K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices PDF Download
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Author: Shawna DeVoe Publisher: ISBN: Category : Academic achievement Languages : en Pages : 214
Book Description
This qualitative study sought to examine K-4 teacher perceptions of teacher instructional leadership practices as a result of increased statutory accountability demands in a high-achieving, homogeneous, rural Ohio school. Dodge Local, an Excellent school district as deemed by state of Ohio Local Report Card, was the school district studied. Through interviews, this study sought to examine how teachers currently describe their own instructional practice, how teachers describe their own capacity for instructional leadership, and what factors they perceive as levers for change in their own instructional leadership practice as a result of statutory accountability demands. Descriptive methods were used to describe the 11 teachers selected for the study from a K-2 and a 3-4 building. A face-to-face in-depth interview with pre-determined questions was utilized with each participant. All interviews were recorded, then transcribed, coded, and analyzed. Findings included the observation that Dodge Local lacks several foundational elements identified in the literature as effective instructional leadership practices. Dodge Local teachers focused on student needs in the classroom and felt a responsibility toward student achievement and learning. However, a formal improvement plan and vision were absent. Teachers tended to refer to various accountability demands as de facto goals. Finally, teachers in Dodge did not have an enduring understanding of accountability demands that have the potential to lead to meaning conversations about teaching and learning. Dodge did not have a broad enough awareness of the demands or any discrete ideas concerning how accountability demands would impact their instructional practices in future years. Although Dodge is rated excellent, according to the external accountability system, the internal structure and function of the district is in direct contrast. This study adds breadth and depth to the function of the Local Report Card in the State of Ohio and its function in relation to school district excellence.
Author: Shawna DeVoe Publisher: ISBN: Category : Academic achievement Languages : en Pages : 214
Book Description
This qualitative study sought to examine K-4 teacher perceptions of teacher instructional leadership practices as a result of increased statutory accountability demands in a high-achieving, homogeneous, rural Ohio school. Dodge Local, an Excellent school district as deemed by state of Ohio Local Report Card, was the school district studied. Through interviews, this study sought to examine how teachers currently describe their own instructional practice, how teachers describe their own capacity for instructional leadership, and what factors they perceive as levers for change in their own instructional leadership practice as a result of statutory accountability demands. Descriptive methods were used to describe the 11 teachers selected for the study from a K-2 and a 3-4 building. A face-to-face in-depth interview with pre-determined questions was utilized with each participant. All interviews were recorded, then transcribed, coded, and analyzed. Findings included the observation that Dodge Local lacks several foundational elements identified in the literature as effective instructional leadership practices. Dodge Local teachers focused on student needs in the classroom and felt a responsibility toward student achievement and learning. However, a formal improvement plan and vision were absent. Teachers tended to refer to various accountability demands as de facto goals. Finally, teachers in Dodge did not have an enduring understanding of accountability demands that have the potential to lead to meaning conversations about teaching and learning. Dodge did not have a broad enough awareness of the demands or any discrete ideas concerning how accountability demands would impact their instructional practices in future years. Although Dodge is rated excellent, according to the external accountability system, the internal structure and function of the district is in direct contrast. This study adds breadth and depth to the function of the Local Report Card in the State of Ohio and its function in relation to school district excellence.
Author: Julie English Publisher: ISBN: Category : Education Languages : en Pages :
Book Description
Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).
Author: Anthony S. Bryk Publisher: University of Chicago Press ISBN: 0226078019 Category : Education Languages : en Pages : 328
Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: H. Richard Milner IV Publisher: Routledge ISBN: 1136206019 Category : Education Languages : en Pages : 599
Book Description
This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.
Author: Getnet Eshetu Publisher: diplom.de ISBN: 3954899388 Category : Education Languages : en Pages : 117
Book Description
Solution at Hand to Improve Quality presents the materials necessary for understanding problems and solutions to integrate educational media technology in classroom teaching by exploring factors that affect the perceptions of instructional leaders. A considerable portion of the Solution at Hand to Improve Quality describes the roles of media in improving the quality of teaching-learning process and the roles of different actors. It focuses in identifying the instructional leaders tendency to favor on supplementary or/and substitutive roles of media for classroom teaching in relation to their past training as well as experience. Solution at Hand to Improve Quality also pointed out the reasons behind for instructional leaders’ perception and detailed solutions for the existing problems. Finally, Solution at Hand to Improve Quality presents practical recommendations for curriculum developers, education officials, teachers’ educators, educational media experts, instructional leaders and even to teachers.
Author: James Nolan, Jr. Publisher: Wiley ISBN: 9780470084052 Category : Education Languages : en Pages : 0
Book Description
Now in its second edition, this brief yet comprehensive book will help readers develop an effective teacher supervision and evaluation system. It first focuses on classroom supervision and coaching, presenting differentiated supervision and professional development strategies for promoting teacher growth. The book then examines the principles, standards, and procedures for effective teacher evaluation as well as addresses the supervision and evaluation of preservice, novice, and marginal teachers.
Author: Tsediso M. Makoelle Publisher: AFRICAN SUN MeDIA ISBN: 192835503X Category : Education Languages : en Pages : 222
Book Description
Inclusive education presupposes an all-inclusive approach where all learners are taught in regular classrooms, regardless of background, disability or social context. While there has been much debate, indications are that inclusive education has been gaining momentum. The book is divided into six coherent sections that address the how of inclusive education both inside and outside of the classroom.
Author: Ismail Hussein Amzat Publisher: Springer ISBN: 9811041512 Category : Education Languages : en Pages : 308
Book Description
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers’ readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students’ learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers’ autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.
Author: Shawna DeVoe
Author: Shawna DeVoe
Author: Julie English
Author: Siriparn Sookgamol
Author: Anthony S. Bryk
Author: H. Richard Milner IV
Author: Getnet Eshetu
Author: James Nolan, Jr.
Author: Tsediso M. Makoelle
Author: 
Author: Ismail Hussein Amzat