Download or read book An Urban District Case Study of High School Principals Perceptions of the Influence and Impact of Standardized Assessments on Their Leadership Practices written by Scott Christopher Fike and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lyon City School District (CSD), an urban center located in up-state New York serves over 37,000 students spending $9,900 annually with 91% of its students receiving free or reduced lunches and 74% of its population classified as racial minorities. Lyon CSD also possesses the second highest number of SURR schools outside of New York City under No Child Left Behind Act of 2001 (NCLB) regulations. Bearing this in mind, as well as the increasingly critical eye cast on the actions of high school principals in an era of accountability reforms, this study posed the following three questions: (1) What are high school principals' perceptions of high-stakes, standardized assessments; (2) What are their self-described daily practices in response to these assessments; and (3) To what extent are their self-described practices consistent with their perceptions? Six principals from Lyon were selected to represent the three main categories of NCLB school classification, AYP, SRAP, and SURR, and participated in multi-part, three-session interviews. The first two interviews focused on gaining an understanding of these principals' perceptions of standardized assessments with the final interview focusing on their daily practices in response to these assessments. Principals reported that: (1) instructional time is perceived as lost as a result of the assessments; (2) classroom pedagogy is often becoming standardized and reduced to a skill and drill process; (3) external social factors are a significant negative influence on students' academic performance; and (4) intensification of cognitive and emotional demands and stress on students and teachers resulted in less attention to students' social and emotional well-being. Principals' responses also suggested that: improved test scores serve as the principals' de facto school vision; test data, while delayed in being returned, are not often used for diagnostic purposes; and curricula are being narrowed with the inclusion of tested subjects such as reading in other non-tested subjects in ways that suggest displacement of, rather than a claimed integration with, other subject matter.
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 Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Mixed Methods Case Study written by Khalid N. A. Sutton and published by . This book was released on 2019 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the Philadelphia area, there are too many high schools where students are not making adequate academic progress, as measured by the Pennsylvania Value Added Assessment System (PVAAS). As a result of this insufficient academic progress, there are many young adults lacking the minimal skills necessary to enroll in college or to enter into the workforce. The purpose of this mixed methods case study was to explore principal leadership behaviors and characteristics, and the extent in which they contribute to the achievement of students in urban high schools within the Philadelphia region. In every institution of learning, the overarching goal should be centered on providing students the necessary skills to assist them in growing academically, as well as socially. Principals as the leaders, of K-12 buildings, play an important role in ensuring that students receive the best education possible, while also maintaining and creating a safe environment for students and staff members. The research question for this investigational study was: What is the relationship between principal leadership behaviors and high school student achievement in urban districts within the Philadelphia area? The researcher used the following sub-questions to provide answers to the overarching question: (1) What leadership behaviors do teacher respondents perceive as positively impacting student achievement in urban high schools; (2) What leadership behaviors do principal respondents perceive as positively impacting student achievement in urban high schools; (3) How do principals describe the direct effects of their leadership behaviors on urban high school student achievement; and (4) How do principals describe the indirect effects of their leadership behaviors on urban high school student achievement? At two high schools in the Philadelphia region, 27 teachers and two principals participated in this mixed methods study. The high school teachers completed a survey using the well-known and validated Principal Instructional Management Rating Scale (PIMRS), designed for teachers by Dr. Philip Hallinger. The two principal participants took part in a semi-structured interview and completed the PIMRS survey designed for school leaders. The semi-formal interviews, scheduled for 30 minutes, were recorded using two digital devices and transcriptions were electronically and manually completed. Statistical Package for Social Sciences (SPSS) software was used to interpret and analyze quantitative data while InVivo and hand coding was used for qualitative data analysis. From the analysis of the qualitative data, three major themes emerged for principal behaviors: (a) data collection and analysis is essential, (b) curriculum and instruction must be monitored and (c) school culture is a factor. This study may inform current and future school leaders on the leadership behaviors essential to improving academic achievement. Considerations for further research in the area of principal leadership are offered.
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 School Leadership in Times of Urban Reform written by Marilyn Bizar and published by Routledge. This book was released on 2000-09 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines schools in Chicago, where the largest experiment in site-based management & accountability is being enacted. An analysis allows insights relevant beyond this single site & permits pursuit of an agenda concerned w/ educational leadership & reform
Download or read book The Principal Effect written by Michelle Soussoudis-Mathis and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than forty years, the United States’ public education system’s “zerotolerance” policies, and disciplinary practices rooted in those policies, have negatively impacted and marginalized minority students far greater than the general student body population. Over the years, nationwide studies have identified complex multifaceted predictors of negative disciplinary practices, such as: race/ethnicity, socioeconomic status, teacher-student matches, gender, student behaviors and attitudes. Studies indicated clear and undeniable correlations between exclusionary practices, “zerotolerance” policies and its disproportionate use toward minority students, particularly African American males who can be identified as a specific minority group within a larger minority and racial group. This phenomenon is commonly referred to as “pushout.” The goal of the research was to identify principals’ perceived equity-focused leadership practices and their relationship to behavioral outcomes for students. Although race/ethnicity is one of the most significant predictors, this study sought to examine a consequential factor that is not widely discussed or researched: the school principal’s influence on behavioral outcomes for students. Analyzing structures and practices through a multidimensional approach of Critical Race Theory and Organizational Leadership for Equity Framework can be a key factor in accelerating and building capacity and fostering reflection in others. This study consisted of a survey of high school principals from nine New York counties outside of the metropolitan area. An analysis of the collected data revealed the following demographic themes: predominant gender of high school principals were men; the majority of the principals identified their race as White, the years of service for the majority of surveyed high school principals was 11-20 years, indicating the administrator demographics are not progressively changing in tandem with that of the populations within the nine counties. The findings from the study identified the principals’ perceptions of equity-focused leadership practices and its relationship to student behavioral outcomes for African American male students. The survey offered insight into who is really behind the disciplinary decisions made in schools, and how principals equate infractions and severity of punishment with consequences. The study demonstrated how African American male students are still prone to disciplinary disparities even when perceived equitable leadership practices are activated.
Download or read book A Case Study of Urban High School Reform written by Joan Marie Cone and published by . This book was released on 2000 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Educational Accountability Policy written by Diane Gross and published by . This book was released on 2008 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The federal No Child Left behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. This latest federal education policy includes an accountability component that requires states to administer tests and emphasizes student achievement by a single, objective, standardized assessment. Consequently, students, teachers, principals, schools and even districts are judged as failing or successful based upon a single measure. Studies indicate urban schools of high poverty are more likely to be identified for improvement due to their failure to meet the benchmarks established under NCLB and its measures of adequate yearly progress. Using a conceptual framework of bureaucratic school culture, this case study examines the influence of federal and state accountability policy on the perceptions of educators and students about effective teaching and learning in one urban high school identified for improvement. Findings reveal an overarching conclusion that an established bureaucratic school culture is perpetuated by accountability policy, serving as a barrier to implementation of perceived effective teaching practices that are believed to produce improved student learning.
Download or read book High School Principals Perceived Leadership Practices and Their Relationship to Student Performance on the Texas Assessment of Knowledge and Skills TAKS written by Christopher Benton Soileau and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.
Download or read book Principals Perceptions of Teacher Evaluation Practices in an Urban School District written by Shana N. Henry Barton and published by . This book was released on 2010 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book First Time Principals in a High Stakes Accountability Urban School District written by Kathy Maria Warren Augustine and published by . This book was released on 2010 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method study is to examine what new principals say they learned and the sources of the learning that inform their thoughts and actions as instructional leaders. The research questions proposed for this study emphasize who (new principals), what (their espoused theories and theories in use as instructional leaders based on prior learning), where (high-stakes accountability environment), and how (they interpret their actions and the influence of those actions on the school culture and climate). The two research questions proposed for this study ask: (1) What do new principals say they learned about leading instruction? and (2) What were the sources of their learning? In this study, empirically-based standards and theories of meaning, learning, and action, provide an understanding of the origin of theories in action and are the foundation for instrument development and qualitative analyses on the link between the sources of acquired knowledge, espoused theories, and theories in use.
Download or read book High School Leaders and Their Schools Profiles of effectiveness written by and published by . This book was released on 1990 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of Urban School Principals Perceptions of Campus Based Leadership written by Shannon De'Yonne Allen Williams and published by . This book was released on 2007 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 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.
