Exploring the Perceptions of Secondary Assistant Principals Toward Their Development as Instructional Leaders PDF Download
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Author: Ronnie B. Williams (Jr.)
Publisher:
ISBN:
Category : Assistant school principals -- Attitudes
Languages : en
Pages :
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Book Description
Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals' leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals' perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.
Author: Ronnie B. Williams (Jr.)
Publisher:
ISBN:
Category : Assistant school principals -- Attitudes
Languages : en
Pages :
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Book Description
Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals' leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals' perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.
Author: Jessica Marie Ramos Jones
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 0
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Book Description
The purpose of this study was to identify the perceptions of assistant principals as instructional leaders, pre- and post-COVID. This study addressed three research questions: 1) How do assistant principals define and enact instructional leadership? 2) What supports or hinders assistant principals' efforts to engage in instructional leadership/function as instructional leaders? 3) How has instructional leadership for assistant principals (d)evolved throughout the COVID-19 response efforts? Survey participants included 59 secondary Texas Region XI assistant principals, with 10 assistant principals participating in the interview portion of the study. A sequential explanatory mixed-methods design was used to examine elements of instructional leadership and how assistant principals perceived their roles. Rich, thick descriptions were used to convey assistant principals' perceptions as instructional leaders pre- and post-COVID. The findings revealed that assistant principals felt they enacted instructional leadership primarily by supporting teachers, visiting classrooms, participating in professional learning communities, and building relationships with teachers outside the classroom. Assistant principals felt supported as instructional leaders when their campus principal supported their work as instructional leaders and had support from their peers. Although the assistant principals interviewed were dedicated to being instructional leaders, factors that hindered them from doing this critical work included responding to "fires," managing time, and expectations from central administration and the community. As assistant principals navigated through the 2020-2021 school year, COVID-19 affected their roles as instructional leaders, often requiring campus leaders to focus on safety protocols over instruction. At the time the study concluded, the pandemic was still affecting schools, and long-term changes were unable to be identified.
Author: Stephanie Monet Winemiller
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 294
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Book Description
Instructional leadership must be consistent and pervasive in order for principals to lead schools and meet the ever-evolving needs of students. Over the years, the role of the building principal has evolved from building manager to instructional leader. While this evolution has engrossed much scholarly attention, minimal research has been conducted regarding the role of an assistant principal. The roles and responsibilities of assistant principals vary greatly depending on the principal, who determines the responsibilities he or she is willing to share or delegate to their assistant. To assist with providing consistent and pervasive instructional leadership, the role of the assistant principal must be called upon to develop instructional leadership. This qualitative study explored the unique experiences of two assistant principals practicing instructional leadership in a Pennsylvania high school. The intrinsic case study approach was selected in order to develop an in-depth description and analysis of how the assistant principals experience the dynamics of their relationship with their principal and the principal practices leading to the development of the assistant principals as instructional leaders. The researcher explored the central research question: How does the working relationship between a high school principal and assistant principals influence the assistant principals' instructional leadership? Additionally, the following sub-questions were explored: 1. How do high school administrators in a Pennsylvania district describe the essential skills and responsibilities of an instructional leader? 2. How do high school administrators in a Pennsylvania district describe the roles and responsibilities of assistant principals? 3. How do high school administrators in a Pennsylvania district describe principal practices that support assistant principals' instructional leadership? This qualitative case study extends current research and provides a greater understanding of how a high school principal in south, central Pennsylvania fosters the instructional leadership of his assistant principals. Data collection included semi-structured interviews and a review of documents, totaling 11 datasets. Data analysis yielded five major themes including: (a) Instructional Leaders Know and Show the Way, (b) Assistant Principals Serve as Liaisons, (c) Communication is Critical to Instructional Leadership, (d) Assembling a Strong Principal-Assistant Principal Team, and (e) Principals Facilitate the Leadership Development of Assistant Principals. Five primary results derived from the findings: (a) instructional leaders create and communicate a shared vision, provide teachers with individualized professional learning, and are committed to personal growth; (b) assistant principals and principals fulfill similar instructional leadership responsibilities; however, the role of the assistant principal is reactive in nature and the assistant principal serves as a liaison between the principal and all stakeholder groups; (c) principals and assistant principals must engage in open and honest communication in all directions in order to fulfill their leadership roles and increase their leadership growth, specifically with regard to instructional leadership; (d) when hiring an assistant principal, principals need to find a candidate that possesses a similar philosophy, but different strengths in order to assemble a strong, compatible team; and (e) principals must facilitate the leadership development of their assistant principals by getting to know their interests and strengths, empowering and supporting them, and providing meaningful leadership opportunities. The following recommended principal practices emerged during the research study. To assist with establishing the roles and responsibilities of assistant principals as instructional leaders, principals should: (a) foster professional learning networks to stay abreast of current best practices in education; (b) look for assistant principal candidates with similar philosophical beliefs, but varied strengths and differing skill sets; (c) create and communicate the specific roles and responsibilities of assistant principals; (d) assume the role of mentor and create opportunities to provide guidance to assistant principals while partaking in leadership tasks together; (e) spend time with their assistant principal every day; (f) schedule time each day to dialogue with their assistant principals--discussions should include brainstorming, planning, reflection, and feedback; (g) provide opportunities to assistant principals who align with the assistant principal's interests and strengths; (h) provide assistant principals with opportunities to communicate with all stakeholders; (i) delegate authentic, meaningful instructional leadership tasks to assistant principals; (j) model and hold high expectations for the assistant principal's instructional leadership; (k) identify teacher leaders and provide them with exposure to administrative activities and responsibilities; and (l) keep administrative teams intact as long as possible. The results could assist with redefining and restructuring the roles and responsibilities of assistant principals to include instructional leadership to improve student and school performance.
Author: Jonathan Mendelsohn
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 181
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Book Description
"The educational leadership literature has neglected to document the current practices of assistant principals in the public schools. This void does little to illuminate a current understanding of the role they play in school reform. The purpose of this phenomenological study was to provide an in-depth understanding of the experiences and challenges of six secondary assistant principals in an underperforming school district during a period of intense accountability. The research questions used to understand the current role are: What are the experiences of assistant principals engaged in the practice in underperforming urban schools? What are the perceptions of the challenges of the assistant principal position by those engaged in this practice in underperforming urban schools? The emerging themes included role perception and role experiences, experiences in the context of school reform, perceived challenges, and insight into future recommendations. The results of this study confirm that assistant principals continue to be responsible for student discipline and school operational tasks. However, over time as experience is gained, they perform a new and emerging instructional leadership role"--Author's abstract.
Author: Scotty Ryan Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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Book Description
This study compared perceptions of principals and assistant principals to examine the skills and traits necessary for one to be successful as an assistant principal. Research on the role of the assistant principal is limited. Over the last several years there have been major reforms in education such as the No Child Left Behind Act of 2001 that constitute a re-examination of all roles in K-12 schools. An online survey was used to gather data from assistant principal and principals in the State of Mississippi.Overall, 9 out of the 10 variables are significant except problem solving in the second MANOVA which reports the results of the comparison of the first year assistant principals and principals. This variable showed no significant difference between assistant principals and principals in regards to problem solving with a significance of .239. In each of these variables assistant principals rated the skills as more important than principals. The results of this study suggest that school districts and state departments of education should consider providing more training for assistant principals and principals about instructional leadership.
Author: Sandra Mattocks
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This research study examines the perceptions of the assistant principal's role in school leadership in an effort to understand the opportunities and constraints inherent in current configurations of the assistant principal position and whether and how those opportunities and constraints might affect an instructional leadership role. The study is organized around the following key research questions: (1) What does the current role of assistant principals look like? (2) How are the role requirements and responsibilities determined and what is the intent? (3) In what ways, or to what extent, can these assigned tasks and responsibilities be seen as preparation for the principalship? (4) What trainings and experiences do assistant principals perceive to be missing from their current role that could assist them in assuming a principal position? This study concluded that although the role of the assistant principal still remains mired in managerial and clerical duties, such as attendance and discipline, the role of today's assistant principal appears to have expanded to one that includes staff supervision, instructional leadership, and curriculum development. Results from this study suggest that while the principal is still a strong influence over the role requirements and responsibilities of assistant principals, this influence is more positive rather than negative. While the respondents identified finance, school law and special education as key areas that are still largely missing from their work assignments, the data from this study showed that principals are currently providing instructional leadership opportunities that allow for their assistant principals to grow their leadership skills and be seen as leaders.
Author: Richard Martin Gonzales
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
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Book Description
Research has documented the need for school districts to recruit and retain qualified school leaders capable of navigating the organizational challenges for school improvement, particularly in high-poverty, low-achievement contexts. Recently, scholars have studied principal pipeline structures implemented by school districts to recruit and retain effective principals. A key finding of this research is that clearly-defined standards and performance criteria can inform school districts' strategic identification and development of individuals with the potential to become effective principals. Further research is needed to understand and define potential and readiness for the principalship in assistant principals, commonly the largest candidate group in a principal pipeline. I used a qualitative case study design to investigate veteran principals' perceptions about potential and readiness for the principalship in assistant principals. Six principals in one urban school in Texas were purposefully selected based on their experience with supporting, developing, and/or endorsing former assistant principals for promotion to the principalship while under their supervision. I collected data through questionnaires and in-depth interviews to understand this phenomenon through the informants' lived experience. I found that the principals view professional competence and personal dispositions as indicators of potential and readiness for the principalship. They believe an assistant principal's potential to perform as a principal is evident in the processes and products of their work, but they don't believe all high-potentials are necessarily ready to become principals. Shared leadership was instrumental to developing readiness for the principalship in their assistant principals, and developing capacity by building on strength and targeting weakness worked equally well in their experience. Using these findings and existing research, I identify state and district-level policy implications for the field. I also make recommendations for further study of this topic in the future.
Author: Christopher Colwell
Publisher: Rowman & Littlefield
ISBN: 1475811071
Category : Education
Languages : en
Pages : 173
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Book Description
Far too little attention has been paid to the role that assistant principals have in the development of high performing schools. Impact provides specific, practical, and replicable leadership strategies for today’s assistant principal. Impact describes how to build meaningful principal/assistant principal leadership teams. The opportunities that assistant principals have to be the instructional leader of the school and the voice of the faculty, and the principal; in other words, how to “lead from the middle” are examined. Impact is a practitioner’s guide for the assistant principal striving to be a school leader. Target audiences include teachers wishing to become assistant principals, current assistant principals looking to excel and lead careers of significance, colleges of education working with graduate students who are being trained in P-12 school administration, and sitting school principals looking to expand the often under-utilized, potential of the assistant principal. This book examines the art and science of the assistant principal as a school leader; as a leader who impacts the lives of teachers and students. Great assistant principals matter.
Author: Alan R. Shoho
Publisher: IAP
ISBN: 1617356190
Category : Education
Languages : en
Pages : 197
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Book Description
This edited book highlights the importance and complexity of the assistant principalship. As noted in all the chapters, the assistant principal is a critical partner in creating a professional learning community that serves all students well. Often neglected or ignored in the literature, assistant principals are more than disciplinarians and student or building managers. In the best of all worlds, they provide the professional support and partnership with their principals to create high-performing schools. Unfortunately, as noted in some of the chapters, the ideal and actual roles that assistant principals exercise often create a gap that seethes with disillusionment and dissatisfaction. The challenge for the profession is to better align the roles and expectations of assistant principals so that they can experience the best of being a school leader.
Author: Lori J. Simon
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 456
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Book Description
Growing demands on school leaders to improve student achievement require highly effective leaders who can provide instructional leadership and create a positive culture for teaching and learning. Assistant principals are expected to work in partnership with principals as instructional leaders in this work. This qualitative study explored the Minnesota principal licensure competencies assistant principals perceive to be the most critical to their ongoing development as instructional leaders, and the extent to which assistant principals, principals, and district leaders perceive their school district is providing professional development and support in growing assistant principal instructional leadership capacity. The findings for this study were generated from analysis of interviews, a focus group, observations, and professional development documents. Assistant principals consider diversity leadership, knowledge and support of effective instruction, and the art of leading adults to be areas needing further growth. The results indicate the school district instructional leadership and supports for assistant principals identified to be most valuable, and recommendations for districts to consider in the development of assistant principals as instructional leaders. While this study just scratched the surface related to this topic, it also did uncover some areas that deserve further research.
