Download or read book Teacher Perceptions of Leadership During Implementation of Instructional Reform written by and published by . This book was released on 2017 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study used a mixed methodology approach to explore leadership for implementation of the instructional reform CITW by examining the perceptions of the teachers in a single school setting. The study analyzed the behaviors of individuals during the experience of implementation of the reform initiative CITW using surveys and interviews to illuminate the perceptions of supportive leadership and followership behaviors. Traditionally, the role of the follower, the one implementing the reform, has been overshadowed by the role of the school leader. This study demonstrated how both the school leader and the followers influence how teachers view and implement the instructional reform. Teachers reported actions such as modeling, feedback, and time to observe as important behaviors to support the implementation of the reform initiative. More dedicated time was needed to increase their understanding of the reform. Leadership was also found to be shared between the principal and the teacher. Both teachers and the principal took on lead roles to support implementation, and all staff were encouraged to share their learning. Finally, followership was important to the reform initiative as many teachers relied on their colleagues for successful implementation. This study also found that additional reforms in the school building impact continued implementation of the initial reform. School leaders need to be aware about how much change is occurring in a building, because change takes time. The findings provide information to educators to create a better understanding of leadership and followership behaviors to best support implementation of a reform initiative similar to CITW to increase learning for all students.
Download or read book Teachers Perceptions of Leadership Practices in the Implementation of Professional Learning Communities written by Julie English and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).
Download or read book Implementing Reform written by Ricky Vincent Papandrea (Jr.) and published by . This book was released on 2020 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the mid-1990s there have been several attempts at wide-scale educational reform in the United States. The majority of educational research that has been conducted has focused on the impact of these reform movements on student achievement outcomes, the development of 21st century skills for students to compete in the global economy, the financial impacts on schools and school districts for implementing mandated curriculum changes, or the evaluation of specific programs (Polleck & Jeffery, 2017; Lee & Wu, 2017). Several gaps in the existing literature have led to an incomplete picture of reform efforts, including the impact of teacher perceptions on implementing mandated curriculum changes in social studies, specifically at the secondary level.The purpose of this qualitative case study was to examine secondary social studies teachers' perceptions of mandated curriculum changes under the New York State K-12 Framework, implemented in 2014. The study was conducted in a suburban New York public high school and utilized data from focus groups of teacher-participants, individual interviews of teacher-participants and administrator-participants, and a content analysis of the implementation of the New York State K-12 Framework for Social studies from New York State and through department documentation. Analysis of the data collected revealed three key findings in this study. First, that mandated curriculum changes in the social studies classroom negatively impacted social studies teachers' perception of teaching and methodology by shifting away from a traditional, content-based social studies education because the new literacy skill-based assessments became the overall driving force in their instructional practices. Second, a breakdown in communication between teachers, administrators, and New York State has caused teachers to become disheartened and frustrated with the implementation of mandated curriculum in the social studies classroom, resulting in them relying on collaboration with their colleagues for planning and support. Third, teachers perceived the implementation of mandated curriculum changes had impacted their desire for increased opportunities for collaboration with colleagues through high-quality professional development sessions. The implications of these findings for educators, school leaders, and policy makers will be discussed.
Download or read book Handbook of Research on Entrepreneurship in Professional Services written by Markus Reihlen and published by Edward Elgar Publishing. This book was released on 2012-01-01 with total page 425 pages. Available in PDF, EPUB and Kindle. Book excerpt: ÔProfessional service firms are critical agents of contemporary economies and understanding them has become a central focus of recent scholarship. This very timely and well organized Handbook brings together several leading scholars who explore how we might think and theorize about professional service firms and their entrepreneurial behaviours. The Handbook will become a key source for the growing community of researchers in this area.Õ Ð Royston Greenwood, University of Alberta, Canada ÔFor too long, both researchers and practitioners have presumed that professional service firms follow the status quo when they should better understand how these professionals set the rules for globalization. This Handbook reminds us that professionals are as much the shock-troops of capitalism as the multinational corporations that they serve. As this Handbook shows, the leading firms successfully compete with each other by fostering entrepreneurship and innovation in order to service an institutional system that undergirds the international economy.Õ Ð Christopher McKenna, University of Oxford, UK Professional services are increasingly seen as an important foundation for future economic growth and prosperity. Yet research on innovative and entrepreneurial processes in professional services has been surprisingly scarce. This Handbook provides a collection of original contributions from leading scholars outlining the current stock of knowledge in the area as well as providing directions for further research. The expert contributors discuss entrepreneurship and innovation from a number of different perspectives, including the entrepreneurial professional team, the entrepreneurial firm and the institutional environment. The first part of the book looks at the challenges of entrepreneurship specific to the professional service firm while the second explores the creation and exploitation of entrepreneurial opportunities in the professional service team. Part III turns to the organization and Part IV to the management and growth of the entrepreneurial professional service firm. The final part discusses the interplay between professions, firms and the institutional environment. Researchers, scholars and PhD students in the areas of entrepreneurship and professional service firms along with advanced students of management will find this volume of great value.
Download or read book Teacher Perceptions of Standards based Reforms in Social Studies Education written by William E. Murphy and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.
Download or read book Principal Leadership for Instruction written by Karin Katterfeld and published by . This book was released on 2011 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 When Reform Meets Reality written by Jonathan A. Supovitz and published by Harvard Education Press. This book was released on 2024-09-26 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: An insightful inside perspective on the implementation of instructional improvement measures in a large urban K–12 district
Download or read book PRINCIPALS ROLE PERCEPTION AND IMPLEMENTATION OF EDUCATIONAL REFORM written by Jesse A. Hotmire and published by . This book was released on 2018 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: A theme in education stems from comparing international students' scores on standardized tests with sub-par American students' scores. The gap between the scores of international students and American students has prompted educational reforms to be passed by state and federal legislatures in the United States. This study begins with an investigation in the A Nation at Risk report and includes No Child Left Behind, Race to the Top, Common Core, and the Every Student Succeeds Act. States and school districts across the United States have struggled with adapting these educational reforms over the last few decades. Therefore, research on educational leadership over the decades has provided insight into strategies educational leaders can utilize to successfully implement educational reform. Additionally, the National Policy Board for Educational Administration (NPBEA) established the Professional Standards for Educational Leaders (2015) to provide a set of updated standards for educational leaders. Often tasked with implementing educational reform, principals routinely bear the brunt of guiding the people in their buildings through the maze of changes. The purpose of this phenomenological study is to discover how six principals see their role and what those six principals do to implement educational reforms. The intended method of coding and data analysis is an existing method by Moustakas (1994). The research questions guiding the study are (1) What do principals from secondary schools in Northwest Ohio perceive to be their role as instructional leaders concerning the implementation of Ohio's Learning Standards and assessments? and (2) What leadership strategies do principals utilize to carry out implementation of Ohio's Learning Standards and assessments in their school environment? Themes from this study that revealed principals' role perspective included their desire to practice distributed leadership and build relationships to foster a culture of collaboration. The emergent themes regarding leadership strategies included principals' facilitation of teacher preparation and instruction to implement Ohio's Learning Standards and assessments. Another major theme was challenges of rural high school principals. The implications for principals include to: maintain a positive attitude, search for solutions to challenges that predictably arise during times of change, utilize proven instructional leadership practices, and leverage their rural community characteristics to care for people. These qualities will help principals effectively lead their buildings through educational reforms.
Download or read book Distributed Instructional Leadership and Teachers Perceptions of and Motivation for Instructional Improvement written by James E. Taylor and published by . This book was released on 2004 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Collaboration and School Reform written by Sheldon T. Watson and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation reports a study of two professional learning teams of teachers at one Midwestern secondary school implementing a hybrid school improvement process incorporating elements of several reform models. A qualitative extended case-study approach was used to study the role of organizational conditions on teacher team performance, the emergence and enactment of leadership within the teams, and the quality of team outcomes. Organizational factors such as performance alignment and school governance structures were found to interact with time to constrain and intensify teachers' work in teams. Patterns of discourse interacted with teachers' perceptions of team purpose and autonomy to shape collaboration. Interactional routines were established that are improvisational and negotiated in character, yet exert a powerful shaping force on team performance. Leadership in teams is manifest as a relational phenomenon identified as emergent reciprocal influence. The study concludes that collaboration potentially serves both a disciplinary and an emancipatory role regarding the professional discretion and autonomy of individual teachers. These roles are related to broader trends in business management, educational reform, and domestic politics.
Download or read book School Leadership in Times of Urban Reform written by Marilyn Bizar and published by Routledge. This book was released on 2000-09 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines schools in Chicago, where the largest experiment in site-based management & accountability is being enacted. An analysis allows insights relevant beyond this single site & permits pursuit of an agenda concerned w/ educational leadership & reform
Download or read book Teacher Commitment to the Implementation of Ninth Grade Academies and Their Perceptions of School Leadership written by Deborah Kindel and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the commitment of teachers to the implementation of ninth grade academies and their perceptions of school leadership during the reform process. Concern for successful high school completion prompted the redesign of ninth grade into a school-within-a-school format within a Florida school district. Therefore, the purpose of this study was to determine the type of commitment and form of leadership evident in this reform initiative along with the relationship between them. As a mindset for change, commitment was represented as affective, normative, and continuance. Leadership styles were delineated as transformational, transactional, and passive/avoidant along with related outcomes of effectiveness, satisfactions and extra effort. This study utilized an electronic survey with purposive sampling. Five questions concerning the type of commitment, the form of leadership and outcomes, and the correlation between commitment and leadership guided this research. Descriptive analysis of the responses from 105 teachers produced findings of both affective and normative commitment to change and evidence of transformational leadership as well as the contingent reward dimension of transactional leadership. Leadership outcomes of effectiveness, satisfaction, and extra effort were also expressed by teachers. The results validated the presence of affective and normative commitment of teachers responsible for reform efforts and indicated a relational influence between transformational and transactional leadership behaviors with these two forms of commitment to change. Current pressures of accountability have channeled schools into models of continuous improvement. If schools are to enact lasting change, an understanding of commitment and leadership is needed to produce sustainable school reform.
Download or read book Distributed Leadership According to the Evidence written by Kenneth Leithwood and published by Routledge. This book was released on 2009-06-02 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although not new, the concept of distributed (shared) leadership has re-emerged in recent years as one highly promising response to the complex challenges currently faced by schools. Responding productively to these challenges far exceeds the capacities of any individual leader. If schools are to flourish in the future, they will need to enlist the collective expertise of many more of their members and stakeholders than they have in the past. The purpose of this volume is to both present and synthesize the best available evidence about the nature, causes, and effects of distributed school leadership. The book also clarifies common misunderstandings about distributed leadership and identifies promising implications for practice and for future research. Key features include... Expertise – Written by the most active and widely respected scholars engaged in research on distributed leadership, the book encompasses the very latest knowledge about the nature, causes and consequences of such leadership in schools. Comparative Models – The book compares various approaches to distributed leadership and examines the conditions under which some approaches may be better than others in improving schools. Evidence-Based – Much of the popularity of distributed leadership is rooted in expectations unsupported by systematic empirical evidence. Virtually all of the available evidence about distributed approach to leadership can be found in this book. This book is appropriate for researchers studying school leadership, instructors and students in graduate-level school leadership courses and practicing administrators at the district and building level.
Download or read book A Comparative Analysis of Teachers Perceptions of Instructional Leadership Practices in Reward Performance Reward Progress and Priority Schools as Determined by the Thirteen Core Competencies and Measured by the TELL Survey written by Rebecca H. Scott and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Policies and education reform measures have sought to improve education for decades. Some scholars support the notion that the instructional leadership role of the school leader makes a significant contribution to educational reform, student learning, and school improvement. The purpose of this study was to analyze instructional leadership practices in Reward-Performance, Reward-Progress, and Priority schools as determined by the Thirteen Core Competencies Framework and measured by select items on the Teaching, Empowering, Leading and Learning (TELL) Survey. This quantitative study examined teachers' perceptions of how school leaders used instructional leadership practices as determined by the Thirteen Core Competency Framework. The nine core competency areas addressed in the study were Visionary Leadership, Unity of Purpose, Instructional Leadership, Curriculum and Instruction, Professional Learning Communities, Organizational Management, Collaboration, Assessment, and Professional Development. The secondary analysis performed in this study involved integrating data from two data sources: 1) item-level responses retrieved from the spring 2013 TELL survey and 2) the school's current classification as Reward-Performance, Reward-Progress, and Priority by the Tennessee Department of Education. The item-level responses on the TELL survey were aligned with nine of the core competencies represented in the Thirteen Core Competency Framework. A total of 129 schools was selected for the study. The sample was representative of school districts across Tennessee. The data analysis revealed that the nine leadership competencies were not equally represented across the sample of schools classified as Rewaard-Performance, Reward-Progress and Priority. In addition, the nine leadership competencies varied both within and between the three types of schools. Between the types of institutions, teachers at the Reward-Performance schools tended to perceive their school's endorsement of the leadership competencies more positively than did teachers at either the Reward-Progress or the Priority schools. The data analysis also revealed that mean scores tended to be higher in the elementary schools than in the secondary schools. The results of this study indicate that the school leader's ability to use the Thirteen Core Competency Framework is critical to effective leadership. The findings from this study have the potential to inform school leaders, teacher leaders, and leadership training programs.
Download or read book Linking District Leadership to Teacher Leaders The District Office School Partnership for Teaching and Learning Improvement written by Kelly Ganzel Santos and published by . This book was released on 2015 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study strove to identify promising structural, relational, resource, communication, and ideological linkages between district leadership and teacher leaders in high school districts that are perceived by these instructional leaders to positively affect student outcomes. The study was qualitative in nature, focusing on the meaning, context, and process of how district leadership engages with teacher leaders in collaborative, non-hierarchical relationships. The study population consisted of two union high school districts located within the urban Los Angeles area, both of which served at least 90% minority students and demonstrated comparable English and mathematics proficiency rates. Essential to this study, both district offices were engaged in coordinated efforts to work closely with teacher leaders to develop strategic plans for improving teaching and learning districtwide. This study employed multi-case sampling of the two comparable districts, selecting the highest achieving and lowest achieving schools within each study district as focal points for all interviews and site-based observations. The research design provided for the collection of data through questionnaires, interviews, observations, and document reviews. Data was triangulated through thematic coding of the strengths and weaknesses of each district's critical linkages between district leadership and teacher leaders for the purpose of improving teaching and learning. The key findings of this study explicated how school-based teacher leaders brokered critical information between district leadership and teachers at large by serving as boundary spanners who bridged the organizational divide between school sites and the district office. Detailed analysis of each of these critical linkages clarified the specific role of teacher leaders in engaging teachers at large in instructional reform efforts, as well as of the means by which district leadership supported teacher leaders in this role. The key findings of this study also provided insight into the perceptions of district administrators, principals, and teacher leaders regarding districtwide instructional reform efforts that leverage teacher leaders as well as their impact on student outcomes. The promising practices revealed in this study may serve as a model for other districts to consider in their endeavors to work intentionally with teacher leaders to implement reforms designed to strategically improve teaching and learning districtwide.
Download or read book Examining Teacher Perceptions of Leadership and Student Achievement in Kentucky Schools written by Angela L. Newcomb and published by . This book was released on 2014 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership is crucial in schools, especially when implementing change. Research shows that leadership can have a positive effect, albeit indirect, on student achievement (Cheng, 1994; Heck, Larsen & Marcoulides, 1990; Hallinger & Heck, 1996; and Johnson, Livingston, Schwartz, & Slate, 2000). This indirect effect implies a need for teacher expertise and distributed leadership to increase teacher buy-in for reform movements in schools. Recent studies have attempted to tie leadership to student achievement (Heck, et al., 1990; Chen, 1994; Hallinger & Heck, 1996; Johnson, et al., 2000; Heck & Hallinger, 2009; Leithwood, Patten, & Jantzi, 2010; Supovitz, Sirinides, & May, 2010; New Teacher Center, 2011), hoping to clarify literature that at times is ambiguous and confusing (Leithwood, et al. 2010). Also, authors have cited little empirical research regarding the relationships between leadership and achievement (Leithwood, et al., 2010). The purpose of this study was to examine the relationship between teacher perceptions of leadership constructs (Teacher Leadership and School Leadership) and student achievement on the Next-Generation Learner components of Kentucky's accountability system. A non-experimental correlational design was used with a nonrandom sample of existing data. This study employed canonical correlation and 3 x 3 factorial MANOVA to identify relationships between the leadership variables and student achievement variables. The sample included a population of Kentucky teachers and students reported on the school level (N = 1033). Data were obtained from the 2013 administration of the Kentucky Teaching, Empowering, Leading, and Learning (TELL) Survey for leadership perceptions, and from the 2013 K-PREP test for student achievement data. The leadership variable set included the factors of Teacher Leadership and School Leadership, and the student achievement variable set included Achievement, Gap, and Growth scores from the K-PREP. Results from the canonical correlation analysis indicated that there was a significant positive canonical correlation that was large in magnitude between both School Leadership and Teacher Leadership and all student achievement variables. Results from the MANOVA indicated a statistically significant difference between schools with high, medium, and low Teacher Leadership and all student achievement variables (p = .020), and post hoc comparisons indicated that the means were significantly different among all groups. Group Teacher Leadership means increased as student achievement scores increased. Implications and recommendations for teachers, school administrators, and higher education administrators are discussed.
