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Author: Yvonne L. Goddard
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
The purpose of this paper was to test the relationship between principal leadership and teacher collaboration around instructional improvement to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1,600 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely-disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix provides: Shard Instructional Leadership and Collaboration Factor Scale Measurement Properties. (Contains 7 tables and 2 figures.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).].
Author: Yvonne L. Goddard
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
The purpose of this paper was to test the relationship between principal leadership and teacher collaboration around instructional improvement to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1,600 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely-disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix provides: Shard Instructional Leadership and Collaboration Factor Scale Measurement Properties. (Contains 7 tables and 2 figures.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).].
Author: Peter Youngs
Publisher:
ISBN: 9780367404574
Category : Educational leadership
Languages : en
Pages : 236
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Book Description
This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals' leadership practices affect teachers' instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders' use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers' workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a "must read" for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
Author: Robert J. Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
The purpose of this paper was to test the relationship between principals' instructional leadership and teacher collaboration around instruction to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1605 teachers in 96 elementary schools where principals are participating in a randomized control trial to assess the efficacy of a widely disseminated professional development program for school leaders. Using structural equation modeling, we found a significant direct effect of instructional leadership on teacher collaboration and a significant direct effect of collaboration on student achievement. Also, the indirect effect of leadership on student achievement through teacher collaboration was significant. These findings have implications for practitioners and researchers. An appendix presents: Leadership and Collaboration Factor Scale Measurement Properties. (Contains 6 tables and 1 figure.) [The research reported here was conducted by the Education Leadership Research Center (ELRC) at Texas A&M University as part of the School Leadership Improvement Study (SLIS).].
Author: Peter M. DeWitt
Publisher: Corwin Press
ISBN: 1506337120
Category : Education
Languages : en
Pages : 157
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Book Description
Get the fuel you need to drive collaborative leadership in your school! What type of leadership do you practice? If your answer is transformational or instructional, you’re not alone. Many of us rely on these tenets. But there are better advantages in applying a holistic angle including all stakeholders—an approach known as collaborative leadership. Peter DeWitt unpacks six leadership factors in Collaborative Leadership, all framed through the lens of John Hattie’s research. Adding insight, practical experiences, and vignettes, DeWitt paints a powerful scheme: meet stakeholders where they are, motivate stakeholders to strive for improvement, model how to do it. The meet, motivate, model blueprint will inspire you to Transform your leadership practice Identify where you can make immediate changes Build and empower your leadership team Incorporate all stakeholders into the conversation Designed to shape collective teacher efficacy and foster teacher voice, Collaborative Leadership will leave you motivated to work together.
Author: Khalid Almasnaah
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 149
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Book Description
This qualitative study explored possible connections between school principals' leadership styles and behaviors and closing the student achievement gap at three schools serving high poverty student populations. Two of the three schools were high schools designated as Priority Schools in 2012 as a result of student achievement that ranked in the bottom 5% of all Michigan schools. The two schools managed to exit the Priority designation in 2017 after implementing school culture and instruction reforms that improved student achievement. The third school was a K-8, which was not designated as a Priority School. It had the same student demographics as the Priority Schools, and it is located in the same district as one of them. It was added to the study to reinforce the data. The researcher conducted 17 interviews. A bottom-up inductive coding approach was adopted for the qualitative data analysis. The researcher assigned emerging themes specific and meaningful codes relevant to the topic and purpose of the study. Based on the data from the three schools, a possible connection between school leadership and closing the student achievement gap was found. The three principals adopted practices and behaviors relevant to multiple leadership styles. They did not limit themselves to only one leadership style or a set of behaviors. The two Priority School principals had to undo the negative impact of the former toxic culture. The three principals instituted a positive school culture based on trust, respect, collaboration, and accountability. They indirectly impacted student achievement by improving the schools' culture and climate and enhancing the curriculum, instruction, assessment, and data-driven interventions. They worked with all the stakeholders to align and streamline all the efforts and programs into well-coordinated plans and established common language and practices regarding teaching and learning. They involved all the teachers in the decision making about teaching and learning.
Author: John Bell
Publisher: Routledge
ISBN: 131792665X
Category : Education
Languages : en
Pages : 183
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Book Description
Develop shared leadership and teacher leadership in your school with the real-world, on-the-job ideas in this book. Principals and other leaders will embrace the practical "Lead Now" and "Do Now" strategies as they improve their own skills and promote shared leadership among their staff. Shared leadership is a process in which multiple staff members lead the learning within a school. With the knowledge that instructional leadership is the primary engine behind teacher effectiveness, the authors demonstrate how to support classroom practices that raise student achievement.
Author: Martin L. Krovetz
Publisher: Corwin Press
ISBN: 1483351661
Category : Education
Languages : en
Pages : 217
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Book Description
The authors present teachers' own observations and reflections on leadership to demonstrate how teacher leaders can help close the achievement gap.
Author: Steven B. Sheldon
Publisher: Simon and Schuster
ISBN: 1634507134
Category : Education
Languages : en
Pages : 160
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Book Description
Research has shown that strong principal leadership is critical to developing effective school partnerships that include diverse school, family and community members. This book provides administrators with a clear road map for initiating partnership programs that are goal-focused, equitable, and sustainable. In this research-based resource, the authors highlight the work of principals who have cultivated successful partnerships across many settings to show other school leaders how they can develop the necessary supportive school cultures. Examining the administrator's role in the success and quality of home-school partnerships and student outcomes, this guidebook: • Synthesizes research on principal leadership, school and community partnerships, and urban education reform • Discusses the role of fathers in children’s learning and working with families that live in poverty, are linguistically diverse, or have children with disabilities • Offers practical recommendations for evaluating and refining partnership programs to ensure they are linked with student achievement goals
Author: Richard DuFour
Publisher: Solution Tree Press
ISBN: 1935542680
Category : Education
Languages : en
Pages : 179
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Book Description
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms
Author: Sheryl Boris-Schacter
Publisher: Teachers College Press
ISBN: 9780807746981
Category : Education
Languages : en
Pages : 126
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Book Description
Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
