Author: Jason Mathew Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
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Book Description
With the increased transparency and accountability of a single letter grade system used to represent a school's overall effectiveness, school and district leaders are under increased pressure to quickly improve campus and district letter grades. It is important to understand how those influences impact the perceptions, responses, and actions of district central office leadership and staff. Although there is an abundant amount of research that reveals what successful schools have done to quickly improve student performance, evidence of how districts have intentionally structured their central offices and district-level structures to support campus-level turnaround is still limited. Therefore, the purpose of this study was to investigate the organizational structures and support systems that school and district leaders perceive to have the greatest impact on turnaround efforts and sustained academic achievement in an A-F accountability system. This study explored how one Texas school district positioned its central office to support school improvement efforts that led to improved letter grade ratings at its underperforming schools. This study expanded on current research, identifying specific district systems that positively impacted school turnaround efforts. This study uncovered the importance of removing the bureaucratic barriers that can impede improvement efforts that are often pushed down from central office. Findings of this study suggested that fostering a strong coherence between central office and campuses by investing in intermediary positions, along with clear and efficient means to communicate information and for campus leaders to request support, is pertinent to removing those bureaucratic barriers. Findings also suggested that collecting and analyzing evidence from district assessments allows central office staff to provide differentiated support based on campus needs. Moreover, a reinforced culture of ownership and a collective, "eyes on" approach with stakeholders at all levels of the organization held equally accountable for results, provided further examples of district practices that positively impact campus outcomes. And finally, this study revealed the importance of staff at all levels of the organization having a strong shared belief that all students can perform at equally high levels and that turnaround is possible
Author: Lyndon B. Johnson School of Public Affairs. Policy Research Project on Texas Public Education Reform
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
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Book Description
Author: Gene B. Preuss
Publisher: Texas A&M University Press
ISBN: 1603443746
Category : Education
Languages : en
Pages : 154
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Book Description
Gene B. Preuss examines not only the public policy wrangling and historical context leading up to and surrounding the Gilmer-Akin legislation, but also places the discussion in the milieu of the national movement for school reform.
Author: Governor's Business Council (Tex.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 15
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Book Description
Author: Lisa Ann McClard Bertrand
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Focusing on classroom teachers in grade three to five classrooms, this book determines, which methods most help students to achieve at the mandated levels.
Author: Joseph F. Murphy
Publisher: Springer
ISBN: 3030014347
Category : Education
Languages : en
Pages : 170
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Book Description
This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.
Author: Texas Education Agency
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 62
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Book Description
Author: Texas. Legislative Budget Board
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 65
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Book Description
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
Author: Shannon Marie Luis
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 234
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Book Description
Across the United States, individual states have taken the mandates from No Child Left Behind (NCLB), which originated in 2001 as part of the Reformation Era (Foley & Nelson, 2011), and created improvement structures to support schools in need of improvement. The concern with this process is in the description of how the school improvement structures are developed and presented to schools. The clear message is that principals are to implement these structures regardless of how they feel about their worth. Miller-Williams and Kritsonis (2009) challenged this when they reported, "Leaders perform a valuable service when they discern that a venerated system or process has outlived its usefulness, or that it is operating as originally designed but against the organization's overall purpose" (p.2). The purpose of this phenomenological study was to describe the lived experiences of principals participating in one such school improvement structure mandated in Texas, the Texas Accountability Intervention System (TAIS). Included in this description of their experiences with the phenomena of TAIS, is their perception of how their feedback is used to inform this system at the State level. This study focused on answering the following research questions: What are the lived experiences of principals connected by, and participating in, the phenomenon of the TAIS process? How do these principals perceive their feedback is utilized to inform adjustments in the TAIS process by the State of Texas? What recommendations for the TAIS process would principals make to the State, given the opportunity? This research applied the theoretical framework of Distributed Leadership Studies (DLS). The DLS framework posits that, "Leadership activity is constituted - defined or constructed - in the interaction of leaders, followers, and their situation in the execution of particular leadership tasks (Spillane, Halverson, & Diamond, 2004, p. 10). The key aspect of the framework is in the interaction of leaders and followers within their situation. While Spillane's work applied the DLS framework to schools specifically, with the principal as the leader and teachers as followers, I argue that this same framework applies to the State level of education. The connection in this research study is made between the DLS framework and the Texas Education Agency as the leader and school leaders as the followers. The DLS perspective shifts the unit of analysis from the individual to a web of leaders, followers, and the situation (Spillane et al., 2004), and the State has the opportunity to use the web of leaders in schools to its advantage. Rather than simply allow state and federal governments to continue to impose their school reform ideas on school districts and schools, this research included interviews with five principals of schools in central and south Texas who completed the TAIS process within the last two years. This provided the opportunity to hear from a group of principals who have lived experiences with the same phenomena, the TAIS process, while in the same role, school Principal. It also provided insight into their perception of how their feedback on the TAIS process, once completed, is used at the State level to further inform the process in the future. The key findings from this research study, in connection to the research questions were: (1) There is an absence of Principal feedback at the State level in regards to the TAIS process and its implementation and (2) Principals have strong and viable recommendations to offer the State that will serve to improve the TAIS process.
