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Author: David P. Wuestner Publisher: ISBN: Category : Instructional systems Languages : en Pages : 114
Book Description
A qualitative study was designed to determine the impact of superintendent leadership on the implementation of Learning Focused Schools (LFS). Participants were middle school teachers and superintendents whose perceptions established levels of agreement related to implementation strategies. Ninety-eight middle school teachers, and three superintendents from three school districts involved in the study completed a Likert type questionnaire with supplementary open-ended questions. Additionally, 12 randomly selected teachers and each superintendent participated in an oral interview. The analysis and interpretation of responses to items in the questionnaire identified individual perceptions of superintendents' impact on LFS implementation. Data from the open-ended portion of the instrument and interviews were grouped into common themes to identify areas of agreement and need concerning the impact that the superintendent had on LFS implementation. Results revealed that 70% of middle school teachers indicated satisfaction with the superintendent and (his) impact on LFS implementation. In addition, superintendents themselves indicated overwhelming consensus with all statements in the instrument with the exception of implementation impact. Overall, research results confirmed perceived levels of agreement concerning the superintendents' impact in LFS implementation. Conclusions derived from this research my provide school officials with appropriated findings in order to bring about improved superintendent implementation strategies, not only with LFS, but with other programs as well.
Author: David P. Wuestner Publisher: ISBN: Category : Instructional systems Languages : en Pages : 114
Book Description
A qualitative study was designed to determine the impact of superintendent leadership on the implementation of Learning Focused Schools (LFS). Participants were middle school teachers and superintendents whose perceptions established levels of agreement related to implementation strategies. Ninety-eight middle school teachers, and three superintendents from three school districts involved in the study completed a Likert type questionnaire with supplementary open-ended questions. Additionally, 12 randomly selected teachers and each superintendent participated in an oral interview. The analysis and interpretation of responses to items in the questionnaire identified individual perceptions of superintendents' impact on LFS implementation. Data from the open-ended portion of the instrument and interviews were grouped into common themes to identify areas of agreement and need concerning the impact that the superintendent had on LFS implementation. Results revealed that 70% of middle school teachers indicated satisfaction with the superintendent and (his) impact on LFS implementation. In addition, superintendents themselves indicated overwhelming consensus with all statements in the instrument with the exception of implementation impact. Overall, research results confirmed perceived levels of agreement concerning the superintendents' impact in LFS implementation. Conclusions derived from this research my provide school officials with appropriated findings in order to bring about improved superintendent implementation strategies, not only with LFS, but with other programs as well.
Author: Robert J. Marzano Publisher: Solution Tree Press ISBN: 1935542362 Category : Education Languages : en Pages : 297
Book Description
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Author: William T. Crankshaw Publisher: ISBN: Category : Educational leadership Languages : en Pages : 129
Book Description
Superintendents play an important role in the achievement of students. Specific instructional leadership behaviors of superintendents and how they are perceived by teachers have received little attention through research on the topic until recently. The focus of this study was to explore teachers' perceptions of the instructional leadership role of the superintendent, and how their beliefs and values about instructional leadership behaviors of the superintendent affect those perceptions. This study also sought to find how teachers' perceptions of the instructional leadership practices of their superintendent may be affected by their own particular experiential factors, such as experience level teaching discipline and school level. Data for this quantitative study was gathered using a three-part survey, which was completed by teachers from seven component school districts of an upstate Board of Cooperative Educational Services (BOCES) regional district. Instructional leadership behaviors of the superintendent were based on Smith and Andrews' (1989) model, within which four constructs of instructional leadership were used to define the superintendent as an instructional resource, resource provider, communicator, and visible presence. Findings showed a positive correlation between teachers' belief that instructional leadership is an important role of the superintendent and their willingness to work constructively with a superintendent who demonstrates instructional leadership practices. Teachers' level of experience and school level may also have a relationship with the combined variables of teachers' belief in the importance of instructional leadership and their willingness to work constructively with their superintendent in that role, although no statistical significance could be demonstrated.
Author: Brandon S. Pardoe Publisher: ISBN: Category : Educational leadership Languages : en Pages : 106
Book Description
This qualitative study investigated superintendent perceptions of effective principal leadership and its impact on school culture in high schools. The three research questions examined superintendents' perceptions on the components of a healthy high school culture, and the qualities that effective principals employ to directly impact the culture of their high schools in their school districts. Thirty-nine superintendents from across central and northeastern Pennsylvania participated in this study and completed the researcher developed online survey. Of those, five participated in a telephone interview with the researcher. The findings from the research revealed that superintendents perceive that effective principal leadership does influence the culture of high schools. The results from the study implicated identifiable qualities and strategies of principals that superintendents expect to enhance the school culture of high schools located in their school districts. These qualities and strategies include principal risk taking, continuous professional development, and the ability to communicate a clear vision and mission of the school. These findings may provide valuable information to superintendents and other school administrators to help inform decisions on how to effectively improve the culture of their high schools and improve student learning in their own school systems.
Author: Robert J. Marzano Publisher: ASCD ISBN: 141660314X Category : Education Languages : en Pages : 204
Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Author: Joyce "Ted". Highhouse Publisher: ISBN: Category : Languages : en Pages :
Book Description
In conclusion, this study extends the discourse regarding superintendent leadership while offering three major research contributions with implications for policy and practice: (1) a description of superintendent identity, including these superintendents' characterizations of internalized role expectations, and self-perceptions as possible explanations of their leadership practices and; (2) conceptualizations of superintendent leadership of education reform from a sample of district chief executives, including that of filter or buffer; (3) a framework for understanding the superintendent through the lens of superintendent identity.
Author: Benjamin Wenger Publisher: ISBN: Category : Education Languages : en Pages : 232
Book Description
Shared superintendent agreements in Pennsylvania have emerged as the latest form of school district reorganization. The term "shared superintendent" refers to a superintendent who serves as the chief executive officer of more than one school district. Four school districts have entered into two shared agreements in the last three years in Pennsylvania. This study examines teachers' and principals' perceptions of the shared superintendent's instructional leadership across six rural school districts, engaged in three sharing agreements, in Iowa. Iowa was targeted due to its distinction as the center for superintendent sharing and research. Teachers and principals were asked to rate the instructional leadership capacity of their shard superintendent in the areas of resource provider, instructional resource, communicator, and visible presence. Differences identified between groups and subgroups included special education, "essential", and elementary teachers consistently rating their shared superintendent lower in all areas than their content and secondary area peers. Statistically significant differences were found between the teacher and principal groups in the areas of Resource Provider and Visible Presence. Additionally, years of experience for principals were found to negatively affect principal perceptions, specifically in the Instructional Resource domain. In spite of these differences, the overall perceptions were considered to be positive. These positive perceptions toward the shared superintendent's instructional leadership capacity, coupled with the potential for fiscal savings, make the shared superintendent model a very real and viable possibility for rural school districts considering this in Pennsylvania.
Author: David P. Wuestner
Author: David P. Wuestner
Author: Robert J. Marzano
Author: Andrew Williams Halpin
Author: William T. Crankshaw
Author: Brandon S. Pardoe
Author: Robert J. Marzano
Author: Wilma F. Smith
Author: Joyce "Ted". Highhouse
Author: Benjamin Wenger
Author: Maria Reyes Rodriguez-Casas