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Author: Justin Barrett Publisher: ISBN: Category : Educational change Languages : en Pages : 234
Book Description
In the United States, public schools have failed minority and low-income students at both the state and district level. Because of the increasing achievement gap, there is a continual search to find solutions to improve achievement, particularly for underprivileged students attending underfunded and failing public schools. One important solution that numerous districts have attempted is school turnarounds, which use comprehensive interventions to save failing schools from closing. The purpose of this study was to determine how principals perceive their role and leadership in the context of school turnarounds. Using the Mid-continent Research for Education and Learning’s (McREL) balanced leadership framework and what has been coined the seven Critical Success Factors (CSFs) this study examined how leadership practices affect student academic success in Texas public schools undergoing turnarounds. Interviews with 10 principals of identified turnaround campuses were conducted. The responses of the surveyed participants revealed three primary findings: (1) robust teacher hiring and training systems are critical to successful school turnaround and improved student success; (2) principals who rely on reliable data to inform changes, guide teachers, and improve student outcomes are more likely to be successful at turning a school around; and (3) principals who draw on their past experiences to inform their leadership choices are best positioned to positively impact the school community and its network of stakeholders
Author: Justin Barrett Publisher: ISBN: Category : Educational change Languages : en Pages : 234
Book Description
In the United States, public schools have failed minority and low-income students at both the state and district level. Because of the increasing achievement gap, there is a continual search to find solutions to improve achievement, particularly for underprivileged students attending underfunded and failing public schools. One important solution that numerous districts have attempted is school turnarounds, which use comprehensive interventions to save failing schools from closing. The purpose of this study was to determine how principals perceive their role and leadership in the context of school turnarounds. Using the Mid-continent Research for Education and Learning’s (McREL) balanced leadership framework and what has been coined the seven Critical Success Factors (CSFs) this study examined how leadership practices affect student academic success in Texas public schools undergoing turnarounds. Interviews with 10 principals of identified turnaround campuses were conducted. The responses of the surveyed participants revealed three primary findings: (1) robust teacher hiring and training systems are critical to successful school turnaround and improved student success; (2) principals who rely on reliable data to inform changes, guide teachers, and improve student outcomes are more likely to be successful at turning a school around; and (3) principals who draw on their past experiences to inform their leadership choices are best positioned to positively impact the school community and its network of stakeholders
Author: Susan Yarbrough Hernández Publisher: ISBN: Category : Languages : en Pages : 334
Book Description
Educators and politicians have grappled to discover and implement strategies to improve student achievement results. Districts’ efforts to recruit and retain effective principals and teachers are crucial because of the positive influence these educators have on student achievement. However, highly qualified teachers and principals are hard to come by, especially in areas where low-performing schools are nestled. The main purpose of the study was to understand the district supports turnaround school principals perceive as necessary to achieve sustainable success and to describe the experiences of the principals during at least their first year in the turnaround school setting. An interpretive research approach within phenomenological methodology allowed for understanding how each principal lived the turnaround school experience and how the supports they had and strategies they employed impacted school turnaround. The questions for turnaround leaders receiving campus SIG funds were as follows: 1. What do the turnaround principals perceive as successful strategies for school turnaround? 2. To what extent do turnaround principals perceive their districts helped or impeded their turnaround efforts? 3. How do participants make sense of being a principal at a turnaround school? Turnaround for this study was defined as a school for 2 years or more not meeting state standards, and effective school turnaround was defined as a school reaching the met standard status after 1 year of leadership. Five participants were recruited who had been the lead campus administrator for at least two years, and during their tenure, had led their campus out of improvement required (IR) status. Interview transcripts were coded using elaborative methods. The major themes were the following: (a) Successful Turnaround Strategies that was supported by seven subthemes, (b) Effective District Supports that was supported by two subthemes; (c) Lack of District Support that was supported by two subthemes, and (d) Making Meaning of the Turnaround Principalship that was supported by eight subthemes. Chapter 5 contains the adapted theoretical framework, implications, and recommendations.
Author: Kenneth Leithwood Publisher: John Wiley & Sons ISBN: 0470767170 Category : Education Languages : en Pages : 310
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: John F. Eller Publisher: Solution Tree ISBN: 9781936765447 Category : Education Languages : en Pages : 248
Book Description
Set the foundation for a successful, sustainable school turnaround. Designed for school leadership, district administration, and teacher leaders, Flip This School presents a framework to revitalize underperforming and turnaround schools. Throughout the resource, authors John F. Eller and Sheila A. Eller detail practical strategies for planning school improvement efforts and collaborating with the schools existing staff and faculty to initiate a complete school transformation. This book will guide educational leadership in planning successful school turnaround: Identify the unique needs of your school, and learn how to develop a school improvement plan with the best methods to address present conditions. Understand the skill set needed for effectively leading school turnaround efforts. Gain strategies for developing a data-gathering plan, and recognize the ways in which data is helpful for successful turnaround schools. Examine the role of districts in the school reform and turnaround process. Consider how to improve school culture and provide opportunities for professional growth for teachers. Learn how to effectively manage change as well as understand how teacher leadership teams contribute to school improvement planning and the turnaround process. Contents: Introduction: Understanding the Foundations of School Turnaround Chapter 1: Assessing and Developing Your Leadership Skills Chapter 2: Gathering Extensive Data Chapter 3: Gaining Commitment for Resources and Support Chapter 4: Developing a Positive Climate of Collaboration Chapter 5: Building Capacity for Growth Chapter 6: Successfully Managing Change Chapter 7: Implementing Structures and Practices for Success References and Resources
Author: Linda Darling-Hammond Publisher: John Wiley & Sons ISBN: 0470579951 Category : Education Languages : en Pages : 426
Book Description
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Author: Michael Fullan Publisher: John Wiley & Sons ISBN: 0470472049 Category : Education Languages : en Pages : 188
Book Description
Change leaders at all levels of the university will need to grapple with both the content and the process of change. This book tackles the question of how universities can lead change from within.
Author: Anthony S. Bryk Publisher: University of Chicago Press ISBN: 0226078019 Category : Education Languages : en Pages : 328
Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: Justin Barrett
Author: Justin Barrett
Author: Michael Fullan
Author: Susan Yarbrough Hernández
Author: Kenneth Leithwood
Author: Shannon De'Yonne Allen Williams
Author: John F. Eller
Author: Linda Darling-Hammond
Author: Stephanie N. Mohorne
Author: Michael Fullan
Author: Anthony S. Bryk