Download or read book Superintendent Perceptions of District Leadership for Improved Student Achievement written by Dennis J. Sawyer and published by . This book was released on 2010 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to focus on how North Carolina superintendents perceive the importance and employ the self-assessed practices of the five McREL district-level leadership responsibilities linked to student achievement as they relate to the superintendents' years of experience and the size of the school system. One of the leading studies of the superintendent's professional practice was the Mid-continent Research for Education and Learning (McREL) comprehensive study of the superintendency, which was released in a 2006 report. Waters and Marzano (2006) generate four major findings. These findings are: (1) District-level leadership matters, (2) Effective superintendents focus their efforts on creating goal-oriented districts, (3) Superintendent tenure is positively correlated with student achievement, and (4) Defined autonomy. Finding 2, effective superintendents focus their efforts on creating goal-oriented districts, generated five district-level leadership responsibilities related to setting and keeping districts focused on teaching and learning goals which have a statistically significant correlation with average student academic achievement. They are: (1) collaborative goal-setting, (2) non-negotiable goals for achievement and instruction, (3) board alignment with and support of district goals, (4) monitoring achievement and instructional goals, (5) use of resources to support the goals for instruction. The five responsibilities from Finding 2 served as the basis for the survey questions. Data gained from superintendent self assessment survey responses included superintendents' ratings of the importance of the leadership responsibilities along with their perceptions of how often they employ these practices. Responses were examined for similarities and differences with respect to length of service and school system size. McREL found that effective superintendents focus their efforts on creating goal oriented districts. This finding was significant enough from their meta-analysis of 27 studies related to effective school leaders that it emerged as one of four overall findings. This study found North Carolina superintendents share McREL's view that creating goal-oriented districts is important. Similarly, superintendents most often perceive that they practice the 5 responsibilities that McREL articulates as the practices relative to this finding. This study suggests McREL designed a potential blueprint for improving district-level achievement and North Carolina superintendents perceive they are employing the responsibilities that the McREL research identified as being important to student achievement.

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 School Superintendents Perceptions of the American Association of School Administrators Professional Standards for the Superintendency Their Relevancy to the Superintendency and Correlation to Pre service Preparation of Superintendents written by Dawn A. Santiago-Marullo and published by . This book was released on 2010 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Effective leadership is important at all levels of a school system. This study will focus on the school district superintendent. While the impact of this leadership position on student achievement has been cited in several studies, research on the preparation of individuals for the superintendency is minimal. The media reports shortages in the field by citing the lower number of applicants for these positions. However, the existing research is inconclusive. While the number of applications for a given position may be lower than in the past, school districts are still reporting satisfaction with the search process and the candidates they select. Various standards projects for K-12 educational leadership exist. Many of these were prompted by the perceived need to attract more candidates to the field at every level of educational administration. The researcher selected the American Association of School Administrators' (AASA) Professional Standards for the Superintendency as a proxy for the knowledge and skills needed to be effective in the superintendency. These standards were created to improve educational leadership effectiveness at the superintendent level. They provide a framework for the development of improved leadership preparation programs and assist in individual leadership performance evaluation. For the purposes of this study, the AASA Standards have been correlated to the Four Frames leadership model developed by Lee Bolman and Terrence Deal. This correlation serves as the conceptual framework for this research project. This study examined the perceptions of current New York State school superintendents regarding the applicability of the AASA leadership standards by comparing two groups. The superintendents in the treatment group of this study participated in the SUNY Oswego Superintendent Development Program (SDP) prior to acquiring their first superintendency. The comparison group was comprised of current superintendents who did not participate in this specific pre-service preparation program prior to becoming a school superintendent. The majority of school superintendents responding to the survey indicated that the AASA leadership standards are consistent with the daily work of superintendents. The average percent of respondents selecting the responses extremely or very important was 77% for the 33 indicators surveyed. In addition, superintendents responding to the survey believed they were prepared for the superintendency in their first year. The average percent of responses for the answers extremely or very prepared was 44% for the 33 indicators. When we add the answer prepared, the average increases from 44 to 76%. Only 6% selected not prepared for the 33 indicators surveyed. When survey respondent data was disaggregated, differences among perceptions of preparation were found for some groups. The SDP and earning a doctorate appear to be promising pathways for preparing school superintendents. On average, respondents to the AASA Standards Survey who participated in the SDP and/or earned a doctorate indicated that they were better prepared to perform the tasks described by the indicators than other respondents. Differences in perception of preparedness were the greatest for SDP and non-SDP women. Regardless of their preparation pathway, the results of the survey identified two areas were superintendent preparation might be improved. The indicators to "develop a process for maintaining accurate fiscal reporting" was ranked 30 out of 33 and to "describe procedures for superintendent-school board interpersonal/working relationships" was ranked 32 out of 33 by all respondents. These two indicators were among the five indicators ranked last by mean score by all subgroups of respondents as well. Interestingly, these results confirm the findings of previous studies on the superintendency. The most successful school districts have leadership structures where the superintendent and school board work towards the same goals, keeping students' interests first in their decision-making. These school districts also manage their resources well. Waters and Marzano (2006) found that "board alignment and support of district goals" and "use of resources to support academic achievement and instruction goals" were among the top five areas where superintendents should focus their efforts in order to impact student achievement positively. Given the importance of these skills, organizations preparing future superintendents should review their programs in these two areas: superintendent-school board relations and resource management"--Leaves ix-xi.

Download or read book School and District Leadership in an Era of Accountability written by Bruce G. Barnett and published by IAP. This book was released on 2013-09-01 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.

Download or read book Understanding Superintendents Self efficacy Influences on Instructional Leadership and Student Achievement written by Kenneth Ray Whitt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores public school superintendent self-efficacy influences on instructional and student achievement within three Texas public school districts. The purpose of this research study was to investigate superintendent self-efficacy and its perceived influence on instructional leadership in districts with persistent student achievement inequities for economically disadvantaged and students of color. This study specifically focused on three White male public school superintendents with varying numbers of student populations that have large percentages of economically disadvantaged students and students of color. Two research questions guided the inquiry process: 1. How do superintendents in school districts in which children of color and children from low-income homes persistently under-perform perceive their effectiveness in the area of instructional leadership? 2. What are superintendents' perceptions about how their instructional leadership beliefs are influenced by the context of federal and state accountability in which they work? This study employed a qualitative method of investigation utilizing a case-study approach to examine the perceptions, beliefs, and views of participating superintendents. Two in-depth interviews with each school superintendent served as primary data collection sources, while field notes, personal observations, email, and phone conversations served as secondary and clarifying sources. Data were interpreted using a critical interpretivist lens. This inquiry contributes to the body of superintendent practice and limited research scholarship by assisting in the understanding of perceived superintendent selfefficacy influences on instructional leadership and student achievement. These understandings have additional implications for the intersection of power, privilege, and emancipatory critical constructs for superintendents with populations of economically disadvantaged students and students of color. Findings from this study serve to highlight needed calls to action and reforms in superintendent preparatory programs, research scholarship, professional organizations, and regional educational service centers.

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 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 District Leadership s Influence on Student Achievement written by Dotan Schips and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Every Student Succeeds Act requires state education agencies to develop accountability measures that identify no less than five percent of school districts for improvement (Every Student Succeeds Act, 2015). Per its federally approved ESSA Plan, New York State developed accountability measures to identify each school district as either a district in good standing or a Target District based on the achievement of its students (NYSE D,2017).In 2019,17% of New York State school districts were identified as Target Districts (NYSED, 201e). The purpose of this comparative case study was to explore how district leaders applied political reasoning to goal setting, problem definition, and solution implementation in an effort to improve student achievement. To evaluate district leadership's influence on student achievement, this study focused on three school districts designated as Target Districts by the New York State Education Department prior to the2016-2017 school year and who earned a Made Progress or Good Standing designation in 2017 -201 8, 20 1 8-20 1 9, or 2019-2020. Using Stone's (2012) framework for political reasoning, three research questions were used to explore perceptions of district leadership's political reasoning and its impact on student achievement. Data were gathered through interviews with four-to-five participants from each district, including superintendents, assistant superintendents, building principals, and teachers. Key findings showed that participants perceived that district leaders from all three districts focused goals on the needs of all students which aligned with Stone's (2012) description of equity. Additionally, key findings showed that participants perceived that district leaders clearly aligned district goals with building level actions which aligned with Stone's (2012) description of efficiency. Finally, key findings showed that participants perceived that district leadership implemented targeted professional development, intentional collaboration, and systems for data collection that all aligned with district goals. The strategic alignment between district goals and implemented practices reflected Stone's (2012) description of interests. Six conclusions were developed based on findings from this study. District leadership focused on identifying and setting clear targets for defined groups or subgroups of students when developing goals. District leadership expected that buildings would address district priorities through progress monitoring for targeted groups or through focused feedback between teachers and administrators. District leaders aligned district goals with building level actions. Building level problem-solving solutions reflected the priorities of their districts. District leadership set clear and measurable building targets and the influence of those targets on building progress monitoring. District goals mobilized building stakeholders to improve achievement for defined groups or subgroups of students. Based on these conclusions, it is recommended that district leadership explicitly identify groups or subgroups of students on which goals will focus, that district leadership consider how to efficiently align district goals and building level actions, and that district leadership consider how best to mobilize building stakeholders to achieve district goals.

Download or read book Central Office Inquiry written by Kim Agullard and published by WestEd. This book was released on 2006 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on a three-year study, this book helps central office leadership and staff examine their current school improvement efforts and consider how to provide more cohesive, effective support to their schools.

Download or read book Missouri Superintendents Perception of a Sense of Urgency to Improve Student Academic Performance written by Susan Gauzy and published by . This book was released on 2010 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory study examined the relationship between superintendents' perceived sense of urgency and student academic performance. More specifically, the study examined the leadership of Missouri superintendents based upon a district's Annual Performance Report. The Missouri Annual Performance Report ranks districts from highest to lowest with the following designations: performance with distinction; full waiver; limited waiver; provisionally accredited; and, unaccredited. This study focused only on the sense of urgency in the districts performing with distinction, performing with a full waiver, and performing with a limited waiver due to limited sample size in the lower levels of provisionally accredited and unaccredited. A total of 98 superintendents in Missouri were included in this study. Quantitative data were collected using survey responses. Superintendents responded to items about their perceptions of their own sense of urgency to improve student academic performance, the source of their urgency, their purposeful communication of urgency, their perceptions of change of urgency in district stakeholders, and the strategies used to communicate the urgency. Data from the surveys were analyzed using analysis of variance, analysis of covariance, and step-wise linear regression. Superintendents in districts performing with a limited waiver reported a significantly stronger sense of urgency to improve student academic performance than did superintendents in districts performing with distinction at the end of the first year in their position as superintendent. Superintendents in districts with a limited waiver also reported a significantly stronger sense of urgency to improve student academic performance than did superintendents in districts performing with distinction at the time of the survey. Superintendents in districts with a limited waiver purposefully communicated significantly more often than superintendents in districts performing with distinction with boards of education. In addition, superintendents in districts with a limited waiver purposefully communicated significantly more frequently with all district teachers than superintendents in districts performing with distinction. Superintendents leading districts performing with a limited waiver and superintendents leading districts with a full waiver identified an impending crisis to communicate a sense of urgency to improve student academic performance significantly more often than superintendents leading districts performing with distinction. Through regression analysis, Providing Opportunities for Success, Identifying an Impending Crisis, Setting Goals and Targets, and Utilizing Data were communication strategies significantly associated with the degree to which the sense of urgency to improve student academic performance increased throughout the district. Regression findings also implied that utilizing the communication strategy "providing opportunities for success" could increase the sense of urgency for boards of education, district administrators, building principals, teacher leaders, all district teachers and the media. Throughout this study it was evident that superintendents leading districts with a limited waiver, which indicates lower student academic performance, reported a stronger sense of urgency to improve student achievement than did their counterparts in higher performing districts. These superintendents purposefully communicated a sense of urgency more often and they used the communication strategy of "identifying an impending crisis" more frequently to increase a sense of urgency across their districts than did superintendents in districts with higher student performance. In addition, when superintendents utilize the communication strategy of "providing opportunities for success," which includes actions such as articulating a vision and implementing a purposeful school improvement process, an increase in a sense of urgency to improve student achievement is more likely to occur.

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 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 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 Superintendent Perceptions of Effective School Leadership and Its Impact on School Culture at the High School Level written by Brandon S. Pardoe and published by . This book was released on 2018 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated superintendent perceptions of effective principal leadership and its impact on school culture in high schools. The three research questions examined superintendents' perceptions on the components of a healthy high school culture, and the qualities that effective principals employ to directly impact the culture of their high schools in their school districts. Thirty-nine superintendents from across central and northeastern Pennsylvania participated in this study and completed the researcher developed online survey. Of those, five participated in a telephone interview with the researcher. The findings from the research revealed that superintendents perceive that effective principal leadership does influence the culture of high schools. The results from the study implicated identifiable qualities and strategies of principals that superintendents expect to enhance the school culture of high schools located in their school districts. These qualities and strategies include principal risk taking, continuous professional development, and the ability to communicate a clear vision and mission of the school. These findings may provide valuable information to superintendents and other school administrators to help inform decisions on how to effectively improve the culture of their high schools and improve student learning in their own school systems.

Download or read book Superintendent Support of School Principals for Systemic Continuous School Improvement and Progress for All Students written by Caroline I. Letendre and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: A gap in research existed regarding whether effective system support between superintendent and principal would positively impact a school's academic success rate. The purpose of this qualitative, phenomenological study was to explore the lived experiences of principals in order to understand if their perception of superintendent instructional support contributed to increased school-wide continuous improvement and student progress. Interviews with principals were thematically analyzed in order to answer the research questions which drove this study. Five major themes emerged from these analyses. The themes were: (1) Lack of superintendent understanding of a principal's school-wide programmatic needs; (2) The impact on superintendent's leadership style on school performance; (3) Inconsistent follow through to principal's need for school resources; (4) Need for building a professional community for principals within the district; and (5) Need for superintendent's targeted support to principal specific needs. The findings of the study are useful in the practice of school leadership as it focuses on educational leaders, superintendents and principals. The findings of the study may provide basis for principals and superintendents to make school-wide programmatic needs checklist, a rubric that assess the impact of superintendent's leadership style on school performance, an ongoing follow through of principal's need for school resources, a strategic plan for the principals to build professional community, and tailored targeted support for principals. There is extensive research on school leadership, but the majority of the studies focus on the leadership of principals and ways for them to be effective leaders. This contributed to the literature on school leadership because it highlights the ways principals can be supported and the role of superintendents in schools. The information in this study can be used for further research about school leadership and its impact to individuals involved.

Download or read book School District Leadership That Works written by Timothy J. Waters and published by . This book was released on 2006 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is the latest in a series of meta-analyses that Mid-Continent Research for Education and Learning (McREL) has conducted over the past several years to determine the characteristics of effective schools, leaders, and teachers. This most recent meta-analysis examines findings from 27 studies conducted since 1970 that used rigorous, quantitative methods to study the influence of school district leaders on student achievement. Altogether, these studies involved 2,817 districts and the achievement scores of 3.4 million students, resulting in what McREL researchers believe to be the largest-ever quantitative examination of research on superintendents. The following four major findings emerged from the study: (1) District-level leadership matters; (2) Effective superintendents focus their efforts on creating goal-oriented districts; (3) Superintendent tenure is positively correlated with student achievement; and (4) A surprising and perplexing finding of "Defined autonomy." A bibliography of reports used in the meta-analysis is included. (Contains 5 figures.).

Download or read book From Vision to Practice written by Richard C. Wallace and published by Corwin. This book was released on 1996 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by a practitioner for practitioners, this book gives concrete direction and practical guidance on how to become the vision-based leader your district and your schools need. Here is a precise, experience-based manual on what it takes to be a reflective education leader. From Vision to Practice is for educational leaders who want to make a positive difference in the work lives of the teachers and principals they serve.