Download or read book An Evaluation of the Perceived Impact of Advanced Leadership Training on Principals in an Urban School District written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this study was to systematically examine the impact of the Advanced Leadership Training course on a Midwest urban school district. Interviews with 29 of approximately 70 participating principals were the primary data source for the study. Each of these professionals participated in 11 half-day training sessions that occurred over a five-month period at the Academy. During this training, principals studied best practices in five domains of leadership: establishing a clear and positive direction, ensuring accountability, selecting and developing outstanding people, providing instructional leadership, and establishing positive relationships. Data included a focused interview during which principals discussed their perceptions of each of the topics covered and any impact on their professional practice or thinking as a result of participation in the course. Principals were also invited during the interview to discuss their perceptions of the training itself and how their own needs were met through the course. Data obtained during these interviews and subsequent analysis may inform those at the Academy about the principal's activities, the impact of their activities, and impediments to greater impact. The following research will guide this investigation. The research shows that principals believed themselves to have improved their professional practice in three of the five domains of leadership covered in the course. Specific practices that were altered or initiated are reported as well as the contextual realities that inhibited and supported principal growth.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development A Case Study written by Jennifer Leigh Harper and published by . This book was released on 2009 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on school principals has been narrowed to the factors leading to attrition or retention with little focus on the recruitment and development. The decreasing number of individuals applying for school principal positions has led some school districts to implement new methods to recruit and develop future school principals. One method being used by some large, urban school districts is the creation and implementation of leadership academies; however, few studies have been conducted to determine the effectiveness of this tool in aiding the recruitment and development of aspiring school principals. The purpose of this case study was to investigate the effectiveness of a leadership academy implemented in an urban school district to increase the recruitment of school leaders. Participants were assessed on their perceptions of the effectiveness of the leadership academy, in one urban school district, to prepare them for the school principal role. A qualitative, embedded case study approach was used to describe these perceptions. The study participants consisted of 12 individuals who were working as principals or assistant principals in the district after participation in the leadership academy. The data was based on participants' responses from 25 semi-structured interview questions, non-participant observations, and a document analysis of materials used in the leadership academy. The data revealed four assertions 1) the leadership academy provides an avenue for the district to identify individuals interested in the principal position and get to know the leadership styles of each individual; 2) participants believe the leadership academy aided in their preparation for a principal position in the district; 3) the application and selection process enabled the district to identify individuals interested in the principal position; and 4) the leadership academy was an indirect tool for recruitment. The findings showed that all study participants felt the leadership academy was a valuable experience and did aid them in their journey to becoming a school principal. The findings from this study support the use of a leadership academy as a tool to develop aspiring school principals; however, further research is needed to determine the effectiveness of the leadership academy in recruiting future school leaders.
Download or read book An Analysis of the Impact of a Teacher Leadership Program on the Perception of Leadership Skills written by James Lee Argent and published by . This book was released on 2012 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher leadership is mandated in North Carolina through a set of standards and an evaluation instrument. However, no state endorsed development opportunities were available for teachers who did not demonstrate leadership at an adequate level when measured against the evaluation instrument. A consistent, research-based definition of leadership has not been developed. Six themes of leadership (vision-setting, knowledge/ability, influence, ethics, results-oriented/accountability, and collaboration) were found that created a framework for the study. A large, urban district in North Carolina developed a teacher leadership program. This study sought to examine the effects of a district training program, titled the Institute for Teacher Leaders (ITL), on the leadership behaviors demonstrated by the participating teachers. The study utilized a survey based on the North Carolina Teacher Evaluation Instrument. The survey collected the ITL participants' perceptions prior to the training and after the training in each of the six themes of leadership. ITL participants' teammates and principals also responded to the survey. Descriptive statistics were compiled and analyzed to determine if there were trends. Fisher's Exact Tests were computed to determine if there were significant relationships between ITL participants' perceptions prior to the training and after the training. Fisher's Exact Tests were also computed to determine if there were significant relationships between the ITL participants' perceptions and their teammates' and principals' perceptions. Although there were no significant relationships found, descriptive data did show trends of increased leadership abilities in each of the six themes. Additional research needs to be conducted to determine the impact of leadership training on the abilities of teachers.
Download or read book Successful School Leadership Preparation and Development written by Karen L. Sanzo and published by Emerald Group Publishing. This book was released on 2012-11-14 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Features lessons learned about the successful implementation of leadership program preparation and development programs that are grant-funded by the United States Department of Education through the School Leadership Program.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Descriptive Case Study Examining the Perceptions of Novice Urban High School Principals Regarding how Well Their Graduate Educational Leadership Programs Prepared Them to Implement the Connecticut Standards for School Leaders written by Lenford G. Lawes and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this action research study was to both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. To date no studies have demonstrated that following novice principals induction into Connecticut's urban high schools, that these same principals perceive their graduate educational leadership programs prepared them to implement Connecticut State Standards for School Leaders. The sample consisted of nine principals. Two sources of data were obtained. The Educational Leadership Self Inventory (ELSI) Survey was used to collect data via mail and online, and interview was conducted using guided questions. The ELSI specifically addresses the 12 Connecticut Standards for School Leaders (CSDE, 1998). The survey consists of closed-ended questions. The closed-ended questions are rated using a four point Likert Scale with the following anchors: (1) Did not prepare, (2) Limited Preparation, (3) Somewhat Prepared, (4) Well Prepared. The ELSI generated ordinal data. Respondents were asked to review statements relating to what extent do they feel their graduate school leadership program prepared them with respect to the Connecticut Standards for School Leaders by categorizing each statement in accordance with a Likert Scale. Multiple sources of data were analyzed and compared to triangulate findings. Prior to the principal interviews, a pilot interview was utilized to test the interview questions. Conclusions were drawn from findings in each of the four major areas found in the Connecticut Standards for School Leaders. It was concluded that novice urban high school principals are likely to report a wide range of areas in which their preparation programs satisfactorily prepared them or unsatisfactorily prepared them for the principalship. It was recommended that graduate educational leadership programs further their efforts to ensure that candidates are well prepared in areas such as student assessment, teaching, teachers' evaluation, providing opportunity for meaningful collaborative leadership, professional development, active family engagement, harness community resources and developing healthy community partnership to improve learning for all students. They must also make effort to provide high quality internships for candidates.
Download or read book A Comparative Analysis of a Selected Urban School District s Principals and Teachers Perceptions of Principals Leadership Behaviors written by Doris Batts Bilton and published by . This book was released on 1993 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Analysis written by Zenovia Mona Crier and published by . This book was released on 2017 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Download or read book Culturally Proficient Leadership in Urban K 12 Schools written by Vickie Lynn Gomez and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how urban school principals' perceptions of cultural competency affect their leadership practices. The following research questions were analyzed to explore this inquiry (1) What are urban school principals' perceptions of cultural competency? (2) How do their perceptions of cultural competency affect the daily management of their schools? (3) What might be barriers, realities and issues that prevent a leader from practicing culturally relevant leadership? This multisite exploratory case study included five principals of urban schools. In-person interviews were conducted with each principal. Additionally, school board meeting minutes and the School Accountability Report Cards (SARC) for each of the five schools was reviewed and analyzed. The study also employed the Cultural Proficiency Model (CPM) as a conceptual framework for data analysis to illuminate the principal's perspectives of cultural competency. The data revealed that the principals' experienced barriers to culturally competent leadership in the daily management of their schools. However, the principal's perspectives on the barriers, and challenges of culturally competent leadership were based on their level of cultural competency as assessed by the CPM. Additional themes in the study were, value diversity, leadership and advocacy. Findings further revealed that the principals' perceptions of cultural competency were influenced by their understanding of the value of diversity and its relationship to leadership and student advocacy efforts. Lastly, findings suggest that continuous training and professional development in culturally competent leadership is needed for the principals to achieve cultural proficiency.
Download or read book An Evaluation of the Outcomes of a Leadership Development Program written by Cynthia Denise McCauley and published by Center for Creative Leadership. This book was released on 1994 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook presents findings of a study that examined the outcomes of the Chief Executive Officer Leadership Development Program, which was developed by the Center for Creative Leadership (CCL). The 1-year program was comprised of classroom sessions, coaching, journal writing, and learning projects. Data were derived from: (1) a pre-program survey and questionnaire of 38 participating superintendents; and (2) post-program interviews with the 38 participants and their facilitators, a post-questionnaire completed by participants, and analysis of student journals. Findings indicate that the superintendents improved their leadership competencies and self-awareness. Of the four superintendent subgroups that were identified, two--the New Perspectives subgroup and the Role Expansion subgroup--were more affected than administrators who were already highly effective or more control-oriented. The program, compared to other studies of this nature, resulted in two more prominent outcomes: the view of leadership as a shared responsibility and a broader view of their professional role. Implications of the findings for evaluation of leadership-development programs are: the use of multiple methods enriches analysis; evaluation studies should expect highly individualized outcomes; and evaluation studies provide opportunities for understanding the leadership-development process. Eleven tables and five figures are included. Appendices contain copies of the exit interviews and statistics on subgroup differences. Contains 53 references. (LMI)
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Urban School Principal Reports of the Professional Development Perceived as Beneficial for Working in a District that Adopted a Model for Improving Student Achievement Requiring Both Decentralization and Accountability at the School Level written by Penny E. MacCormack and published by . This book was released on 2012 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe the professional development (knowledge and skills) urban school principals' report as beneficial for working in districts that have adopted a model for improving student achievement requiring both decentralization and accountability at the school level. Tucker and Codding (2002) provided the conceptual framework for identifying professional development beneficial for working in a district that adopted decentralization and accountability for improving student achievement. Data sources included: (1) digital recordings and transcripts of individual one-on-one, open-ended, in-depth interviews and (2) interviewer notes on the interview protocol taken during interviews and interviewer notes written in a journal during coding. Qualitative findings for all eight research questions suggest that principal reports of the professional development beneficial for working in an urban district that adopted decentralization and accountability for improving student achievement included learning focused on: (1) Vision formation and best practices for operationalizing the vision, (2) Processes required to set effective goals for improving instruction and raising student achievement, (3) Increasing the accuracy and reliability of teacher observation skills and the ability to give quality feedback for improving instruction, (4) Understanding district accountability requirements for schools and the implications of those requirements at the classroom level, (5) Developing teacher commitment to improving student achievement through a deeper understanding of district accountability expectations and the role of teacher effectiveness in improving achievement, and (6) The process of using school and classroom data for improving instruction. In addition, they identified a need for obtaining specific feedback from district-level supervisors to improve their leadership practices as potentially beneficial. Principals in the study also indicated that the most beneficial professional development they had received was being assigned a coach, mentor or working as a resident for one year under the supervision of a successful principal.
Download or read book Perceptions of Teacher Leaders on the Processes of Distributed Leadership in Relation to Student Achievement in High Performing Elementary Schools in the Urban Unified School District written by Alusine Conteh and published by . This book was released on 2015 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the educational reform process it is significant to acknowledge that effective leadership matters when it comes to school improvement activities. Educators are constantly faced with federal, state, and local district mandates: it would be unwise to consider the principal as the only individual to provide leadership for school improvement. Therefore, a distributive perspective to leadership is a paradigm shift with a central focus on leadership that is collectively shared by administrators and teachers. The purpose of this phenomenological study was to explore teacher leaders' perceptions on the distributive leadership practices and its possible impact on student outcomes. Data were collected by conducting semi-structured interviews with teacher leaders and principals from five participating school sites, ten teacher leaders responded to a paper-pencil anonymous surveys, field observations were completed at participating sites, and document review was completed which included California State Test (CST) report from three school years (2010 – 2012), and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for 2014-2015 school year. The distributed leadership concept offers a considerable platform for studying leadership as collective rather than an individual practice. Based on the literature, five conclusions were drawn and recommendations were made regarding implications for future practice. First, the findings indicated that the principal has a pivotal role to play in influencing distributed leadership practices which will have a positive impact on student achievement. Second, the findings revealed that teacher leaders were more inclined to participate in distributed leadership when they were encouraged by the principal and invited to perform leadership roles. Third, the findings also indicate that at these participating sites, there were structures within the organizations that harnessed teacher leadership – the ability to encourage colleagues to change, Fourth, the findings indicated that through collaborative practices, teacher leaders and principals were successful providing leadership for the participating school sites that led to positive impact on student outcomes. Last, the findings indicated that teacher leaders overwhelmingly shared they wanted to be considered as professionals by allowing them the freedom to practice instructional autonomy. The positive impact of "Enabling Others to Act" and "Inspiring a Shared Vision" implies that a distributive perspective may lead to school improvement.
Download or read book Principal Leadership and Its Impact on Academic Outcomes as Perceived by Teachers and Principals in Urban Schools written by Herschel A. Hannah and published by . This book was released on 2004 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
