Instructional Leadership Behaviors of Traditional High School Principals and Principals of Restructured Small Learning Community High Schools PDF Download

Author: Andy Parsons
Publisher:
ISBN:
Category : Community schools
Languages : en
Pages : 285

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Author: W. Norton Grubb
Publisher: Routledge
ISBN: 1317256891
Category : Education
Languages : en
Pages : 253

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Book Description
Principals are responsible for an increasing range of duties in an era of school reform, standardized testing, and more. These responsibilities are even greater in high schools, which are many times larger and more complex than elementary and middle schools. Yet little has been written on the special challenges of high schools and their leadership. This book fills the gap by exploring the challenges specific to high schools, including their size and complexity, the special difficulties in improving instruction, the crucial role of high schools for students' futures, adolescent behavioral issues, and many more. Grubb shows how principals and other leaders can address the complexities of multiple pathways, or efforts to create theme-based trajectories through high school - one of the most promising high school reforms. Looking to the future, he offers alternative ways of preparing professionals for high schools, and the responsibilities of districts for improving high schools and their leadership.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634

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Author: Benjamin Tyler Clabo
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 302

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The purpose of this explanatory, mixed methods case study was to examine instructional leadership within the context of rural secondary schools. This investigation followed an explanatory mixed methods design of sequential quantitative and qualitative phases (QUAL[right arrow]quan). For the quantitative phase, the Principal Instructional Management Rating Scale (PIMRS) was administered to eight principals and 312 teachers in eight rural secondary schools in the southeastern United States. Descriptive analysis of principal and teacher results found that principals were most engaged in the subscales of framing school goals, coordinating curriculum, and promoting professional development and least engaged in the subscales of maintaining high visibility, protecting instructional time, and providing teaching and learning incentives. Independent t-tests found statistically significant differences in the instructional leadership of principals based on four contextual factors: school size, school SES, principal administrative experience, and district funding (per pupil expenditure). Two principals and their schools were selected for participation in the qualitative phase of the study. Interviews and observations of principals and interviews with teachers added insight to the findings of the quantitative phase. Participants characterized the principalship as a multifaceted job where secondary school principals fulfilled four leadership roles: instructional leader, district/community liaison, organizational manager, and problem solver. Participants also identified important instructional leadership behaviors not measured by the PIMRS, such as hiring effective teachers, providing instructional resources, and sharing leadership responsibilities. The study concludes with suggestions for future instructional leadership research and practical advice for rural secondary school principals.

Author:
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 60

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Author: Michael Klonsky
Publisher:
ISBN:
Category : Small schools
Languages : en
Pages : 2

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Author: Shavon Savoy-Helaire
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0

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Book Description
"This study examined the instructional leadership behaviors of principals at highpoverty, high-performing high schools in Louisiana. Using the conceptual framework developed by the researcher through the analysis of literature, fundamental instructional leadership characteristics and behaviors revealed three constructs: (a) Delineating the School's Vision, (b) Overseeing the Instructional Program, and (c) Fostering a Positive School Culture. Embedded within each theme are sub-constructs of principal instructional leader behaviors that contribute to producing student success at high-poverty schools. The purpose of this study is to determine the instructional leadership behaviors of principals who have successfully increased student achievement at high-poverty, highperforming high schools in Louisiana. The researcher completed a qualitative multiple- iv case study of two public high schools in Louisiana where over 50 percent of the students were classified as economically disadvantaged, and their School Performance Score (SPS) was no lower than a B for the last three years, as evidenced by the school's annual state report card. The researcher interviewed principals and focus group participants from each respective school. A principal interview protocol and teacher focus group protocol was utilized to collect data and triangulate the responses of each school principal and teacher focus group participants at the two sites to understand how their respective principals contributed to the school's success. A qualitative cross-case comparison was employed using the results of the findings to compare those instructional leadership behaviors within the three constructs between the two schools. This study revealed that both principals' behaviors were conducive to student success. The principals positively influence their staff and students, and people are willing to follow their lead. Furthermore, both school leaders exhibited transformational and collective leadership characteristics. The principals revisited their school vision often, established a safe and welcoming environment for students and staff members, set high expectations, and encouraged maintaining an open mindset regarding student potential and performance while holding everyone accountable for meeting those expectations. The following themes emerged: (1) Values and Beliefs, (2) Relationships, and (3) High Expectations. The principals' values and beliefs transcend beyond just their vision and goals and are implemented throughout various aspects of school goals, policies, and procedures. A strong element of bonding and a sense of camaraderie was discovered on v both campuses among teachers and staff and with students and parents. Belief in students' potential through establishing high expectations was revealed many times throughout the study. Both principals heavily emphasized how teachers must have positive mindsets regarding student achievement. Implications for principal leadership preparatory programs, improved leadership practices, better district support and collaborative efforts, and state educational policies are significant and aid in continuing to close the achievement gap."--abstract.

Author: Jamon Frederick Peariso
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 264

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Book Description
This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB accountability era. Differences found in eight specific demographic variables were analyzed in combination with data obtained from principals' responses on the Principal Instructional Management Rating Scale (PIMRS) and the Principal Beliefs Survey (PBS, a variation of the Teacher Beliefs Survey). The population comprised of principals whose schools have met their API growth targets for two consecutive school years school wide and for socioeconomically disadvantaged, English learner subgroups. A volunteer rate of 51% (N = 36) was obtained from a population of 71. Results indicate that effective high school principals frequently engaged in instructional leadership behaviors. Concerning pedagogy, principals held eclectic beliefs, but were united in the beliefs of accountability and the importance of a prescriptive, well designed curriculum. Subjects' gender, ethnicity, and the percentage of instructional leadership delegated were not significantly different in regards to principals' instructional leadership practices or pedagogical beliefs. Significant differences were found among a few specific instructional leadership practices and pedagogical beliefs based on subjects' education level, overall years as a classroom teacher, subject taught as a teacher, overall years as the current principal, and overall years of administrative experience. From the findings, a contingency model of principals' pedagogical beliefs was developed. Additionally, reliability testing was performed on both instruments.

Author: Sharon Terry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 108

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Book Description
Even as the country focuses more attention and more money on improving student learning outcomes, students in the United States show lower levels of learning outcomes, including high school graduation rates, than do students in most other industrialized nations. For all of the effort and rhetoric connected with educational reform in this country, the reality is that the search continues for the solution to improve the educational performance of students. In the past decade, one method, the concept of Professional Learning Communities (PLCs), has gained a great deal of attention within the educational community for improving both student performance and teacher accountability. The purpose of the current study was to examine the leadership approaches of ten urban public middle school principals who implemented professional learning communities and the effect of PLCs on teachers’ professional practice. The theoretical framework for the study was Bolman and Deal’s (2013) Four Frames for Leadership. The study also explored whether teacher observation ratings/evaluations included recommendations implemented by teachers through the PLC process. Principals from ten middle schools in New York City participated in a semi- structured interview to offer information about their leadership approaches and behaviors regarding the established professional learning communities in their schools. Findings from the study revealed the majority of the principals interviewed operated in two frames of leadership—human resource and structural—to lead their schools in supporting viii and sustaining Professional Learning Communities (PLCs). Forty percent of the principals interviewed used all of the Bolman and Deal (2013) Leadership Frames. Those operating in all of the leadership frames established effective PLCs at a quicker rate than did those principals who did not operate in all of the leadership frames. The principals related that the establishment of effective PLCs not only improved teacher practice but also resulted in improved teacher observation ratings. The principals disclosed they held teachers accountable for the implementation of recommendations made in the PLCs through various tools. However, principals did not indicate that the teacher observation was an instrument used to ensure that teachers implemented the recommendations formulated in the PLCs.

Author:
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 118

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