Principals' Perceptions and the Impact They Can Have on Their Teachers' and Their Students' Performance PDF Download
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Author: Pamela K. Sisson
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 120
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Book Description
Author: Pamela K. Sisson
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 120
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Book Description
Author: Maureen R. Futscher
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 113
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Book Description
There is substantial research on school reform efforts focused on programs and curriculum. The same cannot be said with regard to the evaluation of teachers and principals. Current reform efforts are pointed in that direction. Through Race to the Top (RTTT), a competitive grant, the federal government offered funding to states willing to conduct statewide school improvement initiatives. The goal of Race to the Top is to improve student achievement through effective teachers and leaders. New York State applied for, and was granted RTTT money to work on the Regents Reform Agenda. This gave rise to the New York Annual Professional Performance Review (APPR) mandate, which is focused on the evaluation of teachers and principals. This exploratory study surveyed public school principals across the state to determine the extent they perceived the new APPR would improve instructional practices in their schools. Results suggest that most principals believe APPR will have a positive impact on instructional practices to some extent. Demographic characteristics, past and present evaluation practices, teacher practice rubrics and professional development were investigated to examine associations with principals' perceptions. The data revealed that variables from each of the four areas were significantly associated with principals' perceptions. The ability to provide specific feedback to teachers and a focus on student performance data were identified as the strongest contributors to principals' perceptions. This research was conducted in the first year of full implementation of the APPR mandate which provides baseline data for subsequent research. The findings may be useful for district leaders and policy makers when reviewing the implementation process. The data may provide insight for systems leaders to investigate and identify needs for additional support in their districts.
Author: Jennifer Rinehimer
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 71
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Book Description
A principal’s leadership ability plays heavily into the success of a school. The multitude of responsibilities that a principal has requires them to manage the building, foster the learning environment, keep everyone safe and maintain relationships with teachers and students. Principals and their ability to lead can be a positive factor in supporting student achievement. Understanding the leadership skills and attributes that are the most effective for supporting student learning can make an impact in the success of the building. This paper aims to provide a deeper understanding of the leadership attributes of principals that support student learning. Teachers and principals were surveyed using Likert-type statements, open-ended questions and in-person interviews, which allowed them to give more insight into leadership attributes impacting student achievement. The findings of this study suggest that principals perceive safety to be of utmost importance in a school. Furthermore, they have found that fostering relationships with both teachers and students are important to supporting student achievement. Teachers’ perceptions mirrored this impact by finding that building relationships was an important factor in supporting them. This study concludes with implications for practice that may be used to assist building leaders in reflecting on their own practice and the leadership choices that are made on a daily basis.
Author: Bruce M. Whitehead
Publisher: SAGE Publications
ISBN: 1452256144
Category : Education
Languages : en
Pages : 521
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Book Description
The Principal: Leadership for a Global Society is the core textbook for aspiring and practicing K-12 school principals. Taking a practical and research-grounded approach, this inspiring text prepares school leaders to successfully face the challenges that they will deal with on a day-to-day basis and throughout their careers. From curriculum development to staff development to policy and discipline, it addresses the most up-to-date practices in developing leadership skills. The book provides a wide array of pedagogical features to help practicing and aspiring school principals improve programs, create a safer and more enriching environment for students and faculty; meet school, district, community, state, and national ideologies and standards; and much more. After reading The Principal, the educational leaders of tomorrow will be equipped with innovative, practical, and successful leadership concepts and ideas that will help them make a powerful impact on not just those who walk through the school doors, but the community as well.
Author: Jilliane Christina Raphiel
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Across the nation, teacher appraisal systems are being revamped to serve the primary purpose of supporting and developing teachers, regardless of experience. To what degree a principal believes the instructional criteria within the appraisal system are valid influencers on student achievement may be key in developing teachers at all levels of effectiveness to cultivate student achievement that can lead to higher performing schools. The purpose of this study was to identify what principals at highly effective elementary school campuses valued as the key instructional criteria in a teacher appraisal system. The outcome of this study can greatly impact the development, hiring, and transitioning of teachers at any school. By using the value-added model to identify effective schools, this study focused on the perception of principals of elementary campuses that are able to accelerate students, regardless of any perceived learning barriers. Data was collected through a qualitative approach, using descriptive statistics in the form of charts, tables, and graphs to identify trends. A survey and follow-up interviews were administered to elementary school principals currently leading schools within the top 25% of value-added achievement in a large urban school district in the southern United States. The study determined that while the appraisal instrument encompasses several instructional criteria that principals clearly perceived as impacting student achievement, the instrument serves as a springboard into additional best practices. Open-ended survey responses and interviews determined additional instructional criteria that principals perceived as having an impact on student achievement and their plans to ensure that they continue to add value to all students as accountability rapidly increases.
Author: Angela Benton McManigal
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 322
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Author: Matthew Ryan Gale
Publisher:
ISBN:
Category :
Languages : en
Pages : 174
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Book Description
Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are learning the curriculum, and achieving their academic potential. The challenge, then, is to identify how principals impact student learning, and then help them to develop these leadership behaviors effectively. While many educational researchers have sought to find the leadership behaviors and factors that describe how principals can most significantly impact student achievement, the principals themselves have been largely left out of the conversation. High school principals' experiences and efforts to maintain safe schools, connect communities, foster citizenship, and prepare students for colleges and careers, while trying to promote students' achievement on standardized test scores during the accountability era, offers a perspective and a contribution to research that is invaluable. This study used a qualitative design in order to understand the participants' meanings, through inductive analysis of data, after interviewing a cross-section of seven male high school principals about their perspectives and experiences. The participants served in academically high-achieving, medium-achieving schools and low-achieving schools with student populations of various sizes, settings, and population demographics. The schools were all located in the suburban area of Philadelphia. The participants had all been in their buildings as principal for at least two years, and had served in the role of high school principal for at least three years. There were three common themes that emerged from this study. First, principal leadership in schools impacts student success, although it is difficult to measure, and complex to explain. Principals must hire the best teachers, foster a positive climate and culture, and form positive professional relationships with teachers. Secondly, Principals must be perceptive to and understand the needs of their school and community. Students must perceive that they are safe, and communities must perceive that they trust schools. Finally, teachers must perceive that they are valued much more than any externally imposed measure of success may define them. As a result of the findings, it is recommended that principals seeking to maximize student success take the time to assess the needs of their schools, collaborate to make decisions, realize that promoting a positive climate and culture has to be a priority of their role, and devote sufficient time and resources to hiring and developing quality teachers.
Author: Kelly Wachel
Publisher: Rowman & Littlefield
ISBN: 1475820577
Category : Education
Languages : en
Pages : 99
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Book Description
A public relations director and a principal have mostly the same goals in helping students achieve at high levels. While each might go about impacting student learning in different ways, they both work to make education better. In Having an Impact on Learning, the husband and wife team of Matt and Kelly Wachel, help show how both the principal and the public relations director can propel education forward. Whether it’s through perception, teaching and learning, communication, social media, events, student achievement, or working with the community, principals and public relations professionals have to understand their roles in contributing to each of those areas. While the topics of conversation between these two professions sometimes cause disagreement, in the end, the principal and the public relations professional agree that their two views must ultimately mesh to help do what’s best for kids. In this book, get insight into these areas of education and learn about ways principals and public relations directors can work in harmony. School leaders and communicators have to be on the same page when it comes to telling the story of education. We are all storytellers and we have to be able to tell the story together.
Author: Florence LaDon Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 482
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Book Description
Author: Denise B. Warnock
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 123
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Book Description
Author's abstract: "Teachers are by far the most important in-school factor in determining whether our students succeed and our nation's schools improve" (Education Trust, 2009. p. 3). Quality instruction should be the objective of all educators. Accountability measures have increased the focus on instruction quality making teacher evaluation an important element in determining teacher effectiveness. A greater emphasis on accountability in the field of education calls for teachers and students to demonstrate standards of competency and performance. In light of current educational policy, the means by which teachers are observed and appraised are as important as the content and students they teach. The purpose of this qualitative case study research was to understand the perceptions and experiences of principals' who have implemented Georgia's Teacher Keys Effectiveness System (TKES). The Georgia Department of Education (GaDOE) developed TKES as a comprehensive teacher evaluation system to ensure consistency and comparability across districts based on a common definition of teacher effectiveness. By understanding the perceptions and experiences of principals charged with the duties of teacher evaluation, one should be able to evaluate implementation of TKES. This study's findings showed principals perceive both positive and negative impacts resulting from their experiences with the implementation of TKES. While they acknowledged areas in which the TKES teacher evaluation system could improve, they identified positive effects as well. Responses indicated the principals participating in the study negatively perceived the change experienced as a result of TKES as inconsequential, the time required to observe in classrooms was spent inequitably, and the challenges TKES presented to school climate required an intentional focus. They acknowledged TKES' benefits to professional learning and data-driven decision-making. The implications based upon these findings are included along with recommendations for future research.
