Author: David Newman
Publisher:
ISBN:
Category : Employee selection
Languages : en
Pages : 230
Book Description
The principalship is a critical role that impacts the overall success of a school (Marzano, Waters, & McNulty (2005). Small suburban districts frequently engage in, and have well established processes for, hiring teachers. Vacancies in the principalship occur more rarely (Goldring & Taie, 2018), resulting in less established processes for hiring, including posting, screening, interviewing, and selecting candidates. To better understand how suburban districts in a region of a midwestern state engage in this infrequent, yet important process, the researcher enlisted a descriptive, holistic case study of four suburban school districts that had recently hired an elementary principal. Employing a semi-structured interview approach, the researcher interviewed superintendents or human resource managers in each of the districts and gathered artifacts related to their hiring process. Teachers and principals who were part of the formal selection committee were also interviewed to learn more about their perceptions of the process. Using the conceptual framework based on NewSchools’ (2008) recommendations for principal selection and a selection utility analysis model advocated by Boudreau, Sturman, and Judge (1994) as the theoretical framework, the researcher analyzed and compared each district’s selection process to the conceptual and theoretical frameworks. Despite technical differences in the details of the process, each organization was able to develop an individual process intentionally aligned to their own organizational values. In the process of screening candidates, cover letters and letters of recommendation greatly impacted a candidate's likelihood of being interviewed in each district. Interview team participants all identified how their input had meaning in the decision making process when selecting their preferred candidate. The process also yielded distinctions among the districts in the selection process. Those included utilizing candidate profile listening sessions and how interviews were structured in the first and second rounds. After the results are presented, a series of recommendations are made that school and district leaders can use to affirm, plan, and clarify their elementary principal selection process.
A Qualitative Multi-site Case Study of how Elementary Principals are Selected in Suburban School Districts in Southeastern Wisconsin
Author: David Newman
Publisher:
ISBN:
Category : Employee selection
Languages : en
Pages : 230
Book Description
The principalship is a critical role that impacts the overall success of a school (Marzano, Waters, & McNulty (2005). Small suburban districts frequently engage in, and have well established processes for, hiring teachers. Vacancies in the principalship occur more rarely (Goldring & Taie, 2018), resulting in less established processes for hiring, including posting, screening, interviewing, and selecting candidates. To better understand how suburban districts in a region of a midwestern state engage in this infrequent, yet important process, the researcher enlisted a descriptive, holistic case study of four suburban school districts that had recently hired an elementary principal. Employing a semi-structured interview approach, the researcher interviewed superintendents or human resource managers in each of the districts and gathered artifacts related to their hiring process. Teachers and principals who were part of the formal selection committee were also interviewed to learn more about their perceptions of the process. Using the conceptual framework based on NewSchools’ (2008) recommendations for principal selection and a selection utility analysis model advocated by Boudreau, Sturman, and Judge (1994) as the theoretical framework, the researcher analyzed and compared each district’s selection process to the conceptual and theoretical frameworks. Despite technical differences in the details of the process, each organization was able to develop an individual process intentionally aligned to their own organizational values. In the process of screening candidates, cover letters and letters of recommendation greatly impacted a candidate's likelihood of being interviewed in each district. Interview team participants all identified how their input had meaning in the decision making process when selecting their preferred candidate. The process also yielded distinctions among the districts in the selection process. Those included utilizing candidate profile listening sessions and how interviews were structured in the first and second rounds. After the results are presented, a series of recommendations are made that school and district leaders can use to affirm, plan, and clarify their elementary principal selection process.
Publisher:
ISBN:
Category : Employee selection
Languages : en
Pages : 230
Book Description
The principalship is a critical role that impacts the overall success of a school (Marzano, Waters, & McNulty (2005). Small suburban districts frequently engage in, and have well established processes for, hiring teachers. Vacancies in the principalship occur more rarely (Goldring & Taie, 2018), resulting in less established processes for hiring, including posting, screening, interviewing, and selecting candidates. To better understand how suburban districts in a region of a midwestern state engage in this infrequent, yet important process, the researcher enlisted a descriptive, holistic case study of four suburban school districts that had recently hired an elementary principal. Employing a semi-structured interview approach, the researcher interviewed superintendents or human resource managers in each of the districts and gathered artifacts related to their hiring process. Teachers and principals who were part of the formal selection committee were also interviewed to learn more about their perceptions of the process. Using the conceptual framework based on NewSchools’ (2008) recommendations for principal selection and a selection utility analysis model advocated by Boudreau, Sturman, and Judge (1994) as the theoretical framework, the researcher analyzed and compared each district’s selection process to the conceptual and theoretical frameworks. Despite technical differences in the details of the process, each organization was able to develop an individual process intentionally aligned to their own organizational values. In the process of screening candidates, cover letters and letters of recommendation greatly impacted a candidate's likelihood of being interviewed in each district. Interview team participants all identified how their input had meaning in the decision making process when selecting their preferred candidate. The process also yielded distinctions among the districts in the selection process. Those included utilizing candidate profile listening sessions and how interviews were structured in the first and second rounds. After the results are presented, a series of recommendations are made that school and district leaders can use to affirm, plan, and clarify their elementary principal selection process.
Use of the Interview Process in Selecting Elementary School Principals in Wisconsin
Author: John Edison Rockwell
Publisher:
ISBN:
Category :
Languages : en
Pages : 376
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 376
Book Description
Simply Different
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Rural school districts must comply with the rules set forth through federal legislation such as No Child Left Behind (NCLB) in exchange for their share of federal education funds. In general, research shows that when policy is conceived, it is framed with urban school districts in mind; rural schools must apply rules designed for urban schools onto their rural contexts. This qualitative case study analysis of two rural school districts aims to demonstrate how seemingly general policies complicate educational practices in rural schools. The research questions attempt to address the consequences of one-size-fits-all educational policies imposed in rural Title I schools. This study identifies the sources of conflict that emerge as rural school districts attempt to comply with the provisions of NCLB. Related to the sources of conflict, this study identifies how specific factors, either in the design of the education policy or in local context and circumstances, hinder compliance with NCLB. This comparative case study analyzes interviews, NCLB monitoring documents, and artifacts from each community to understand the context in which rural schools operate. A comparison and analysis of the case studies determined that 1) burdens on rural schools can be reduced through modification of policies when the context of rural schools is taken into account during the policy design phase, 2) local contexts and local leadership capacity determine the success or failure of policy, and 3) federal dollars can be leveraged to improve local initiatives. This study adds nuance to the critique of "one-size-fits-all" policies applied onto different local settings and examines how rural schools maintain compliance with the federal regulations
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Rural school districts must comply with the rules set forth through federal legislation such as No Child Left Behind (NCLB) in exchange for their share of federal education funds. In general, research shows that when policy is conceived, it is framed with urban school districts in mind; rural schools must apply rules designed for urban schools onto their rural contexts. This qualitative case study analysis of two rural school districts aims to demonstrate how seemingly general policies complicate educational practices in rural schools. The research questions attempt to address the consequences of one-size-fits-all educational policies imposed in rural Title I schools. This study identifies the sources of conflict that emerge as rural school districts attempt to comply with the provisions of NCLB. Related to the sources of conflict, this study identifies how specific factors, either in the design of the education policy or in local context and circumstances, hinder compliance with NCLB. This comparative case study analyzes interviews, NCLB monitoring documents, and artifacts from each community to understand the context in which rural schools operate. A comparison and analysis of the case studies determined that 1) burdens on rural schools can be reduced through modification of policies when the context of rural schools is taken into account during the policy design phase, 2) local contexts and local leadership capacity determine the success or failure of policy, and 3) federal dollars can be leveraged to improve local initiatives. This study adds nuance to the critique of "one-size-fits-all" policies applied onto different local settings and examines how rural schools maintain compliance with the federal regulations
A qualitative multi-site case study
Author: Loukisha Preyear
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Recruiting and Selecting Principals in an Era of Accountability
Author: Melissa T. M. Thompson
Publisher:
ISBN:
Category :
Languages : en
Pages : 368
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 368
Book Description
Principal Effectiveness and School Quality in Wisconsin Public Elementary Schools
Author: Merle Sandford Sweet
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 392
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 392
Book Description
The Political Process of Implementing Selected State Standards in Small Rural Wisconsin School Districts
Author: Laurie Drossart Hittman
Publisher:
ISBN:
Category :
Languages : en
Pages : 560
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 560
Book Description
Satisfaction of Selected Wisconsin Public High School Teachers with the Decision to Adopt Site-based Management
Author: Daniel L. Woll
Publisher:
ISBN:
Category :
Languages : en
Pages : 272
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 272
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608
Book Description
Criteria Used by Superintendents in the Selection of Beginning Building Principals in Certain Wisconsin Schools
Author: Harold Gillingham Stewart
Publisher:
ISBN:
Category : Principal-superintendent relationships
Languages : en
Pages : 288
Book Description
Publisher:
ISBN:
Category : Principal-superintendent relationships
Languages : en
Pages : 288
Book Description