Download or read book Mid career Middle School Principals Perceptions of School Improvement and School Reform Initiatives written by Brenda D. Agnew and published by . This book was released on 2014 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how successful mid-career middle school principals (a) make meaning of the changing cycle of school improvement and school reform initiatives; (b) negotiate those initiatives with teachers on campus and; (c) how career stage theory affects decisions made by the principal about the timing and implementation of those initiatives. The principals were identified as successful because their campus had received the Middle School to Watch award from the Texas Middle School Association. An interpretivist's view was utilized for this study. Meaning was constructed from interviews conducted by the researcher with the principals and two principal identified teacher leaders on the campus. Each principal was considered one case study. Themes were utilized to write rich descriptions of each case study. It was found when implementing change experience and commitment are important to teachers and principals. Additionally, it was found principals must build relationships with teachers, share/distribute leadership with teachers and develop the ability to reflect. Recommendations for practices and additional research were shared.
Download or read book Principals May Block Or Promote Educational Reform written by Esmeralda Mondragón and published by . This book was released on 1997 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From the Desk of the Middle School Principal written by Kathleen Marie Brown and published by Scarecrow Press. This book was released on 2002 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brown (educational leadership, U. of North Carolina, Chapel Hill) and Anfara (educational leadership, U. of Tennessee, Knoxville) examine education at the middle years level from the principal's perspective, spotlighting the principal's role in school reform and improvement based on the belief that schools should be responsive to the developmental needs of their students. Centered on a study of 98 principals in Pennsylvania, New Jersey, and North Carolina, seven chapters explore the strategies used by principals in their responsiveness to students, to faculty and staff, and to their schools and communities. For aspiring and practicing middle school principals, board members, teachers and parents. Annotation copyrighted by Book News, Inc., Portland, OR
Download or read book Principals Perceptions about the Impact of the New York State Annual Professional Performance Review Legislation on the Instructional Practices of New York Public Schools written by Maureen R. Futscher and published by . This book was released on 2013 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is substantial research on school reform efforts focused on programs and curriculum. The same cannot be said with regard to the evaluation of teachers and principals. Current reform efforts are pointed in that direction. Through Race to the Top (RTTT), a competitive grant, the federal government offered funding to states willing to conduct statewide school improvement initiatives. The goal of Race to the Top is to improve student achievement through effective teachers and leaders. New York State applied for, and was granted RTTT money to work on the Regents Reform Agenda. This gave rise to the New York Annual Professional Performance Review (APPR) mandate, which is focused on the evaluation of teachers and principals. This exploratory study surveyed public school principals across the state to determine the extent they perceived the new APPR would improve instructional practices in their schools. Results suggest that most principals believe APPR will have a positive impact on instructional practices to some extent. Demographic characteristics, past and present evaluation practices, teacher practice rubrics and professional development were investigated to examine associations with principals' perceptions. The data revealed that variables from each of the four areas were significantly associated with principals' perceptions. The ability to provide specific feedback to teachers and a focus on student performance data were identified as the strongest contributors to principals' perceptions. This research was conducted in the first year of full implementation of the APPR mandate which provides baseline data for subsequent research. The findings may be useful for district leaders and policy makers when reviewing the implementation process. The data may provide insight for systems leaders to investigate and identify needs for additional support in their districts.
Download or read book The Money Myth written by W. Norton Grubb and published by Russell Sage Foundation. This book was released on 2009-01-15 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation's schoolchildren. The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between "simple" resources and those "compound," "complex," and "abstract" resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning," using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. Grubb shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book Public High School Principals Perceptions of Academic Reform written by National Center for Education Statistics and published by . This book was released on 1988 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Virginia Middle School Principals Perceptions of Accountability based Reform written by Beverly Diane Epps and published by . This book was released on 2001 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Principals Perceptions of the School Improvement Process and Its Effect on Student Instruction in the Classroom written by Thomas L. Biggs and published by . This book was released on 1997 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The School Principal and Chicago School Reform written by Darryl J. Ford and published by . This book was released on 1991 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Secondary School Teacher and Principal Perceptions of Mayoral Control in New York City 2002 2009 written by Tara Beth Davidson and published by . This book was released on 2012 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study analyzed perceptions held by principals and teachers about the effectiveness of mayoral control in New York City from 2002 to 2009 as a form of school governance and as an educational reform strategy. In particular, it examined how the teachers and principals perceived student achievement under mayoral control. Teachers and administrators work at the organizational level closest to students and how they "make sense" of reform efforts and perceive "conflict" in the school system is an important component of educational reform. Data from 70 interviews at 3 high schools revealed that most teachers and principals perceived greater stability in district-level leadership, an increase in accountability at all levels due to a "business mentality, " and an increase in student achievement under mayoral control, which concurs with the literature. School structure influenced participants' perceptions; teachers who worked at magnet schools reported little to no effect from organizational changes and reform initiatives, compared to effects reported by teachers at small and large high schools that were direct targets of the Mayor's and Chancellor's reform initiatives. Perceptions differed with regard to perceived experience and understanding of organizational changes and reform initiatives under mayoral control: Principals experienced changes to a greater degree than did teachers, reflecting that people are affected only by initiatives that directly impact their day-to-day operations. Despite reforms initiated under mayoral control, teachers and principals lack of money, small class sizes, parent involvement, and individual student responsibility as the major roadblocks to further improvement of student performance. Some participants saw the goal of mayoral control to dismantle the teachers union and divide teachers; others saw the teachers union as a roadblock to improvement because it protects "poor teachers." While slightly more participants supported mayoral control and its reauthorization at the time of the interviews (2009-2010), current (2012) empirical evidence suggests that the role of the teachers union and teachers' public opinions of mayoral control may have changed.
Download or read book Reshaping the Principalship written by Joseph Murphy and published by Corwin. This book was released on 1994-03-11 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines how the work of principals is being reshaped by transformational reform measures, as well as how the principals themselves are shaping initiatives. The authors explore the challenges and possiblities for principals in restructuring schools, and analyze nine case studies which highlight the changing role of the principal.
Download or read book Exploring the Role of the School Principal in Predominantly White Middle Schools written by Jacquelynne Anne Boivin and published by Routledge. This book was released on 2020-11-23 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: By detailing an explanatory sequential mixed methods study grounded in Critical Race Theory (CRT), this book explores the role of effective educational leadership in developing multicultural acceptance in predominantly white schools. Drawing on the rich experiences and accounts of school principals in rural middle schools in the US, the volume asks how principals’ personal attitudes, professional experiences, and the degree to which they view themselves as a mentor and influencer within the school impacts their approach to improving multicultural understanding amongst students, staff, and faculty. The text is organized into five clear chapters, providing critical reflections, a review of the relevant literature, and in-depth discussion of first-hand data. Six key findings relating to whole-school acceptance, the role of individual principal’s attitudes, and support for teaching staff open new avenues for research and inform recommendations for the professional development of school principals. In presenting key theory and practical implications of research, this book will be crucial reading for researchers, scholars, and practitioners in the fields of educational leadership, multicultural education, sociology of education, and teacher education.
Download or read book Changing Role of the Middle Level and High School Leader written by and published by National Association of Secondary School Principals(NASSP). This book was released on 2007 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Principals Perceptions on the Use of the Correlate school Climate to Improve Performance to Achieve and Sustain Accreditation written by Noah V. Rogers and published by . This book was released on 2018 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Administrators and Teachers on the Impact of a Comprehensive School Reform Intervention on Academic Achievement for Students at an Urban Middle School in a Mid south State written by Danyell Crutchfield Cummings and published by . This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exiting School Improvement written by Cindy Annette Corcoran and published by . This book was released on 2012 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this qualitative research study was to examine and describe the instructional practices and behaviors of four elementary school principals who implemented reform measures and practices under the requirements of No Child Left Behind (NCLB) to meet Adequate Yearly Progress (AYP) for two consecutive years in both reading and math. Through a prolonged in-depth interview process, the intent was to closely examine practices, procedures, and perceptions of these leaders in order to provide other school-based administrators in similar situations guidance when carrying out school improvement measures that build the capacity for student achievement. The study found that principals in highly impacted schools that were persistently low performing, exhibit five core practices when working to turn the school around. Principals demonstrate: (a) Extensive and Effective Use of the School Improvement Team; (b) Utilization of Multiple Professional Development Opportunities; (c) Communication through Meaningful Conversations; (d) Developing and Articulating a Vision for the School's Success; and (e) Practicing Strategic Leadership for Second Order Change. While principals should be the instructional leaders in their schools, their ability to be strategic in their planning and organizing the significant changes that must take place is also a necessary skill. Graduate level programs preparing aspiring principals should offer courses that provide real time experiences and opportunities for dialogue with experts to discuss specific issues facing administrators in persistently low performing schools. Furthermore, ongoing professional development specifically designed for principals currently working in highly impacted schools should be provided. Future research should explore the relationship between the principal and assistant principal in highly impacted schools to determine what roles assistant principal should play in successful school turnaround."--Abstract from author supplied metadata.
