Shared Leadership Perceptions in a Turnaround Elementary School PDF Download
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Author: Kimberly Miles
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 205
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Book Description
Author: Kimberly Miles
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 205
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Book Description
Author: Shalewa JeTawn Thrash
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
In this study, based on responses to a modified version of Harrelson's School Improvement Survey, the researcher examined the differences, if any, in the perceived support available to PK-8 teachers, instructional coaches, administrators, paraprofessionals, and support staff in a new PK-8 turnaround school in a southern state during the second year of turnaround implementation. The researcher chose a modified case study design to investigate differences in the perceived support available and the needs of study participants during turnaround based upon position title and years of experience in each person's current role at a PK-8 school. The data revealed that participants shared similar perceptions of available support during year two of a turnaround despite the participants' various position titles within the school and years of experience. Perceptions of available support themes included developing culture, team collaboration, shared leadership and celebrating students and teachers, On the other hand, the study participants reported having different needs during the turnaround based upon their years of experience. The themes that emerged from the perceived needs of study participants included open communication, instructional resources and professional development. Results of this study can inform and direct school and district leaders' decision-making procedures when planning and assessing turnaround implementation in low performing schools.
Author: Michael Fullan
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 152
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Book Description
The real reform agenda -- Turning schools around -- Change -- Turning a whole system around.
Author: Kenneth Leithwood
Publisher: John Wiley & Sons
ISBN: 0470767170
Category : Education
Languages : en
Pages : 310
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Book Description
LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
Author: Rebecca Jamme Savage
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The school turnaround initiative and school reform have been focal points of the national education conversation since the Elementary and Secondary Education Act (ESEA) of 1965 was enacted by Congress under the Johnson Administration. No Child Left Behind (NCLB, 2001) built upon the concept of equal access to a high-quality education for all children with a heavy emphasis on academic standards and high-stakes assessment. This focus on student achievement-backed accountability put pressure on states and districts to ensure that all schools performed at high levels. When significant resources are allocated to schools in need of improvement, the importance of sustaining successful turnaround is paramount. This case study focuses on a single elementary school that achieved sustained success after a turnaround under the Florida School Grade accountability model. This case study provides insight into the perceptions of key members of the school leadership team, including the principal, assistant principal, teacher leader, and others, in regard to what systems and practices were established and utilized during and after the school turnaround period. The findings of this study offer additional research on sustained school turnaround efforts.
Author: Bruce G. Barnett
Publisher: IAP
ISBN: 1623963842
Category : Education
Languages : en
Pages : 291
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Book Description
Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Author: Alusine Conteh
Publisher:
ISBN:
Category :
Languages : en
Pages : 235
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Book Description
In the educational reform process it is significant to acknowledge that effective leadership matters when it comes to school improvement activities. Educators are constantly faced with federal, state, and local district mandates: it would be unwise to consider the principal as the only individual to provide leadership for school improvement. Therefore, a distributive perspective to leadership is a paradigm shift with a central focus on leadership that is collectively shared by administrators and teachers. The purpose of this phenomenological study was to explore teacher leaders' perceptions on the distributive leadership practices and its possible impact on student outcomes. Data were collected by conducting semi-structured interviews with teacher leaders and principals from five participating school sites, ten teacher leaders responded to a paper-pencil anonymous surveys, field observations were completed at participating sites, and document review was completed which included California State Test (CST) report from three school years (2010 – 2012), and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for 2014-2015 school year. The distributed leadership concept offers a considerable platform for studying leadership as collective rather than an individual practice. Based on the literature, five conclusions were drawn and recommendations were made regarding implications for future practice. First, the findings indicated that the principal has a pivotal role to play in influencing distributed leadership practices which will have a positive impact on student achievement. Second, the findings revealed that teacher leaders were more inclined to participate in distributed leadership when they were encouraged by the principal and invited to perform leadership roles. Third, the findings also indicate that at these participating sites, there were structures within the organizations that harnessed teacher leadership – the ability to encourage colleagues to change, Fourth, the findings indicated that through collaborative practices, teacher leaders and principals were successful providing leadership for the participating school sites that led to positive impact on student outcomes. Last, the findings indicated that teacher leaders overwhelmingly shared they wanted to be considered as professionals by allowing them the freedom to practice instructional autonomy. The positive impact of "Enabling Others to Act" and "Inspiring a Shared Vision" implies that a distributive perspective may lead to school improvement.
Author: Marlene M. Johnson
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 466
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Book Description
Author: Wendy Westsmith
Publisher:
ISBN: 9781321450200
Category : Dissertations, Academic
Languages : en
Pages : 217
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Book Description
"This study sought to determine teachers' perceptions of development of their leadership capacity and relational trust when a school shifted from principal-centered leadership toward shared leadership. In this study, shared leadership was defined as occurring when leaders and followers act reciprocally in their leadership actions and roles. The literature reviewed included research on effective school leadership and the characteristics of high performing schools in two large scale studies--Louis et al.'s (2010) Investigating the Links to Student Learning and Shannon and Bylsma's (2007) Nine Characteristics of High-Performing Schools. This study, based on the participatory action research model, was grounded in the work of Linda Lambert, a prominent theorist in shared leadership who suggests that a collaborative leadership process between teachers and principals is possible and may lead to high capacity, high performing schools. Three sources of data were collected: before-after surveys, reflective essays, and a peer reviewer protocol. The data revealed that teachers perceived an increase in those skills, dispositions, and knowledge features related to leadership capacity after the transition to shared leadership. The findings suggest that shared leadership and its partner, relational trust, play crucial roles in creating leadership capacity among teachers and administrators."--Abstract, p. 1.
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
