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Author: Janet M. Kearney Publisher: ISBN: Category : Languages : en Pages : 171
Book Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Author: Janet M. Kearney Publisher: ISBN: Category : Languages : en Pages : 171
Book Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Author: Margaret Mary Irma Cantu Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
The purpose of the study was to discover the principal instructional leadership behaviors differed in successful and nonsuccessful urban elementary schools. Six schools were selected and paired according to size, ethnicity, socioeconomic status, and attendance to discover the salient leadership behavior differences between and among them. A descriptive survey research design was utilized to collect data through the Hallinger-Murphy Principal Instructional Management Rating Scale (PIMRS) which assessed frequency of leadership behaviors. Six (100%) of the principals and 95 (49%) teachers responded. The research questions were tested statistically using Analysis of Variance to decipher leadership differences between the pairs of schools and differences of perceived principal behaviors based on teachers' grade levels and teaching experience. The instructional leadership behaviors manifested by the principals in the selected schools were identified through the PIMRS and tested using the .05 confidence level as the measure of significance. The current literature reported that higher frequency of leadership behaviors, such as those identified in the PIMRS, could lead to academically successful schools. The results of this study went against the grain of the current literature since high scores on the PIMRS did not ensure successful schools and provided confoundment rather than clarification. The principals in the paired schools showed few differences in job behavior patterns, yet one school in each pair was academically successful; the other was not. The research questions stated: 1) There are significant differences between the instructional leadership behaviors demonstrated by the principals of schools with high student achievement when compared with the principals of schools with low student achievement; 2) student demographic characteristics (ethnicity, attendance of students, socioeconomic status) influence student success; and 3) there is a difference in teachers' perceptions of principals' instructional leadership behaviors based on their years of teaching experience and grade level taught. The first and third questions were rejected since the data in this study did not support the questions. The second question was not statistically tested due to a lack of difference in the student populations in the schools. Further study and testing of the Ballinger-Murphy Model is required in order to draw final conclusions on the relationship between principal instructional leadership behaviors and student achievement
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: Jason R. Moffitt Publisher: ISBN: Category : Elementary school principals Languages : en Pages : 152
Book Description
Author's abstract: Effective leadership behaviors are imperative in contributing to student achievement and the overall culture of a school. School leaders must mold the culture of the school in order to create an environment which is conducive to learning. Studies on school leadership and student achievement have highlighted the evidence of school leadership behaviors which contribute to student achievement. The purpose of this investigation studied the extent of school leadership behaviors and or characteristics that contribute to student achievement. This study was designed to identify the relationship between the behaviors of the school leader and student achievement. The study determined if teachers and principals perceptions of leadership behaviors contribute to student achievement. More specifically, this investigation was designed to study the behaviors and practices of elementary principals as it relates to student achievement in elementary school students in a large urban school district. Sixty-three elementary teachers and six principals were selected for this study. The six principals were apart of the focus group interview. Data was collected through teacher and principal surveys, audio-taped interviews and transcriptions. SPSS 13.0 was selected as a means to interpret and analyze data. 2 The results of the study support the literature and indicate that principal leadership is critical to student achievement in elementary school students. More specifically, it raised the question about what specific leadership behaviors are used to increase student achievement. This study further clarified that the principal is the primary person for instituting leadership among all within the school which ultimately contribute to student success. The elementary principal has a demanding and challenging job in and of itself, but by recognizing the leadership behaviors, the principal can influence the climate, productivity, effectiveness of their school and ultimately student achievement.
Author: Publisher: ISBN: Category : Educational leadership Languages : en Pages : 156
Book Description
Schools benefit from principals who can empower, motivate, and support stakeholders in providing high quality learning opportunities and accepting responsibility for improved academic results. Nurturing this sense of professional competence and accountability is difficult, often requiring fundamental changes to the learning culture of a school. A growing body of evidence underscores a significant and positive relationship between principal leadership and student learning and achievement. In-depth study of a principal's leadership, within the context of a highly challenged, high-performing elementary school helped to deepen the understanding of specific instructional and/or transformational behaviors and practices that instigated and sustained organizational change efforts where they were needed most. This qualitative study sought to understand how the principal of a high-achieving urban elementary school facilitated and managed fundamental changes in the schools learning culture. The study investigated one urban elementary school's efforts to implement a structured, school-wide educational reform focused on improving learning results for all students at the school. The researcher examined the reforms through case study methods, employing critical incidents interview techniques, individual and focus interviews, observations of key reform-focused meetings and activities, and analysis of various relevant artifacts. Focus groups with teachers, individual interviews with the principal and 12 additional stakeholders from across the school, observations, and document analysis comprised the main sources of data in this study. The researcher used constant comparative method to analyze the data gathered and determine emerging categories, themes, and patterns. Findings suggest how the principal of a now high-achieving urban elementary school reinvented her role as principal, instituted new norms of collaboration, ensured universally high expectations for all, and provided data-informed, job-embedded professional development, as means to overcome obstacles and improve student outcomes and achievement. Now more than ever, urban principals are challenged to understand and apply these key leadership behaviors and practices in order to build productive learning cultures for teachers and students at their schools.
Author: Kathleen Cotton Publisher: ASCD ISBN: 1416601120 Category : Education Languages : en Pages : 122
Book Description
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Jennifer Severson Bean Publisher: ISBN: Category : Elementary school principals Languages : en Pages : 175
Book Description
This qualitative study examined principal and teacher perceptions of leadership behavior which influenced the achievement of students, particularly those living in poverty. The students attended a high achieving elementary school where a majority were eligible for free and reduced lunch. This study also examined the principal responsibilities which the principal and teachers in this elementary school perceived to decline as a result of changes designed to increase student achievement. The study took place in a school district in Central Pennsylvania. The participants were a school principal and 10 teachers serving in a Title I distinguished high achieving, high poverty, elementary school. A questionnaire adapted and based on the findings of Marzano; Waters; and McNulty (2005), relating to principal leadership responsibilities linked to student achievement, and an interview were used in this study. These were administered to the principal and teachers in the school district. Analysis of the data suggested that use of the 7 responsibilities associated with second-order change were implemented by the principal in the participating district. Four of these, Monitoring and Evaluating; Optimizer; Intellectual Stimulation; and Ideals/Beliefs, were evidenced to a greater degree than others. Four responsibilities were seen to decline; these responsibilities were: Culture; Communication; Order; and Input. Some other responsibilities, although not targeted in the study, surfaced as strong characteristics or actions of the principal. These responsibilities were Affirmation, Focus, Situational Awareness, and Visibility.
Author: Sean B. Yisrael Publisher: R&L Education ISBN: 1610488261 Category : Education Languages : en Pages : 113
Book Description
The 12 Laws of Urban School Leadership was written to give urban school principals strategies for successfully implementing change, and achieving systemic reforms. The book also gives aspiring and novice principals a window into the real issues that affect the prinicpalship, and the circumstances that can determine success or failure. Veteran principals can also learn how to better deal with some of the most challenging issues associated with students, parents, staff, and community members. This is an essential resource for any school leader working in an urban, or public school setting.
Author: Janet M. Kearney
Author: Janet M. Kearney
Author: Margaret Mary Irma Cantu
Author: Melissa A. Stewart
Author: Jason R. Moffitt
Author: 
Author: Kathleen Cotton
Author: Eddie L. Davis
Author: Jennifer Severson Bean
Author: Sean B. Yisrael
Author: Jeffrey Scott Ronneberg