Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity PDF Download
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Author: Karen Kulhanek-Rochin
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Having an effective principal leading every school is critical to ensuring schools' effectiveness (Marzano, Waters, & McNulty, 2003). It is well documented that there is a misalignment between assistant principal training and their future role as principal (Austin & Brown, 1970; Bloom & Krovets; 2001, Bartlett, 2011; Celikten, 2001; Hogue, 1999; Koru, 1993). Results from this study will help prepare administrators for these tasks and encourage principals to involve their assistants in all aspects of leading the school. The purpose of this paper is to compare and contrast assistant principals' and principals' perceptions about the purpose and practice of the Professional Development and Appraisal System (PDAS) process. The focus of this study is to determine differences in assistant principals' and principals' perceptions of PDAS as an effective instrument and the implications for enhancing leadership training of assistant principals for their future role as principals. The findings from this study indicate that the pre-service training, induction and on the job training for assistant principals are inadequate for their future role as campus instructional leader. The need for improved teacher appraiser training and recalibration was also noted. Additionally, the research revealed that the efficacy of the PDAS tool is largely dependent on the practices of the appraiser. Recommendations include: ongoing mentors to guide, prepare and empower assistant principals; in-box activities for assistant principals to develop leadership skills; training for principals in the area of leadership development to allow for a less constricted view of campus leadership for assistants; job-embedded, planned opportunities to experience full leadership; training for principals on the best mentoring and grooming practices to empower assistant principals; intentional, strategic human resources planning to build assistant principals' leadership capacity; job-embedded development on how to shape campus culture, conduct transformational leadership, facilitate improvement and be a steward of ongoing learning; extended internship experiences for administrators-in-training; more specific teacher appraiser re-certification, appraiser calibration, teacher conferencing collaboration and appraiser refresher requirements for quality implementation of the process; additional training on the purpose of and proper implementation of the PDAS system and the use of a variety of teacher effectiveness measures.
Author: Karen Kulhanek-Rochin
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Having an effective principal leading every school is critical to ensuring schools' effectiveness (Marzano, Waters, & McNulty, 2003). It is well documented that there is a misalignment between assistant principal training and their future role as principal (Austin & Brown, 1970; Bloom & Krovets; 2001, Bartlett, 2011; Celikten, 2001; Hogue, 1999; Koru, 1993). Results from this study will help prepare administrators for these tasks and encourage principals to involve their assistants in all aspects of leading the school. The purpose of this paper is to compare and contrast assistant principals' and principals' perceptions about the purpose and practice of the Professional Development and Appraisal System (PDAS) process. The focus of this study is to determine differences in assistant principals' and principals' perceptions of PDAS as an effective instrument and the implications for enhancing leadership training of assistant principals for their future role as principals. The findings from this study indicate that the pre-service training, induction and on the job training for assistant principals are inadequate for their future role as campus instructional leader. The need for improved teacher appraiser training and recalibration was also noted. Additionally, the research revealed that the efficacy of the PDAS tool is largely dependent on the practices of the appraiser. Recommendations include: ongoing mentors to guide, prepare and empower assistant principals; in-box activities for assistant principals to develop leadership skills; training for principals in the area of leadership development to allow for a less constricted view of campus leadership for assistants; job-embedded, planned opportunities to experience full leadership; training for principals on the best mentoring and grooming practices to empower assistant principals; intentional, strategic human resources planning to build assistant principals' leadership capacity; job-embedded development on how to shape campus culture, conduct transformational leadership, facilitate improvement and be a steward of ongoing learning; extended internship experiences for administrators-in-training; more specific teacher appraiser re-certification, appraiser calibration, teacher conferencing collaboration and appraiser refresher requirements for quality implementation of the process; additional training on the purpose of and proper implementation of the PDAS system and the use of a variety of teacher effectiveness measures.
Author: Kevin P. McAneny
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 150
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Book Description
The purpose of this study was to examine the perceptions of leadership capacity within elementary schools involved in school-based staff development. The perceptions were determined through the examination of characteristics of leadership capacity. Leadership capacity was defined as broad-based, skillful participation in the work of leadership involving many people with the understanding and proficiency in the knowledge and skills of leadership (Lambert, 1998). The elements of leadership capacity were identified as: (a) broad-based, skillful participation in the work of leadership; (b) shared vision; (c) inquiry-based use of information; (d) collaboration and collective responsibility; (e) reflective practices; and (f) student achievement and development. Participants in this study included: (a) four principals, (b) three staff developers, and (c) 24 teachers from one school district in southeastern Pennsylvania. The researcher administered the Leadership Capacity School Survey to all participants. Individual interviews were conducted with the four principals, three staff developers and 12 teachers. A focus group discussion was completed to obtain details on the conditions that promoted or hindered leadership capacity in schools. The focus group included: (a) three principals, (b) three staff developers, and (c) three teachers. The results of the survey revealed that the principals perceived the elements of (a) broad-based participation in leadership, (b) inquiry-based decision making, and (c) student achievement to be strengths. The three elements of (a) shared vision, (b) collaboration, and (c) reflective practices were perceived to be in need of attention by the principals. The staff developers perceived that all the characteristics of leadership capacity were strengths. The teachers reported five of the six elements to be strengths with reflective practice noted as in need of attention. The interviews provided additional details to confirm or refute the findings of the survey. The focus group discussion revealed that the time for leadership activities was a condition that needed to be provided with the schools or it would become a hindrance. An atmosphere of trust and honest communication was proposed as a necessary element for the advancement of leadership capacity. A top-down management style could hinder the establishment of leadership capacity in schools. These findings indicated that progress was being made toward the development of leadership capacity should continue in these schools with the results guiding the district's professional development plans.
Author: Lori Kelsey
Publisher:
ISBN:
Category : Organizational change
Languages : en
Pages : 264
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Book Description
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and administrator semi structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during the initial implementation of a professional development program. Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools' within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program.
Author:
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 528
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Book Description
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Education reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and aministrator semi structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during initial implementation of a professional development program. Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools' within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program.
Author: Jane Ford-Brocato
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 162
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Book Description
Author: Carol Cardno
Publisher: Routledge
ISBN: 113454779X
Category : Education
Languages : en
Pages : 219
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Book Description
This edited collection brings together the latest thinking on appraisal in schools, from both the UK and overseas, and places it directly in the context of school management.
Author: Kelly D. Marchiando
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The appraisal system and perceptions surrounding the appraisal system in a medium sized suburban school district in southeast Texas were examined in this investigation. The specific purpose of this study was to reveal how administrator perceptions influence the appraisal process. Information gained from this study may be helpful in determining the validity of the appraisal instrument regarding teacher effectiveness as well as its use as a predictor of student achievement. In addition, results of the study may influence related research concerning evaluation and supervision and the extent to which the current evaluation system serves its intended purpose. A descriptive analysis of both survey results and interview responses served to identify administrator perceptions regarding the appraisal process and how those perceptions influenced the implementation of the appraisal instrument. Recommendations for campus and district leaders for improving the implementation of the appraisal process are included in this study. Recommendations include examining models that work in neighboring districts and across the state and nation in order to make change based on those findings. Furthermore, central administration must create a vision that provides a clearly defined purpose for the teacher appraisal process. Campus leadership must be provided the training and the support to implement the district's vision. A system of accountability must be developed in order to ensure consistency among campus leadership teams across the district.
Author: Robert L. Walker
Publisher:
ISBN:
Category : Follow-up in teacher training
Languages : en
Pages : 134
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Book Description
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.
Author: Teresa L. Ohrt
Publisher:
ISBN:
Category : School administrators
Languages : en
Pages :
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Book Description
This study was a qualitative case study with a phenomenological approach that included interviews with two district administrators, three building administrators and nine teachers. The analysis determined the district's professional development system, what administrators' intended, what professional development aspects teachers deemed as most effective, and what teachers perceived as the impact of the professional development on their practice.
Author: Rodney J. Williams
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
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Book Description
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.
