
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Book Description
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.
Author: Donna Regina Bishop
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 137
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Book Description
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.
Author: Florence S. Williams
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 248
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Book Description
The "purpose of this study was to identify the leadership behaviors of a Title I [high poverty/minority] elementary principal who led her school [in a large metropolitan school district in the southeastern United States] to increased student achievement on the state-mandated assessment"--Leaf iii.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Book Description
Author: Mike Schmoker
Publisher: ASCD
ISBN: 1416621393
Category : Education
Languages : en
Pages : 147
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Book Description
In his 2011 ASCD best-seller Focus: Elevating the Essentials to Radically Improve Student Learning, author Mike Schmoker described a fresh pproach to K-12 teaching built on three core elements: a focused and coherent curriculum; clear, prioritized lessons; and purposeful reading and writing, or authentic literacy. Now, in Leading with Focus, he shows administrators, principals, and other education leaders how to apply his model to the work of running schools and districts. In this companion to his previous book, Schmoker offers * An overview of the case for simple, focused school and district leadership--demonstrating its power for vastly improving the work of teachers and leaders. * Examples of real schools and districts that have embraced focused leadership--and the incredible results for student learning. * A practical, flexible, and easy-to-follow implementation guide for ensuring focused leadership in schools and districts. All students deserve to learn in schools where educators eschew distractions and superfluous activities to concentrate on what’s most important. To that end, this book is an essential resource for leaders ready to streamline their practice and focus their efforts on radically improving student learning.
Author: Christopher Day
Publisher:
ISBN: 9781909437760
Category :
Languages : en
Pages : 68
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Book Description
Author: Kevin T. Kopp
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
School administrators face several challenges ranging from opposing stakeholders, to frequent deadlines, to the pressures of No Child Left Behind. The principals of high poverty, low-funded schools have additional obstacles hindering them from student achievement. The purpose of this study was to determine predictive relationships between leadership style and student achievement in high poverty, low-funded schools. Data on leadership style was collected from 103 elementary principals located in high poverty, low-funded schools in Missouri during the spring of 2007. The data analysis for the study included Pearson product movement correlations, backward multiple linear regression analysis, and open-coding. The results of the study found that out of all leadership styles, active management-by-exception had a significant negative correlation with overall, communication arts, and math student achievement. It was also a predictive variable in low student performance. Open-coding identified goal setting, personal attention, and accountability as supporting themes.
Author: Thomas R. Harvey
Publisher: Rowman & Littlefield
ISBN: 1610489845
Category : Education
Languages : en
Pages : 161
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Book Description
This book covers what twelve steps school leaders need to take to make for a high-achieving school environment. It encompasses strong leadership, vision and values, high expectations, embedded professional development, flexibility and resilience, and seven more steps. It concludes with a questionnaire, the High Expectations Environmental Scale (HEES), which you may apply to your organization to determine its level of high expectations.
Author: William Grover Oellerich
Publisher:
ISBN:
Category :
Languages : en
Pages : 288
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Book Description
Author: John M. Novak
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 62
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Book Description
Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Author: Muhammad Khalifa
Publisher: Harvard Education Press
ISBN: 1682532097
Category : Education
Languages : en
Pages : 228
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Book Description
Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.
