Principals' Perceptions of the Impact of the APPR on Instructional Practices in New York State Public School Districts PDF Download

Author: Richard Mangeri
Publisher:
ISBN:
Category :
Languages : en
Pages : 200

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Author: Maureen R. Futscher
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 113

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Book Description
There is substantial research on school reform efforts focused on programs and curriculum. The same cannot be said with regard to the evaluation of teachers and principals. Current reform efforts are pointed in that direction. Through Race to the Top (RTTT), a competitive grant, the federal government offered funding to states willing to conduct statewide school improvement initiatives. The goal of Race to the Top is to improve student achievement through effective teachers and leaders. New York State applied for, and was granted RTTT money to work on the Regents Reform Agenda. This gave rise to the New York Annual Professional Performance Review (APPR) mandate, which is focused on the evaluation of teachers and principals. This exploratory study surveyed public school principals across the state to determine the extent they perceived the new APPR would improve instructional practices in their schools. Results suggest that most principals believe APPR will have a positive impact on instructional practices to some extent. Demographic characteristics, past and present evaluation practices, teacher practice rubrics and professional development were investigated to examine associations with principals' perceptions. The data revealed that variables from each of the four areas were significantly associated with principals' perceptions. The ability to provide specific feedback to teachers and a focus on student performance data were identified as the strongest contributors to principals' perceptions. This research was conducted in the first year of full implementation of the APPR mandate which provides baseline data for subsequent research. The findings may be useful for district leaders and policy makers when reviewing the implementation process. The data may provide insight for systems leaders to investigate and identify needs for additional support in their districts.

Author: Matthew Darby
Publisher:
ISBN:
Category :
Languages : en
Pages : 426

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There has been increasing recognition among researchers and practitioners that the demands of the principalship have become unsustainable. School districts play a pivotal role in supporting school leaders in the execution of their responsibilities. The purpose of this mixed methods study was to further uncover how school district bureaucracies enable and hinder the work of principals. In the quantitative phase of the study the researcher analyzed survey responses from 244 New York State principals to determine the extent to which district structures were perceived as hindering or enabling their work. In the qualitative phase, the researcher interviewed two principals, one who described their district as enabling and one who described their district as hindering. The researcher analyzed interview transcripts using two cycles of coding to first identify hindering and enabling structures of the district bureaucracy, and then examine how the identified behaviors, rules, and structures hindered or enabled the work of school leaders. The perceptions by principals of enabling and hindering behaviors, rules, and structures were the basis for creating prototypes of enabling and hindering district practices.

Author: Perry, S. Marshall
Publisher: IGI Global
ISBN: 1522536175
Category : Social Science
Languages : en
Pages : 349

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Making research in all fields of study readily available is imperative in order to circulate new information and upcoming trends. This is possible through the efficient utilization of collections of information. Maximizing Social Science Research Through Publicly Accessible Data Sets is an essential reference source for the latest academic perspectives on a wide range of methodologies and large data sets with the purpose of enhancing research in the areas of human society and social relationships. Featuring coverage on a broad range of topics such as student achievement, teacher efficacy, and instructional leadership, this book is ideally designed for academicians, researchers, and practitioners seeking material on the availability and distribution methods of research content.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 814

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Author: Rebecca DeVries
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 120

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Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.

Author: Hillary E. Brewer
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 112

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In the 2012-2013 school year, public school districts in New York State simultaneously implemented two critical policies that had a significant influence on teacher practice in the classroom; the Common Core State Standards (CCSS) and the Annual Professional Performance Review of teachers (APPR). After three years of implementation the researcher felt it was both timely and important to examine what if any impact these recent policy changes have had on teachers with regard to their perceptions' of system level leadership, morale, and motivation to attend work. This quantitative study examined the relationship between teachers' perceptions of system level leadership, teacher morale and teacher attendance rates in the Capital Region area of New York State. The researcher designed a survey instrument to collect teachers' self-reported absence information; teachers' perceived feelings of morale and teachers' perceptions of the effectiveness of the system leader. In total, 960 respondents were included in the sample; a 16.05% response rate. The results of this study indicate teachers' perceptions of effective system leadership have a statistically significant relationship with teacher attendance, however there is not a practical significance that should be examined by education policy makers and individual school districts. The results of this research highlight the frequency of days some teachers in the population were absent from school for reasons other than school business. The New York State Education Department and individual school districts should examine this information carefully and work to implement policies and procedures that keep teachers in the classroom. The results of this study also indicate there is a statistically significant, but not practically significant relationship between iv teachers' perceived sense of morale and the number of days a teacher is absent from work for reasons other than school business. Finally, the data collected indicates teachers' perceptions of effective system leadership have a statistically significant and practically significant relationship with teachers' perceived sense of morale. The results of this research suggest that system leaders would benefit from examining their own practices and the practices within the school district in order to improve or keep teacher morale high.

Author: Deborah L. Fox
Publisher:
ISBN:
Category : Collective bargaining
Languages : en
Pages : 132

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The purpose of this quantitative and qualitative research was to investigate New York State public school superintendents' perceptions of the efficacy of impasse procedures within the Taylor Law, including the Triborough Amendment, to study perceptions of the nature of the relationship between union and district leaders during impasse, and to examine perceptions of the impact of impasse on school climate for students, parents, and teachers. Superintendents also recommended changes to the impasse procedures within New York State's Taylor Law. An invitation to participate in the research was initially sent to all New York State public school superintendents and BOCES (Board of Cooperative Educational Services) district superintendents. Those who served as superintendents of districts during a period of impasse in teacher negotiations during the past ten years were invited to participate in an online survey to collect data for this research. Ninety-five percent of responding superintendents believe the current impasse procedures within the Taylor Law are ineffective. Superintendents overwhelmingly perceive the Triborough Amendment to the Taylor Law to have a negative effect on settling teacher contract negotiations by prolonging periods of impasse due to continuation of all terms and conditions of employment for teachers for an indefinite period of time until a contract settlement is reached.Two-thirds of superintendents perceived impasse in teacher contract negotiations to contribute to a negative to highly negative relationship between union and district leaders. School climate for teachers was most significantly impacted with respondent superintendents reporting 73.1 percent of teachers negatively or highly negatively affected by impasse. Results from this research will be particularly important to public school system leaders, teacher union leaders, and New York State policymakers.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768

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