Download or read book New York City School Principals Perceptions of Their Role as School Leaders written by Sumita SenGupta Kaufhold and published by . This book was released on 2012 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principals Perceptions of Enabling and Hindering Behaviors Rules and Structures in New York State School Districts written by Matthew Darby and published by . This book was released on 2021 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been increasing recognition among researchers and practitioners that the demands of the principalship have become unsustainable. School districts play a pivotal role in supporting school leaders in the execution of their responsibilities. The purpose of this mixed methods study was to further uncover how school district bureaucracies enable and hinder the work of principals. In the quantitative phase of the study the researcher analyzed survey responses from 244 New York State principals to determine the extent to which district structures were perceived as hindering or enabling their work. In the qualitative phase, the researcher interviewed two principals, one who described their district as enabling and one who described their district as hindering. The researcher analyzed interview transcripts using two cycles of coding to first identify hindering and enabling structures of the district bureaucracy, and then examine how the identified behaviors, rules, and structures hindered or enabled the work of school leaders. The perceptions by principals of enabling and hindering behaviors, rules, and structures were the basis for creating prototypes of enabling and hindering district practices.

Download or read book Perceptions of the Need for Balanced Leadership Skills by High School Principals in New York City written by Andy (Siu Hei). Szeto and published by . This book was released on 2019 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the administrative demands that NYCDOE high school principals experience, and the support and training they received in relation to their daily responsibilities. The study examined if and how these principals achieved balance in completing their instructional and administrative duties. Interview data were collected and analyzed to determine the perceptions of these high school principals related to the impact of balanced leadership on student learning and achievement. This qualitative study further explored if there was a need for balanced leadership as part of the principal practice in NYCDOE high schools. The sample was drawn from a group of NYCDOE high school principals who have worked at least two years, but no more than ten years in their current roles as principals. Principals with two years or more of experience could provide insight on achieving a balanced leadership in their practice. By excluding principals with over ten years of experience, an effort was made to avoid individuals with extensive skill sets to be effective principals. Several key findings were identified. NYCDOE high school principals acknowledged that administrative duties are burdensome and challenging to complete, but they are critical to their work and overall student achievement was a significant finding that emerged from the interview data. The study data also revealed that principals had to strategically prioritize their responsibilities to ensure that the operation of their schools was efficiently managed. In addition, principals conveyed that limited administrative support had been offered prior to or after they had been appointed to the role.

Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.

Download or read book Principals Perceptions of Their Changing Roles in School Leadership written by Brenda Wall Roughton and published by . This book was released on 2003 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers ELA Pedagogical Changes in High poverty NYC Elementary Schools written by Linda D. Green and published by . This book was released on 2016 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in ELA instruction. The study also investigated the principals' perceptions of the influences of their instructional leadership practices and the changes in teacher pedagogy in ELA instruction. In addition, this research explored the relationships between schools' ESEA designation status and the leadership practices used by principals in their efforts to improve teachers' pedagogy, as well as the leadership practices principals perceived as influencing teachers' pedagogy in ELA. The study used a survey design to capture the perceptions of principals' understandings of which instructional leadership practices influence change in teacher pedagogy in ELA. This study included 220 New York City elementary school principals, of which 95 respondents completed the entire survey. Research questions explored the instructional leadership practices and teacher pedagogy used in ELA instruction that the participants reported as essential for improving teaching practice and student achievement. Descriptive statistics, Spearman's rho correlation, and multiple linear regression analysis were used to analyze the survey data. v This study revealed several significant findings. The results of this study have shown that principals believe their leadership practices influence changes in teacher pedagogy. More specifically, teacher development, culture building, and building relationships appear to have the most influence. Another significant finding was that principals of reward, good standing, local assistance plan, and focus schools believe their teachers mostly use research-based teacher instructional practices during ELA instruction. Many of the principals in this study perceived that student misbehavior is a factor in the loss of instructional time.

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 Teachers and Principals Perceptions of the Role of the Elementary School Principal written by Enos B. House and published by . This book was released on 1983 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Examining Principals Perceptions of Their Support and Facilitation of Teachers Implementation of Culturally Relevant Pedagogy to Help Black Male Students in English Language Arts written by Darryl Rascoe and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic outcomes of Black male students, specifically as it relates to English Language Arts, have been a cause for concern for quite some time. Data consistently shows that Black male’ performance lags behind the performance of their White counterparts. Proponents of culturally relevant pedagogy, like Ladson-Billings, believed it is an effective practice to address the failings of an education system that historically has underserved culturally diverse students. This qualitative study explored the perceptions of New York City Department of Education principals relating to their facilitation and support of teacher implementation of culturally relevant pedagogy to help Black males in English Language Arts. This research focused on the school leaders’ facilitation of culturally relevant pedagogy as described by the culturally relevant pedagogy framework. It also examined the extent to which principals received professional development on culturally relevant pedagogy from their supervisors and how the principals engaged their teachers in professional development relative to culturally relevant pedagogy. This grounded theory study targeted New York City Department of Education high school principals employed within schools in the Bronx, Brooklyn, Manhattan, and Queens. Twelve randomly selected principals responded to 14 semi-structured interview questions. An interview protocol was used and all interviewees were advised that they could withdraw from the study at any time. The researcher followed all recommended Institutional Review Board protocols, which were used consistently with all the participants. The findings indicate that the principals did not have a definition of culturally relevant pedagogy that matches Ladson-Billings’s framework, and most of them did not foster a shared definition of culturally relevant pedagogy. In addition, all of the principals, except one, were not receiving any professional development focused on culturally relevant pedagogy. More than half of the participants had attempted to provide professional development on culturally relevant pedagogy to their teachers, but the district’s prioritized professional development focused on improving test results. Finally, all of the principals were not facilitating culturally relevant pedagogy in any way or in the manner described by the culturally relevant pedagogy framework. The researcher concludes the following: (a) the participants were not familiar enough with culturally relevant pedagogy to expertly facilitate it, (b) the district-level school leaders had not prioritized and mandated culturally relevant pedagogy, (c) the principals perceived that culturally relevant pedagogy would be beneficial to their Black male students, and (f) New York State English Language Arts data were limited.

Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.

Download or read book The Principals Leadership Network written by Cheryl Riggins Newby and published by . This book was released on 2004 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining the Roles of Educational Leaders in Reducing the Achievement Gap for Low Income African American Elementary Students in Grades 3 5 in NYC written by Stanley Moïse and published by . This book was released on 2019 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: African Americans have long struggled in this nation, they continue to endure hardship in the workplace, workforce and in the school systems. This study hopes to contribute to the body of research on closing the achievement gap. If education is the passport, then we have a responsibility to close this gap, especially for our students in New York City public schools. After all, this is the Mecca of the world. The purpose of this phenomenological qualitative study, was to explore the effective instructional methodologies through the perceptions of New York City (NYC) elementary school principals who support African American students using federal funding. In this study, the researcher conducted a document review to examine whether or not the publicly available data supports the principals' perceptions of effectiveness on how to close the achievement gap in reading and mathematics through an analysis of the NYS ELA and Mathematics assessments. Ten principals in New York City were interviewed for this study. Principals shared their perspectives and leadership actions they took to close the achievement gap. The results indicate that school leaders were taking initiatives, based on their perspectives, to close the gap in New York State reading and mathematics assessments through systemic structures they had in place, professional developments for their staff, educational programs for their students, especially African American students and with the assistance of families in the equation.

Download or read book The Instructional Leadership Practices of Elementary Principals of Average Needs resource Capacity School Districts in New York State written by Rebecca DeVries and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.

Download or read book The Elementary School Principals Perceptions of Their Primary Roles in Identifying Effectiveness as Administrators written by Marcello De Angelis and published by . This book was released on 2000 with total page 184 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 The Perceptions of New York City 21st Century School Administrators on the Implementation of 21st Century Learning Environments written by Hector Ivan Uribe Vargas and published by . This book was released on 2017 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our educational system was designed for a time where most people were going to work in factories or farms and mobility was not high. Workers would remain in more or less the same occupation and company for many years, sometimes retiring with a financially secure future. Reading, writing, and math computation was valued and necessary at the time. Communications took place face-to-face, by mail and by phone. Having access to information meant having encyclopedias and books in print. Times have changed, the advent and very fast progress of technology has made global communications an almost instant event, leading to the availability of a talented work force at the click of a mouse and a lower cost, which is very attractive for companies. The education system is not moving at the same speed of change. For the most part we still congregate in school rooms to listen to one person deliver the content and then test the students' retention via tests which in many cases are disconnected from life in the real world. This research looked to learn from New York school administrators from grade Kindergarten to grade 12 who are working to bridge the gap between the traditional school system and one that will better prepare students for a future that is changing rapidly. These administrators shared their experiences and plans as well as their boundless energy and desire to serve the youth of New York City and get them ready to be competitive in professions that we don't know will be needed. Some of the themes resulting from this research were: technology, collaboration, trust, needs assessment, and teacher qualities. Technology is a necessary tool for research and communication. It is also an expensive asset that becomes out dated every few years and must be continually renewed. It is not only hardware and software that is needed, it is the intentional implementation of four skills that, while not new, compliment and support every aspect of education and the working world: collaboration, creativity, critical thinking and communication. These skills need to be deliberately taught and infused into the academic content. The need and value of trusting each other in the community is an invisible while palpable element that will support or hinder progress in schools. Administrators asking and providing the teachers with the professional development and necessary tools for them to better their craft and serve with pleasure was a theme expressed by the interviewees. Teachers who embrace 21st century skills were described as innovators, risk takers, not afraid of failing, supportive of their colleagues, and willing to learn with and from the students. Administrators have learned that change does not happen overnight, new initiatives should be pilot-tested at a small scale, and also that teachers are more willing to try something new when they are invited and offered support, rather than when they are told. This research will serve as a stepping stone for school leaders who want to step into a new exciting era of education, and do so taking advantage of the experiences of innovators and pioneers who have taken the challenge and are transforming the face of education in New York City. Trust, community, communication, support, technology, and forward thinking are at the heart of 21st century learning environments.