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Author: Neil M. Broxterman
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 142
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Book Description
This study examined the perceptions of teachers, principals, and assistant principals of teachers' actions, leadership characteristics, and personalities that were associated with teachers' potential to become future principals. Thirteen building administrators and 83 K-12 teachers participated in this study. Data was collected using two online surveys, open-ended questions, and eight personal interviews. Building administrators identified "persevering in challenging teaching situations," "teachers' collaboration with peers to improve instruction," and "leading a school initiative" as teachers' actions strongly associated with leadership potential. Additionally, building administrators believed that strong interpersonal skills, showing initiative, and acting with integrity were leadership characteristics desired in future principals. Conscientiousness and emotional stability were recognized as important personality traits in future principals by building administrators. Teachers reported that perseverance in difficult teaching situations, collaborating with peers, and getting involved in leadership experiences as important teachers' actions associated with becoming a principal. Interpersonal skills, acting with integrity, and having respect of peers were valuable leadership characteristics of potential principals reported by teachers. Teachers concurred with building administrators that both conscientiousness and emotional stability were key personality traits. Furthermore, teachers, principals, and assistant principals agreed that persevering in difficult teaching situations, collaborating with peers, and accepting new initiatives were linked to potential as a principal. Finally, the results revealed both participant groups valued having a vision for student achievement, strong interpersonal skills, and acting with integrity as significant leadership characteristics in the talent identification process.
Author: Neil M. Broxterman
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 142
Get Book Here
Book Description
This study examined the perceptions of teachers, principals, and assistant principals of teachers' actions, leadership characteristics, and personalities that were associated with teachers' potential to become future principals. Thirteen building administrators and 83 K-12 teachers participated in this study. Data was collected using two online surveys, open-ended questions, and eight personal interviews. Building administrators identified "persevering in challenging teaching situations," "teachers' collaboration with peers to improve instruction," and "leading a school initiative" as teachers' actions strongly associated with leadership potential. Additionally, building administrators believed that strong interpersonal skills, showing initiative, and acting with integrity were leadership characteristics desired in future principals. Conscientiousness and emotional stability were recognized as important personality traits in future principals by building administrators. Teachers reported that perseverance in difficult teaching situations, collaborating with peers, and getting involved in leadership experiences as important teachers' actions associated with becoming a principal. Interpersonal skills, acting with integrity, and having respect of peers were valuable leadership characteristics of potential principals reported by teachers. Teachers concurred with building administrators that both conscientiousness and emotional stability were key personality traits. Furthermore, teachers, principals, and assistant principals agreed that persevering in difficult teaching situations, collaborating with peers, and accepting new initiatives were linked to potential as a principal. Finally, the results revealed both participant groups valued having a vision for student achievement, strong interpersonal skills, and acting with integrity as significant leadership characteristics in the talent identification process.
Author: Anahit Byatt Marshall
Publisher:
ISBN:
Category : Children of minorities
Languages : en
Pages : 172
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Book Description
Author: Christina J. Harris
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
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Book Description
The goal of this study was to determine how one school district’s Principal Pipeline Program supported aspiring leaders in their journey towards effective school leadership. Using a convergent design, the researcher utilized teacher perception surveys, administrator evaluation data, and focus group feedback from the aspiring leaders to measure program impact. Program elements included pre-service leadership training, a full-year internship as a building-based assistant principal, and context-based mentoring from school principals. Results indicated that by the end of the internship year, Pipeliners were statistically similar to assistant principals in their leadership behaviors as perceived by teachers and also in their evaluation outcomes observed by supervisors. Implications and suggestions for future research in aspiring school-leader development have been included.
Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
ISBN: 1118238923
Category : Education
Languages : en
Pages : 417
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Book Description
Paul Bambrick-Santoyo (Managing Director of Uncommon Schools) shows leaders how they can raise their schools to greatness by following a core set of principles. These seven principles, or "levers," allow for consistent, transformational, and replicable growth. With intentional focus on these areas, leaders will leverage much more learning from the same amount of time investment. Fundamentally, each of these seven levers answers the core questions of school leadership: What should an effective leader do, and how and when should they do it. Aimed at all levels of school leadership, the book is for any principal, superintendent, or educator who wants to be a transformational leader. The book includes 30 video clips of top-tier leaders in action. These videos bring great schools to you, and support a deeper understanding of both the components of success and how it looks as a whole. There are also many helpful rubrics, extensive professional development tools, calendars, and templates. Explores the core principles of effective leadership Author's charter school, North Star Academy in Newark, New Jersey, received the highest possible award given by the U.S. Department of Education; the National Blue Ribbon Print version includes an instructive DVD with 30 video clips to show how it looks in real life. E-book customers: please note that details on how to access the content from the DVD may be found in the e-book Table of Contents. Please see the section: "How to Access DVD Contents" Bambrick-Santoyo has trained more than 1,800 school leaders nationwide in his work at Uncommon Schools and is a recognized expert on transforming schools to achieve extraordinary results.
Author: Teri Marie Preisler
Publisher:
ISBN:
Category :
Languages : en
Pages : 151
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Book Description
This dissertation examines the perceptions of the participants in the Institute of Engaged Principal Leadership at the start and conclusion of their first year of sessions. The study used a single case study qualitative research approach incorporating semi-structured interviews questions, researcher observations, and review of documents throughout the 2012-2013 initial year of the Institute. The results indicate themes of growth within the participants' beliefs, confidence, focus on equity and student-centered school climate, and a need for networking within the educational leadership roles. Based upon these results, recommendations are provided for future Institutes as well as preparation programs for teachers and principals.
Author: Barbara D. McKinney
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 117
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Book Description
The school principal is accountable for an environment conducive to learning. Qualified leaders improve student learning and affect the perceptions of members of the organization and their intention to stay. The responsibilities for school success and the shortage of applicants make it imperative that qualified principals are recruited and hired. Effective screening programs can ensure the candidates selected are prepared for leadership positions. Teachers' perceptions of their principal's leadership are related to job satisfaction, job resignation, and transfers. Therefore, teachers' perceptions of principals provide a basis to evaluate the quality of principals' leadership. The effectiveness of a principal leadership-screening instrument on teacher perceptions and teacher retention was examined. Two groups of principals were analyzed-those principals who completed the PrincipalInsight process and those who did not. Data were collected from a staff perception survey and teacher retention records. The PrincipalInsight scores of the principals who were hired did not correlate to the teacher ratings from the staff perception survey. Nor did the PrincipalInsight scores correlate with retention rates at schools with novice principals. Therefore, the recruitment and hiring of candidates for principal based on scores from the PrincipalInsight is a matter for concern. However, findings indicated a significant correlation between the teacher ratings and teacher retention for veteran principals. Recommendations include using veteran teachers to prescreen and evaluate candidates in light of, and with respect to the criteria developed for the screening program. The findings suggest veteran principals provide a sense of community where teachers feel valued, supported, and applauded for their talents and skills, which encourages them to remain employed at their schools. Efforts must be made to implement professional development for new principals to facilitate an understanding for the necessity of building relationships, peer support, and a community for teachers, which are major factors in retaining teachers. The findings provide information on structured screenings and their effectiveness in leadership hiring practices. Information from this study can serve to establish a protocol for the hiring of quality applicants for principal position. The participation of veteran principals and teachers is strongly encouraged in the process of the selection of new principals as their expertise and knowledge is most aligned with the responsibilities needed for present leadership positions.
Author: Dan C. Lortie
Publisher: University of Chicago Press
ISBN: 0226493504
Category : Social Science
Languages : en
Pages : 284
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Book Description
When we think about school principals, most of us imagine a figure of vague, yet intimidating authority—for an elementary school student, being sent to the principal’s office is roughly on par with a trip to Orwell’s Room 101. But with School Principal, Dan C. Lortie aims to change that. Much as he did for teachers with his groundbreaking book Schoolteacher, Lortie offers here an intensive and detailed look at principals, painting a compelling portrait of what they do, how they do it, and why. Lortie begins with a brief history of the job before turning to the daily work of a principal. These men and women, he finds, stand at the center of a constellation of competing interests around and within the school. School district officials, teachers, parents, and students all have needs and demands that frequently clash, and it is the principal’s job to manage these conflicting expectations to best serve the public. Unsurprisingly then, Lortie records his subjects’ professional dissatisfactions, but he also vividly depicts the pleasures of their work and the pride they take in their accomplishments. Finally, School Principal offers a glimpse of the future with an analysis of current issues and trends in education, including the increasing presence of women in the role and the effects of widespread testing mandated by the government. Lortie’s scope is both broad and deep, offering an eminently useful range of perspectives on his subject. From the day-to-day toil to the long-term course of an entire career, from finding out just what goes on inside that office to mapping out the larger social and organizational context of the job, School Principal is a truly comprehensive account of a little-understood profession.
Author: Susan M. Gates
Publisher:
ISBN: 9781977401939
Category : School management and organization
Languages : en
Pages : 0
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Book Description
This report describes the implementation of The Wallace Foundation's Principal Pipeline Initiative and its effects on student achievement, other school outcomes, and principal retention.
Author: Nichole Hendrickson-Tartar
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 145
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Book Description
The purpose of this qualitative study was to examine the perceptions of administrators and teachers of the qualities and barriers to English Language Learners being identified in gifted and talented education. The study explored the perceptions of 15 administrators and 110 teachers in five school districts in southeastern and southcentral Pennsylvania through an online survey. The data was collected from building level and district level administrators including Special Education Directors and classroom, English Language Learners, gifted and talented, and special areas teachers. Data sources used in this study included Likert scales questions, open ended questions, multiple choice questions, and interviews. One on one interviews with five participants provided insight and clarification from the survey. The results of this study indicated that participants had varying perceptions towards what qualities a student needs to be identified as gifted and talented. Administrators and teachers felt being able to comprehend abstract ideas and think abstractly with logical, insightful, and advance understanding were qualities necessary for a student to have when contemplating gifted and talented education. A majority of the participants agreed ELLs may encounter barriers when being considered for gifted and talented education. Both sets of participants stated teacher observations were significantly important and parent referrals were paramount in setting the identification process into motion. Lastly, this study revealed that neither administrators nor teachers have had significant exposure or opportunities to work with ELLs that may also be gifted and talented.
Author: Michelle D. Young
Publisher: Routledge
ISBN: 1317531892
Category : Education
Languages : en
Pages : 449
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Book Description
The Handbook of Research on the Education of School Leaders brings together empirical research on leadership preparation and development to provide a comprehensive overview and synthesis of what we know about preparing school leaders today. With contributions from the field’s foremost scholars, this new edition investigates the methodological foundations of leadership preparation research, reviews the pedagogical and curricular features of preparation programs, and presents valuable insights into the demographic, economic, and political factors affecting school leaders. This volume both mirrors the first edition’s macro-level approach to leadership preparation and presents the most up-to-date research in the field. Updates to this edition cover recent state and federal government efforts to improve leadership in education, new challenges for the field, and significant gaps and critical questions for framing, researching, evaluating, and improving the education of school leaders. Sponsored by the University Council of Educational Administration (UCEA), this handbook is an essential resource for students and scholars of educational leadership, as well as practitioners, policymakers, and other educators interested in professional leadership. .
