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Author: Melissa A. Stewart Publisher: ISBN: Category : Languages : en Pages : 190
Book Description
Superintendents and principals are the parties that carry the responsibility of effective leadership practices in today's schools (Razik & Swanson, 2010; Fullan, 2001; Fullan; 2005; Kowalski, 2006; Leithwood & Jantzi, 2000). In order to determine the practices, behaviors, and characteristics of effective leadership that lead to the ultimate goal of student achievement, researchers continue to study leadership practices. One model of effective leadership practices is transformational leadership which unites the leader and follower in a common, organizational goal which is supported by the characteristics of trust, empowerment, vision, and charisma (Carlson, 1996; Leithwood & Jantzi, 2000; Razik & Swanson, 2010; Yukl, 2010). The purpose of this study was to uncover how the interaction of two important leaders, the superintendent and the elementary principal, influence the leadership practices for both parties. For this qualitative study, three urban, elementary principals and three urban superintendents were interviewed about their leadership practices. Additionally, participants provided archival documents that represented superintendent-principal interactions. Through the analysis, four different themes were common to the superintendents and principals including leadership practices, urban contexts, transformational leadership behaviors, and superintendent-principal interactions.
Author: Melissa A. Stewart Publisher: ISBN: Category : Languages : en Pages : 190
Book Description
Superintendents and principals are the parties that carry the responsibility of effective leadership practices in today's schools (Razik & Swanson, 2010; Fullan, 2001; Fullan; 2005; Kowalski, 2006; Leithwood & Jantzi, 2000). In order to determine the practices, behaviors, and characteristics of effective leadership that lead to the ultimate goal of student achievement, researchers continue to study leadership practices. One model of effective leadership practices is transformational leadership which unites the leader and follower in a common, organizational goal which is supported by the characteristics of trust, empowerment, vision, and charisma (Carlson, 1996; Leithwood & Jantzi, 2000; Razik & Swanson, 2010; Yukl, 2010). The purpose of this study was to uncover how the interaction of two important leaders, the superintendent and the elementary principal, influence the leadership practices for both parties. For this qualitative study, three urban, elementary principals and three urban superintendents were interviewed about their leadership practices. Additionally, participants provided archival documents that represented superintendent-principal interactions. Through the analysis, four different themes were common to the superintendents and principals including leadership practices, urban contexts, transformational leadership behaviors, and superintendent-principal interactions.
Author: Cathie E. West Publisher: Corwin Press ISBN: 1452212708 Category : Education Languages : en Pages : 153
Book Description
A principal and a superintendent present experience- and research-based strategies for developing strong superintendent-principal teams through leadership, communication, and collaboration.
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: Wade P. Labatte Publisher: ISBN: Category : Educational leadership Languages : en Pages : 115
Book Description
This study focused is on the lived experience among superintendents, who had less than five years in their current position, and suburban elementary school principals regarding their relationship in respect to school leadership. Examining the superintendent and elementary principal relationship is an essential component of understanding how leadership is influenced by specific relationships, namely the relationship of a suburban superintendent and an elementary principal. Although there is some research on the relationship between a superintendent and principal in an urban secondary level setting, very little research exists on the relationship between the two leaders at the suburban, elementary school level. Therefore, a qualitative study was designed using the phenomenological approach to discover the dynamics of this phenomenon. Participants of this study included licensed elementary school principals and licensed superintendents, who had less than five years in their current superintendent position, in five suburban school districts in a state in the upper Midwest. Six themes were uncovered during the interview process that indicated six aspects of the relationship between suburban superintendents and elementary school principals leadership: reciprocal modeling required adaptability for improvement, trust was the cornerstone to relationship bonds, intentionality and connections led to positive relationships, leadership characteristics prevailed over leadership styles, leadership relationships relied on all forms of communication, and working together improved the knowledge of leadership realities. The lived experience of the suburban superintendents and elementary school principals provided a window into the complexities of a working relationship in regards to leadership. The findings illustrated how relationships are dependent on what is expected, what is learned, and how to adapt to situations and people.
Author: Lars G. Bjork Publisher: Corwin Press ISBN: 1483361357 Category : Education Languages : en Pages : 305
Book Description
The role, practice, and preparation of today and tomorrow′s superintendent! A strong superintendent is critical to the success of an entire school district. So why is it one of the most deregulated positions? Over the past several decades, many states have either rescinded licensing requirements for school district superintendents or abandoned regulations altogether. The Contemporary Superintendent offers a scholarly and objective analysis of the issues surrounding the state policies that appoint superintendents. Lars G. Björk and Theodore Kowalski have developed a coherent guide to critical professional aspects such as superintendent licensures, professional preparation, and staff development. Featuring the research of educational leadership specialists, this resource is not to be missed! The Contemporary Superintendent includes: Quality strategies by the field′s top scholars to implement decisive practices for superintendents Detailed analysis of the concerns over superintendent qualifications and preparations An examination of past, present, and future practices of superintendents A distinct look at the evolution of the role of the superintendent Developed over a three-year period, the authors have compiled a collection of useful, hands-on strategies for aspiring and existing superintendents, as well as ideas for adoption in the educational administration, leadership professional development, and educational policy areas.
Author: Barbara Loomis Jackson Publisher: University Press of America ISBN: 9780819195630 Category : Education Languages : en Pages : 100
Book Description
According to Barbara Jackson, public schools are and always have been part of the political process, and any effective school superintendent must maintain a delicate balance among forces and interests both political and educational. This book reviews the long history of the urban superintendent's changing role, with special attention to the racial and ethnic politics of the cities since the 1970s. Boston and Detroit are discussed as illustrative examples. The entire study is grounded in a wide range of published and unpublished information, including numerous interviews with urban superintendents and others in the field. Co-published with the Joint Center for Political and Economic Studies Press.
Author: Rona Samone Simmons Publisher: ISBN: Category : Languages : en Pages : 404
Book Description
This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact student achievement and influence principal’s instructional leadership. The study was set in a large, urban school district. Six principals who met the selection criteria as highly effective were chosen as study participants. As the instructional leaders of their schools and subordinates to the superintendent, principals are uniquely positioned to provide valuable insight on their perceptions of superintendents as instructional leaders. The study answered the following research questions: How do effective principals in large, urban school districts in Texas, (1) describe instructional leadership beliefs, knowledge, and practices of superintendents? (2) perceive the impact of their superintendent’s instructional leadership beliefs, knowledge, and practices on student achievement? (3) describe how superintendent’s beliefs, knowledge, and practices as an instructional leader influence their own beliefs, knowledge, and practices as it relates to instructional leadership? (4) make sense of the instructional leadership beliefs, knowledge, and practices of their superintendent? Findings from this study may be used to provide greater clarity to superintendents and school boards members, regarding the role of the superintendent as an instructional leader and the specific beliefs, knowledge, and practices positively impacting student achievement and influencing principal’s instructional leadership.
Author: Rebecca Van der Bogert Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 132
Book Description
As school systems move away from centralization toward school-based management, the relationship between superintAndents and principals must be redefined. In this volume of New Directions for School Leadership, superintAndents and principals reflect on the relationship, considering how they can best work together in the joint enterprise of improving education for all students. Sharing their personal experiences and insights, the authors reveal how to build a successful superintAndent/principal relationship through a commitment to honest and frequent communication and mutual teaching and learning.
Author: Melissa A. Stewart
Author: Melissa A. Stewart
Author: Cathie E. West
Author: Robert J. Marzano
Author: Wade P. Labatte
Author: Lars G. Bjork
Author: Barbara Loomis Jackson
Author: Rona Samone Simmons
Author: Rebecca Van der Bogert
Author: Donald A. Erickson
Author: Charles Doak Lowry