Download or read book Superintendent and Principal Perceptions of Superintendent Instructional Leadership Practices in Improving School Districts written by and published by . This book was released on 2005 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the instructional leadership practices of a statewide sample of Arizona school superintendents. Superintendents' practices in 12 areas were analyzed in relation to the degree of district academic improvement over a three-year period, the relative size of the district, and the gender of the superintendent. Differences in principal-superintendent perceptions were also analyzed to determine the extent of these differences, and their correspondence to the level of academic improvement achieved by districts. Among superintendents that had served in the current district for at least three years, there were significant differences in their reported involvement in 2 of 12 areas. Superintendents in higher-performing districts reported being more involved in planning for instruction and developing principals as instructional leaders. While male and female superintendents reported similar instructional leadership practices, female superintendents reported being more involved in reviewing research and developing instructional policies. Male superintendents reported being more involved in developing principals as instructional leaders. Superintendents in districts of different sizes responded similarly to the survey. The one exception was in the area of supervising instruction, in which superintendents in medium-sized districts reported being less involved. There were significant differences in the views of superintendents' instructional leadership held by principals and superintendents. On the whole, principals perceived superintendents as being less involved in instructional leadership than did superintendents themselves. There were significant differences between the responses of the subjects of this study and Watts' 1992 study. Superintendents in the present study reported being significantly more involved in seven instructional leadership tasks than their 1992 counterparts. The findings from this study may be of use to superintendents as they consider the many responsibilities they face in providing leadership for their districts. These findings may also be of interest to researchers who are concerned with better understanding the instructional leadership role of the school superintendent.
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Download or read book Effective Principals Perceptions of Superintendents Instructional Leadership Beliefs Knowledge and Practices written by Rona Samone Simmons and published by . This book was released on 2017 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact student achievement and influence principal’s instructional leadership. The study was set in a large, urban school district. Six principals who met the selection criteria as highly effective were chosen as study participants. As the instructional leaders of their schools and subordinates to the superintendent, principals are uniquely positioned to provide valuable insight on their perceptions of superintendents as instructional leaders. The study answered the following research questions: How do effective principals in large, urban school districts in Texas, (1) describe instructional leadership beliefs, knowledge, and practices of superintendents? (2) perceive the impact of their superintendent’s instructional leadership beliefs, knowledge, and practices on student achievement? (3) describe how superintendent’s beliefs, knowledge, and practices as an instructional leader influence their own beliefs, knowledge, and practices as it relates to instructional leadership? (4) make sense of the instructional leadership beliefs, knowledge, and practices of their superintendent? Findings from this study may be used to provide greater clarity to superintendents and school boards members, regarding the role of the superintendent as an instructional leader and the specific beliefs, knowledge, and practices positively impacting student achievement and influencing principal’s instructional leadership.
Download or read book Leadership Teaming written by Cathie E. West and published by Corwin Press. This book was released on 2009 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ideal for new or experienced school and district administrators, this book shows how to develop a strong superintendent-principal partnership. Written by a principal and a superintendent with decades of experience, this resource provides strategies for effective leadership, communication, and collaboration, and includes Both the principal's and the superintendent's perspectives on issues such as performance expectations and characteristics of quality teams, Critical experience- and research-based team components, Stories from the field about successful principal-superintendent teams, Reflective questions, summaries, and other tools to help readers apply the principles and strategies to their own practice. Use these practical and proven approaches to create a healthy school/district culture and promote mutually supportive professional relationships. Book jacket.
Download or read book Selecting Preparing And Developing The School District Superintendent written by David S.G. Carter and published by Routledge. This book was released on 2013-11-05 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Growing discontent with the performance of educational institutions is common in the USA today and little is being done to address the real problem - that of the need to reform and restructure the entire educational system. A key issue in this reform is the training and development of leaders in educational administration; as experienced "leaders" retire, so new professionals are called to assume the mantle of the "old hands" and vital new opportunities exist for those willing to take up the challenge.; This vitally practical text is about the selection, preparation and professional development of aspiring school leaders over the course of their careers, concentrating on ways to increase their overall effectiveness - particularly in changing times. It looks at changes that have been made and considers what can be adapted from existing systems in order to make radical improvements for those in leadership positions.; It is intended for use by postgraduate students in education, teacher trainings, heads of education faculties and teachers in leadership positions, school board members and aspirant superintendents.
Download or read book Instructional Leadership Practices written by Lloy M. Schaaf and published by . This book was released on 2008 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Superintendent as Instructional Leader Exploring Teachers Values and Perceptions of the Role written by William T. Crankshaw and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Superintendents play an important role in the achievement of students. Specific instructional leadership behaviors of superintendents and how they are perceived by teachers have received little attention through research on the topic until recently. The focus of this study was to explore teachers' perceptions of the instructional leadership role of the superintendent, and how their beliefs and values about instructional leadership behaviors of the superintendent affect those perceptions. This study also sought to find how teachers' perceptions of the instructional leadership practices of their superintendent may be affected by their own particular experiential factors, such as experience level teaching discipline and school level. Data for this quantitative study was gathered using a three-part survey, which was completed by teachers from seven component school districts of an upstate Board of Cooperative Educational Services (BOCES) regional district. Instructional leadership behaviors of the superintendent were based on Smith and Andrews' (1989) model, within which four constructs of instructional leadership were used to define the superintendent as an instructional resource, resource provider, communicator, and visible presence. Findings showed a positive correlation between teachers' belief that instructional leadership is an important role of the superintendent and their willingness to work constructively with a superintendent who demonstrates instructional leadership practices. Teachers' level of experience and school level may also have a relationship with the combined variables of teachers' belief in the importance of instructional leadership and their willingness to work constructively with their superintendent in that role, although no statistical significance could be demonstrated.
Download or read book The Savvy Superintendent written by Linda K. Wagner and published by R&L Education. This book was released on 2010-06-16 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Savvy Superintendent examines the art of district leadership from the perspective of top practitioners in the field of education. Insights and comments from in-depth interviews with over fifty current and former successful superintendents_including American Association of School Administrators (AASA) Superintendents of the Year and runners up for the award_are woven throughout the narrative to exemplify best-in-class, real-world applications of the behaviors, attitudes, and attributes that great instructional leaders employ as they carry out their most important work: instructional leadership. This book provides practical, hands-on advice for school district superintendents. It is designed to provide needed but rarely taught ideas, insights, and information that superintendents can use to incorporate effective practices into their own school districts.
Download or read book Instructional Leadership written by Wilma F. Smith and published by . This book was released on 1989 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses four key qualities of instructional leaders: resource provider, instructional resource, communicator, and visible presence.
Download or read book Teacher and Principal Perceptions of Instructional Climate and the Instructional Leadership of Superintendents in Selected Ohio School Districts written by Bruce W. Jones and published by . This book was released on 1988 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Superintendent Leadership written by Elaine L. Wilmore and published by Corwin Press. This book was released on 2008-02-13 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Targeted to meet the needs of superintendents or those aspiring to the position. The stories, vignettes, and reflective exercises for the reader are major strengths." —Dan Lawson, Superintendent Tullahoma City Schools, TN "This is the first professional book that I have found exciting to read in a long time—I really couldn′t put it down! It made me immediately want to gather my leadership team together to devise our own plan. A terrific discussion starter, as well as a step-by-step plan for implementing and assessing new programs." —Marie Blum, Superintendent Canaseraga Central School District, NY Maximize districtwide performance through realistic, standards-based practice! Written by the past president of the National Council of Professors of Educational Administration, this valuable resource examines the knowledge, skills, and dispositions that superintendents must develop to effectively manage change in today′s schools. Elaine L. Wilmore examines the Educational Leadership Constituent Council (ELCC) standards—the new benchmarks established by NCATE and ISLLC for a highly effective superintendency—and shows how administrators can incorporate each standard into their global vision and everyday practice. Through case studies, problem-based learning, an assessment model, and reflective questions and activities, this reader-friendly handbook discusses ways for superintendents to: Attain proficiency in each ELCC standard Develop a positive district culture Manage operations, resources, and community involvement Superintendent Leadership is ideal for the development of future superintendents and the continuous professional learning of current administrators as leaders of the learning community.
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 Rural Public School Educators Perceptions of the Shared Superintendent s Instructional Leadership written by Benjamin Wenger and published by . This book was released on 2017 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shared superintendent agreements in Pennsylvania have emerged as the latest form of school district reorganization. The term "shared superintendent" refers to a superintendent who serves as the chief executive officer of more than one school district. Four school districts have entered into two shared agreements in the last three years in Pennsylvania. This study examines teachers' and principals' perceptions of the shared superintendent's instructional leadership across six rural school districts, engaged in three sharing agreements, in Iowa. Iowa was targeted due to its distinction as the center for superintendent sharing and research. Teachers and principals were asked to rate the instructional leadership capacity of their shard superintendent in the areas of resource provider, instructional resource, communicator, and visible presence. Differences identified between groups and subgroups included special education, "essential", and elementary teachers consistently rating their shared superintendent lower in all areas than their content and secondary area peers. Statistically significant differences were found between the teacher and principal groups in the areas of Resource Provider and Visible Presence. Additionally, years of experience for principals were found to negatively affect principal perceptions, specifically in the Instructional Resource domain. In spite of these differences, the overall perceptions were considered to be positive. These positive perceptions toward the shared superintendent's instructional leadership capacity, coupled with the potential for fiscal savings, make the shared superintendent model a very real and viable possibility for rural school districts considering this in Pennsylvania.
Download or read book What Every Superintendent and Principal Needs to Know written by Jim Rosborg and published by Communication Unlimited. This book was released on 2003 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Three top education administrators from Illinois, brave voices from the trenches, share more sound, straightforward, easy-to-apply school leadership ideas than any other book in print--no-nonsense, often funny advice about what works and what doesn't, ranging from personal assessment, benchmarking, visionary leadership, and building internal capacity to personal hygiene to getting those pesky referda passed to what to say to the press, and when. It's simply a must for every school administrator.
Download or read book The Contemporary Superintendent written by Meredith Mountford and published by IAP. This book was released on 2019-06-01 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders to push back against the status quo while improving teacher and leadership practices, improving student learning outcomes, engaging with the community, and ensuring decision making processes that include check and balance systems that are just, fair, and equitable for all. The chapters in this book introduce superintendents or research on superintendents in which these tenants were practiced; both in their ability to enact radical change by “overthrowing” the status quo – as well as evolutionary in their deliberate approach to viewing change as a process they can control over time. These leaders were willing to confront and defy practices and policies that were counter to student well-being and achievement while concurrently knowing how to reach their desired results. The chapters chosen for inclusion in this volume are those that offered a glimpse of these revolutionary tenants in practice. We ask that you consider this emerging concept as you explore the chapters of our book. You will find the (R)evolutionary Leaders you meet in the chapters know how to evolve, not just to stay alive, but to ensure the organization (school) remains relevant and vital to society. These leaders use their positional power, social capital, and expertise to advocate for policies and practices that are in the best interest of the school community and they innovate in ways that challenge the status quo. You will also find practices that are (R)Evolutionary and provide ways for leaders to innovate, collaborate, and simply take care of themselves and those around them. Our description does not seek to support or define or delineate the characteristics of a (R)Evolutionary Leader or how one might enact (R)Evolutionary Leadership–but serves as a way to (re)think the way we view the vastly complex work of school district administrators, specifically the superintendent. (R)Evolutionary leadership may change our ways of thinking about the significant advocacy role a superintendent can play in influencing both practice and policy to enact the change necessary to move forward issues of justice, equity, and quality in PK-12 schools and further to improve educational and social outcomes for those served.
Download or read book The Superintendent s Fieldbook written by James Harvey and published by Corwin Press. This book was released on 2013-04-24 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Guidance for ever-changing challenges, success through improved effectiveness Equip yourself to face the demands of a superintendent with this practical guide for new and veteran school leaders. Understanding leadership and budgets is only one piece of a pie that has grown to include privatization, performance- based teacher compensation, technology, and global comparisons like PISA. Based on 15 years of research with 300 superintendents, including members of the National Superintendents Roundtable, The Superintendents Fieldbook will become your touchstone for practical advice that you can implement today. The authors developed this new edition to help you Navigate difficult situations through sample cases and tips for action Lead with an eye on global impacts by illuminating education abroad Understand the Common Core standards as explained by fellow superintendents Explore instructional coaching and rounds as professional learning opportunities
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.
