Secondary Principals' Perceptions of Instructional Leadership on the Use of Formative Assessment Practices and the Relationship to Student Achievement on the Algebra I ECA PDF Download

Author: Jeffry M. Henderson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 119

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Author: Henry Pettiegrew (II)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90

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Abstract: The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers' perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.

Author: Kerry Andrew Schindler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286

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The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.

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: Jonathan L. Purser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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The primary purpose of this study was to determine if relationships existed between the 21 instructional leadership behaviors identified by Marzano, Waters, and McNulty (2005) and elementary student academic achievement in the areas of reading, writing, and science as measured by the state accountability test (STAAR). A total of 25 principals representing 25 elementary school campuses completed the Adapted School Leadership Behaviors Survey (ASLBS). This survey was adapted from the School Leadership Behaviors Survey (SLBS) Schindler (2012) and used to assess principal self-perceptions of the 21 instructional leadership behaviors as they relate to campus student achievement. Correlational analyses were conducted to investigate the relationship between elementary school principals’ perception of their 21 instructional leadership behaviors and student achievement as measured by the state assessment (STAAR) Percent at Phase-in Satisfactory Standard or Above (Sum of All Grades Tested) in the subjects of reading, writing, and science. The findings of the study would suggest that there were some weak uphill (positive) relationships between the 21 instructional leadership behaviors and campus student achievement. However overall the correlations found could be described as having a range between no linear relationship and a moderate downhill (negative) relationship. For purposes of this study, correlations where -.30 ≤ r ≤.30 were deemed too small to discuss in detail but are included in the statistical tables for reference. Negative notable correlations were found between the instructional leadership behaviors of change agent, contingent rewards, flexibility, intellectual stimulation, involvement in curriculum and instruction optimizer, and outreach and one or more of the STAAR tested subjects of reading, writing, and science. Of all the positively correlated, none were statistically significant. The leadership behavior of Change Agent was negatively correlated to writing (r = -.518) and statistically significant (p=.008). The leadership behavior of Contingent Rewards was negatively correlated to science (r = -.412) and statistically significant (p=.041). The leadership behavior of Involvement in Curriculum was positively correlated to writing (r = -.419) and statistically significant (p=.037). These three leadership behaviors showed a moderate downhill (negative) relationship to campus academic achievement. Of the three correlations which were found to be negative and at a statistically significant level (p≤ .05), the greatest negative correlation found was where r = -.518 which is still a very small correlation. The sample size was such that relationships were found, but significance would not be generalizable.

Author: Linda D. Green
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 219

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This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in ELA instruction. The study also investigated the principals' perceptions of the influences of their instructional leadership practices and the changes in teacher pedagogy in ELA instruction. In addition, this research explored the relationships between schools' ESEA designation status and the leadership practices used by principals in their efforts to improve teachers' pedagogy, as well as the leadership practices principals perceived as influencing teachers' pedagogy in ELA. The study used a survey design to capture the perceptions of principals' understandings of which instructional leadership practices influence change in teacher pedagogy in ELA. This study included 220 New York City elementary school principals, of which 95 respondents completed the entire survey. Research questions explored the instructional leadership practices and teacher pedagogy used in ELA instruction that the participants reported as essential for improving teaching practice and student achievement. Descriptive statistics, Spearman's rho correlation, and multiple linear regression analysis were used to analyze the survey data. v This study revealed several significant findings. The results of this study have shown that principals believe their leadership practices influence changes in teacher pedagogy. More specifically, teacher development, culture building, and building relationships appear to have the most influence. Another significant finding was that principals of reward, good standing, local assistance plan, and focus schools believe their teachers mostly use research-based teacher instructional practices during ELA instruction. Many of the principals in this study perceived that student misbehavior is a factor in the loss of instructional time.

Author: William Hill
Publisher:
ISBN:
Category :
Languages : en
Pages : 222

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This study examined potential relationships between North Carolina school professionals' perceptions of formative assessment and district-level EOG, EOC, and AYP proficiencies. There were three primary areas of interest for the study as follows: 1. Analyze North Carolina school professionals' perceptions toward formative assessment after completing online learning modules that define formative assessment and identify formative assessment practices. 2. Use pre-existing survey data to identify potential district-level clusters based on perceptions toward formative assessment. 3. Investigate district-level clusters for potential relationships with district EOG, EOC, and AYP academic proficiencies. A literature review on formative assessment as a school improvement strategy was performed. Quantitative research methodologies were utilized to describe the perceptions of formative assessment in a sample of North Carolina school district professionals and tested for any statistically significant relationships to EOG, EOC, and AYP proficiencies. The findings provided preliminary data on the perceptions of formative assessment in North Carolina school districts. Each district was able to be statically placed in a cluster and then evaluated for relationships with student and district proficiencies. It was found that differences between clusters were statistically significant; however, the parametric statistic was extremely sensitive to the large sample size of the study. Due to the small differences and the large sample sizes, it was determined that the differences were practically insignificant. The findings indicate the lack of a dominant perception about formative assessment and may suggest North Carolina education professionals are unsure or unaware of formative assessment implementation. A major implication from the study that is relevant to state educational policymakers and school leaders is the importance of communicating a clear, coherent formative assessment implementation plan consistent with the purpose. Over time, future research studies on the perceptions of formative assessments may build a more comprehensive picture of school professionals' perceptions of formative assessment and how they affect school improvement in North Carolina. Such research could include qualitative inclusive case studies focusing on specific districts that have a cohesive perception of formative assessment. This work could also include a methodological component that quantifies the relationship between perceptions of formative assessment and student proficiencies.

Author: Cynthia Privette
Publisher:
ISBN:
Category :
Languages : en
Pages : 182

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This study examined the extent principals employ the critical skills and practices identified by previous research and interpreted by the researcher, as necessary for effective instructional leadership in the use of formative assessment by teachers. As well, the study identified what principals perceived as necessary and challenging to instructional leadership in embedding formative assessment into the school culture. The research design for the study was a mixed-methods approach beginning with a quantitative evaluation as the primary method and continuing with a qualitative perspective to analyze the quantitative results. The quantitative portion of the study relied on a survey developed around the concept that a relationship existed between the essential practices necessary for principals to lead schools in the stages of the formative assessment process-implementation, utilization, and sustainability, and the four categories of principals' instructional leadership responsibilities-curriculum, instruction, supervision, and evaluation. The qualitative piece consisted of open-ended questions to capture the overarching contextual conditions principals characterized as necessary and challenging to successfully execute the formative assessment process and establish themselves as leaders in formative assessment. The results of the study revealed that within all stages of the formative assessment process, the majority of principals somewhat, or to a small degree, performed the essential practices in the four categories and of instructional leadership and stages of formative assessment. The study also demonstrated that principals need professional development, clarity and established procedures related to the principals' role. Additionally, principals are frustrated by a lack of staff, the number of initiatives imposed by district and state leadership, and with traditional views about teaching and learning. Results of the study support two major recommendations for research and practice. First, a comparative analysis on the extent principals use essential practices for instructional leadership between participating school districts, between school levels represented, and between principals with various years of experience will determine if a relationship exists. Secondly, more formal procedures consisting of established procedures, expectations, and training needs to take place before principals are adept at embedding the formative assessment process into the culture of the schools.

Author: Cheryl M. Rose
Publisher: Corwin Press
ISBN: 1452207968
Category : Education
Languages : en
Pages : 249

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Discussing standards, research, and more, these 30 probes help secondary teachers assess students' grasp of core mathematics concepts and modify their instruction to improve student achievement.

Author: Khalid N. A. Sutton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 250

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In the Philadelphia area, there are too many high schools where students are not making adequate academic progress, as measured by the Pennsylvania Value Added Assessment System (PVAAS). As a result of this insufficient academic progress, there are many young adults lacking the minimal skills necessary to enroll in college or to enter into the workforce. The purpose of this mixed methods case study was to explore principal leadership behaviors and characteristics, and the extent in which they contribute to the achievement of students in urban high schools within the Philadelphia region. In every institution of learning, the overarching goal should be centered on providing students the necessary skills to assist them in growing academically, as well as socially. Principals as the leaders, of K-12 buildings, play an important role in ensuring that students receive the best education possible, while also maintaining and creating a safe environment for students and staff members. The research question for this investigational study was: What is the relationship between principal leadership behaviors and high school student achievement in urban districts within the Philadelphia area? The researcher used the following sub-questions to provide answers to the overarching question: (1) What leadership behaviors do teacher respondents perceive as positively impacting student achievement in urban high schools; (2) What leadership behaviors do principal respondents perceive as positively impacting student achievement in urban high schools; (3) How do principals describe the direct effects of their leadership behaviors on urban high school student achievement; and (4) How do principals describe the indirect effects of their leadership behaviors on urban high school student achievement? At two high schools in the Philadelphia region, 27 teachers and two principals participated in this mixed methods study. The high school teachers completed a survey using the well-known and validated Principal Instructional Management Rating Scale (PIMRS), designed for teachers by Dr. Philip Hallinger. The two principal participants took part in a semi-structured interview and completed the PIMRS survey designed for school leaders. The semi-formal interviews, scheduled for 30 minutes, were recorded using two digital devices and transcriptions were electronically and manually completed. Statistical Package for Social Sciences (SPSS) software was used to interpret and analyze quantitative data while InVivo and hand coding was used for qualitative data analysis. From the analysis of the qualitative data, three major themes emerged for principal behaviors: (a) data collection and analysis is essential, (b) curriculum and instruction must be monitored and (c) school culture is a factor. This study may inform current and future school leaders on the leadership behaviors essential to improving academic achievement. Considerations for further research in the area of principal leadership are offered.