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Author: Colette Dowling (M.) Publisher: ISBN: Category : Academic achievement Languages : en Pages : 201
Book Description
Even though the role of the assistant principal originated in the 1800s, it has been given very little attention in the literature. Little, if anything, has been done to define this role or to provide training for those who serve in this capacity. In most school systems, the assistant principalship is the training-ground for the principalship and it also is the starting position for the majority of assistant principals who expect to move upwards into other areas of school administration. In addition, the last two decades have brought about changing job pressures and expectations for the principal and the assistant principal. Because the assistant principal is frequently more actively engaged in the lives of students than is the principal, this administrator also helps to establish the culture of the building. Therefore, it seemed relevant to study the role of the assistant principal to determine the typical range of duties engaged in and to identify how school districts might profit from the more effective use of this valuable resource. This study investigates the relationship between the assistant principal's instructional and transformational leadership style and student achievement. Student achievement was measured on the Ohio report card by the Adequate Yearly Progress rating, the Performance Index score and the school's Designation. Designation is the most representative of the three state scores because this score combines multiple measures of both the Adequate Yearly Progress score (AYP) and the Performance Index. An ex post facto design was utilized for this study. Participants, consisting of 100 assistant principals from rural, suburban and urban school districts throughout Ohio, were asked to complete a questionnaire that was developed by the researcher and entitled the Leadership Questionnaire for the Assistant Principal (LQAP). The questionnaire asked each respondent to rate the amount of time they spent during their work day engaged in a range of instructional and transformational leadership behaviors. Student achievement results for each building in which the assistant principals worked were then gathered from the Ohio Department of Education and correlated with the level of instructional and transformational tasks that the assistant principals reported. Three of the hypotheses tested were found to be significant. When both instructional and transformational leadership style were combined, they accounted for a significant amount of variance in predicting the school's performance on the Designation rating. In addition, instructional leadership alone predicted the school's Designation rating independent of transformational leadership. Transformational leadership alone predicted the Designation independent of the instructional leadership. According to the reported behaviors of the assistant principals, the amount of time this administrator continues to spend on discipline and traditional managerial tasks persists. They often receive no leadership training and have little or no opportunity to engage in instructional and transformational leadership activities. Results from this research suggest that if the assistant principal were trained in leadership skills and if their duties allowed them more opportunity to serve their school as instructional and transformational leaders, they might be a greater influence on student achievement and possibly help to close the achievement gap.
Author: Colette Dowling (M.) Publisher: ISBN: Category : Academic achievement Languages : en Pages : 201
Book Description
Even though the role of the assistant principal originated in the 1800s, it has been given very little attention in the literature. Little, if anything, has been done to define this role or to provide training for those who serve in this capacity. In most school systems, the assistant principalship is the training-ground for the principalship and it also is the starting position for the majority of assistant principals who expect to move upwards into other areas of school administration. In addition, the last two decades have brought about changing job pressures and expectations for the principal and the assistant principal. Because the assistant principal is frequently more actively engaged in the lives of students than is the principal, this administrator also helps to establish the culture of the building. Therefore, it seemed relevant to study the role of the assistant principal to determine the typical range of duties engaged in and to identify how school districts might profit from the more effective use of this valuable resource. This study investigates the relationship between the assistant principal's instructional and transformational leadership style and student achievement. Student achievement was measured on the Ohio report card by the Adequate Yearly Progress rating, the Performance Index score and the school's Designation. Designation is the most representative of the three state scores because this score combines multiple measures of both the Adequate Yearly Progress score (AYP) and the Performance Index. An ex post facto design was utilized for this study. Participants, consisting of 100 assistant principals from rural, suburban and urban school districts throughout Ohio, were asked to complete a questionnaire that was developed by the researcher and entitled the Leadership Questionnaire for the Assistant Principal (LQAP). The questionnaire asked each respondent to rate the amount of time they spent during their work day engaged in a range of instructional and transformational leadership behaviors. Student achievement results for each building in which the assistant principals worked were then gathered from the Ohio Department of Education and correlated with the level of instructional and transformational tasks that the assistant principals reported. Three of the hypotheses tested were found to be significant. When both instructional and transformational leadership style were combined, they accounted for a significant amount of variance in predicting the school's performance on the Designation rating. In addition, instructional leadership alone predicted the school's Designation rating independent of transformational leadership. Transformational leadership alone predicted the Designation independent of the instructional leadership. According to the reported behaviors of the assistant principals, the amount of time this administrator continues to spend on discipline and traditional managerial tasks persists. They often receive no leadership training and have little or no opportunity to engage in instructional and transformational leadership activities. Results from this research suggest that if the assistant principal were trained in leadership skills and if their duties allowed them more opportunity to serve their school as instructional and transformational leaders, they might be a greater influence on student achievement and possibly help to close the achievement gap.
Author: Sally J. Zepeda Publisher: Routledge ISBN: 1317922875 Category : Education Languages : en Pages : 217
Book Description
In the updated third edition of this highly successful book, leadership expert, Sally Zepeda offers savvy advice to both new and seasoned principals and assistant principals. You get practical tools and strategies, along with real-world examples to help you improve teacher effectiveness and boost student achievement. This edition features valuable resources for teacher evaluation and professional development programs, including: Tools and procedures for conducting classroom observations and pre- and post-observation conferences How-to steps for assessing the culture and climate of your school Strategies to address marginal teaching Techniques to support adult learning and professional development Related News & Media Dr. Doug Green featured a book summary of The Principal as Instructional Leader: A Practical Handbook (3rd Edition) on his website. The Principal as Instructional Leader: A Practical Handbook (3rd Edition) by Sally J. Zepeda was reviewed in The 21st Century Principal.
Author: Christopher Colwell Publisher: Rowman & Littlefield ISBN: 1475811071 Category : Education Languages : en Pages : 173
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: Leithwood Publisher: McGraw-Hill Education (UK) ISBN: 0335232124 Category : Education Languages : en Pages : 266
Book Description
Changing Leadership for Changing Times examines the types of leadership that are likely to be productive in creating and sustaining schools of the future. Based on a long term study of 'transformational' leadership in school restructuring contexts, the chapters in this book offer a highly readable account of such leadership grounded in a substantial body of empirical evidence.
Author: Michael E. Prater Publisher: ISBN: Category : Leadership Languages : en Pages : 462
Book Description
This study examined the relationships between principal managerial leadership, principal instructional leadership, and principal transformational leadership and student achievement. A total of 131 public high schools in Missouri participated in the study. Demographic information was obtained from the head principals in each of the schools, and 443 teachers completed a survey that measured their perceptions of principal effectiveness in nine factors measuring managerial, instructional, and transformational leadership behaviors. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the most recent testing of the Missouri Assessment Program (MAP). The study found significant correlationships among all nine factors of principal leadership. There were significant differences in student achievement on all four subtests of the MAP when schools were grouped according to principal leadership factors. Principal education level positively correlated with all nine factors of principal leadership and the four assessments of student achievement. Principal gender and school socio-economic status also had a positive relationship with student achievement. Principal leadership behaviors promoting instructional and curriculum improvement influenced student achievement, while the principal's ability to identify a vision and provide an appropriate model appeared to have the greatest impact on student achievement. A model of the relationships among the nine principal leadership factors and their relative impact on student achievement scores was developed, and implications for research, practice, and the preparation of educational leaders were discussed.
Author: Denise Armstrong Publisher: Springer ISBN: 9789400706910 Category : Education Languages : en Pages : 0
Book Description
This book makes a much needed contribution to what we know about the role and work of the assistant principal. It offers terri c insights into the different challenges one faces after being appointed assistant principal, and it provides readers with a rich array of data regarding the mental, emotional, social, and physical adjustments accompanying one’s transition to this new role. The author refreshingly moves beyond mere description of what assistant prin- pals do as they make their transition to that role, and actually helps us gain a sense of the lived experience of becoming and being an assistant principal. The book gives a realistic picture of the cognitive, social, and emotional con icts and confusions, the daily ups and downs, the fears, frustrations, and highs that are experienced by the men and women undertaking the passage from teaching to administration. This book is distinctive for a number of reasons. It is an empirical study of the role of the assistant principal. There are comparatively few helpful studies, and P- fessor Armstrong’s research adds a solid and much needed addition to that body of work. It focuses on the transition from being a teacher to being an assistant prin- pal, and it reveals much about how the assistant principal’s role transition differs markedly from that of the school principal.
Author: Kristine Servais Publisher: Rowman & Littlefield ISBN: 1442216018 Category : Education Languages : en Pages : 203
Book Description
The Courage to Grow shows leaders how to design and implement a growth plan. It is a guide that allows them to construct learning, measure knowledge, improve performance, and assess growth. The reader will design an Action Plan that takes into account knowledge from each chapter, strategies for growing performance, and self-assessment results.
Author: Rebecca Good Publisher: R&L Education ISBN: 1607098814 Category : Education Languages : en Pages : 175
Book Description
Beyond Books, Butts, and Buses: Ten Steps to Help Assistant Principals Become Effective Instructional Leaders is intended for ambitious future principals who recognize the importance of researching and preparing for that esteemed position. It contains ten steps that will lead those who are stuck in the duty world of books, butts, and buses to find ways to prepare for instructional leadership. This book lays out strategies, suggestions, and checklists that will help support the learning. There are scripts, organizational tools, and rationales for following through on the implementation of these steps. There are also samples of different types of walk-throughs, agendas, and planners to help one get and stay organized. A campus administrator position is a hectic, crisis-of-the-moment type of job, and these chapters address how to handle these moments (or how to head them off!). The need for balance in one’s life is spoken to as well, with a chapter devoted to how to avoid burnout. This is a must-read for assistant principals serious about wanting to prepare themselves for the top position in a school.
Author: Ronnie B. Williams (Jr.) Publisher: ISBN: Category : Assistant school principals -- Attitudes Languages : en Pages :
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: Colette Dowling (M.)
Author: Colette Dowling (M.)
Author: Sally J. Zepeda
Author: Christopher Colwell
Author: Leithwood
Author: Michael E. Prater
Author: Denise Armstrong
Author: Kristine Servais
Author: Rebecca Good
Author: Sally J. Zepeda
Author: Ronnie B. Williams (Jr.)