Author: John Anderson JohnstonPublisher:
ISBN:
Category :
Languages : en
Pages : 230
Book Description
A Study of Time Spent on Administrative Tasks in Year-round Schools by Elementary Principals
Author: John Anderson JohnstonPublisher:
ISBN:
Category :
Languages : en
Pages : 230
Book Description
What Do Principals Do?
Author: Jonathan HurstPublisher: IAP
ISBN: 1648024874
Category : Education
Languages : en
Pages : 353
Book Description
What Do Principals Do? provides a comprehensive and expansive look into a high school principal’s job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks. The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School’s 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California. This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator’s job. But the appeal for What Do Principal’s Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.
Alternative School Administration Study
Author: Mark ShellingerPublisher:
ISBN:
Category :
Languages : en
Pages : 11
Book Description
The purpose of this study was to determine how principals spend their time and to test a new structure using business management trained staff to increase principal time spent on academic achievement and gap closure. Twenty-one elementary school principals were randomly selected for a week-long time-task analysis. Data collectors shadowed the principals collecting data every five minutes for one week. Surveys of parents, students and staff were conducted to determine perception of the principal's role. School Administration Managers (SAMs) were placed in pilot schools to determine if principals would increase time spent on instructional duties and, if so, would this increase the rate of student achievement gain. Principals with SAM's increased the amount of time spent on instructional leadership to 66%. (29% without SAMs) The rate of student academic achievement gain more than doubled after one year. The study indicates that the traditional administrative structure of elementary schools does not allow principals adequate time for instructional leadership, that the principal's day is fragmented and "interrupt driven," that principals can increase time spent on instructional leadership and that this change in the use of time results in increased student achievement and gap closure. Policy makers should consider if the principal's job is doable as currently structured. Appended are: (1) Principal Time/Task Analysis; (2) Student Perception of Principal's Role; and (3) Teacher Perception of Principal's Role. (Contains 11 tables.).
Principals' Time, Tasks, and Professional Development
Author: Heather J. LavignePublisher:
ISBN:
Category :
Languages : en
Pages : 16
Book Description
This study describes how principals reported spending their time and what professional development they reported participating in, based on data collected through the Schools and Staffing Survey by the National Center for Education Statistics during the 2011/12 school year. The study analyzes schools by grade level, poverty level, and within poverty level by whether schools made adequate yearly progress on student performance the previous year. Overall, principals reported spending an average of 59 hours a week on the job, with most of their time spent on internal administrative tasks. Principals of high-poverty schools that did not make adequate yearly progress reported spending more time on the job per week than did principals of high-poverty schools that made adequate yearly progress. Regardless of school poverty level, principals of schools that made adequate yearly progress reported spending more time on administrative tasks, curriculum- and teaching-related tasks, and parent interactions than did principals of schools that did not make adequate yearly progress. Though almost all principals reported participating in professional development, the most frequently reported type was workshop or conference attendance, and the least frequently reported type was university courses. An appendix describes the methodology used in this report.
How School Principals Use Their Time
Author: Moosung LeePublisher: Routledge
ISBN: 1000388379
Category : Education
Languages : en
Pages : 254
Book Description
Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
Catalog of Copyright Entries. Third Series
Author: Library of Congress. Copyright OfficePublisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1594
Book Description
Resources in Education
Author: Area Wage Survey
Author: Principal Time-Use and School Effectiveness. Working Paper
Author: Eileen Lai HorngPublisher:
ISBN:
Category :
Languages : en
Pages : 56
Book Description
School principals have complex jobs. To better understand the work lives of principals, this study uses observational time-use data for all high school principals in Miami-Dade County Public Schools. This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction. The authors find that time spent on Organization Management activities is associated with positive school outcomes, such as student test score gains and positive teacher and parent assessments of the instructional climate, whereas Day-to-Day Instruction activities are marginally or not at all related to improvements in student performance and often have a negative relationship with teacher and parent assessments. This paper suggests that a single-minded focus on principals as instructional leaders operationalized through direct contact with teachers may be detrimental if it forsakes the important role of principals as organizational leaders. Percent of Principal Time Spent on Individual Tasks is appended. (Contains 6 footnotes, 3 figures and 5 tables.) [This paper was supported by the Stanford University K-12 Initiative.].
Work Related Abstracts
Author: Publisher:
ISBN:
Category : Industrial relations
Languages : en
Pages : 806
Book Description