Download or read book The Professional Development Needs of Principals in Connecticut s Alliance Districts written by Trevor L. Ellis and published by . This book was released on 2016 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in the Interstate School Leaders Licensure Consortium (ISLLC) Standards and the leadership competencies to facilitate a comprehensive school improvement process, Salazar's (2001) needs assessment survey instrument was modified to quantify the professional development needs of 133 of Connecticut's Alliance District principals. The Alliance District program is a critical part of Connecticut's education reform effort and was designed to compel and equip school leaders to focus on turning around persistently low-performing schools and closing the achievement gap. If schools are to successfully meet the demands of a changing society and improve student achievement, then principals must be provided with professional development activities that enhance their ability to lead schools through a school improvement process. The purpose of this study was to determine the professional development needs of Connecticut's Alliance District principals and to identify their preferred delivery mode for that professional development. Findings suggest that there is merit in allowing principals to direct and determine how and what activities are essential for their professional development. Data indicates that the principals required ongoing, workshop-oriented, and goal driven professional development that focuses on analyzing data, defining the core values and beliefs of education, building team commitment, and creating a learning organization to successfully lead a school improvement process. These results provide direction for professional development programs and teaching and learning practices that are necessary to enhance the leadership knowledge and skills principals require to guide school reform and increase student achievement. The new millennium reflects a period of rapid, endless change ushered in by constant advancements in science, technology, and globalization. As a result, the ways we communicate with one another, access and share information, teach, learn, and process knowledge have been intimately altered. Hence, we must acknowledge, although carefully, the value and importance of context independent understandings and their potential implications for future work. Future research must include finding ways to better support and equip principals to address the demands associated with leading school reform, as they continue to manifest in school districts in need of improvement, such as those that participated in this study.

Download or read book Professional Development Requirements for School Principals written by Judith S. Lohman and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Surveys several states and describes their professional development requirements for school principals.

Download or read book Professional Development for Teachers in Connecticut written by Linette Ann Branham and published by . This book was released on 1991 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book What Every Principal Needs to Know to Create Equitable and Excellent Schools written by George Theoharis and published by Teachers College Press. This book was released on 2015-04-25 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas

Download or read book The Principal as Professional Development Leader written by Phyllis H. Lindstrom and published by Corwin Press. This book was released on 2004-02-20 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At last we have a book that realistically, empathically, and interestingly describes leadership and the professional development work that needs to accompany it—for principals. It is all here: readings, web sites, theory, practice, helpful forms to use, vignettes of principals. Lindstrom and Speck are both ′insiders′ and ′outsiders′ teaching us in the best of ways how to both think about and act on our new knowledge!" Ann Lieberman, Senior Scholar Carnegie Foundation for the Advancement of Teaching "This is the book to read! I will recommend it to my colleagues the minute it is off of the press. The authors should be very proud of their work and contribution to a pivotal need in the field. Bottom line: It will help improve what we do for children—our ultimate purpose." Becky J. Cooke, Principal Evergreen Elementary School, Spokane, WA Raise student achievement by developing leadership, teamwork, skills, and knowledge in teachers! Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve their skills and raise student achievement. The Principal as Professional Development Leader guides readers through a step-by-step process to formulate, implement, and evaluate long-term professional development. Authors Phyllis H. Lindstrom and Marsha Speck simplify and focus the function of the principal as professional development leader by providing scenarios, processes, context, and content that principals can use to create an integrated, collaborative learning environment. Aligned with National Staff Development Council standards, this user-friendly resource includes Rubrics, worksheets, and surveys Professional development planners Sample forms for classroom visits and observations Calendars of professional development activities Recommended readings and reflective questions In order to improve learning for all students, this unique text provides the strategies, skills, and tools necessary to build the capacity of professional development within the school. The authors supply practical techniques for analyzing student achievement data, evaluating professional development plans, and achieving a culture of sustained improvement.

Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by Jossey-Bass. This book was released on 2009-10-30 with total page 224 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 Developing Expert Principals written by Linda Darling-Hammond and published by Taylor & Francis. This book was released on 2023-10-30 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strong school leadership is critical for shaping engaging learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. Developing Expert Principals offers a comprehensive research synthesis to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ preparedness and practices to staff retention and student achievement. This book also offers vivid examples of high-quality programs and examines the extent to which principals have opportunities to participate in effective learning experiences. It examines the policies that drive both the development of high-quality programs and access to them, highlighting successful examples across the country. With practical recommendations throughout, this book is a key resource for educational leaders, faculty and scholars of educational leadership, developers of leadership preparation and training, and policymakers who seek to create a learning system that will better serve principals, the staff they support, and, ultimately, all children.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Professional Development Needs as Perceived by Principals in an Urban School District written by Jan Daniel Lancaster and published by . This book was released on 2003 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using State Level Policy Levers to Promote Principal Quality written by Susan M. Gates and published by . This book was released on 2021-01-15 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors examine how seven states are using state-level policy levers to improve the quality of school principals.

Download or read book The 21st century Principal written by Connecticut Principals' Center 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 Guidebook to Excellence written by and published by . This book was released on 1994 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigation of the Professional Development Needs of New York City Assistant Principals written by Miatheresa S. Pate and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the professional development needs of assistant principals is a key component in ensuring that schools are successful. This study provided the opportunity to investigate the professional development needs of New York City assistant principals. Assistant principals have been cited in educational research as feeling unprepared for their leadership role, noting a lack of training that specifically targets their daily tasks. In order to address this challenge and take action, the researcher used an interview process that was semi-structured to collect data from twelve participants. The study focused on three questions: 1. How does the professional development for assistant principals address their instructional supervisory needs? 2. How has professional development prepared assistant principals to observe and provide feedback? 3. How do assistant principals perceive their role as instructional leaders within their school? Overall, this study isolated several key findings, including assistant principals’ need to engage in professional learning experiences that yield resources applicable to their role. Additionally, assistant principals need to engage in professional learning that enhances their professional practice. Moreover, assistant principals need to engage in professional learning that promotes self-reflection, resulting in the deepening of their understanding of instructional supervision. As a final point of discovery, professional learning must also focus on supporting assistant principals as they navigate their multi-faceted roles.

Download or read book Effective Professional Learning for Principals written by Dana Avery Harman and published by . This book was released on 2013 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Being a school principal is harder than it has ever been before and is becoming increasingly more difficult due to constant, pressing economic, technological, and global changes. Most novice principals will not have a successful first-year experience; they will be expected to effectively lead their schools with little practical knowledge and minimal, if any, support from their school district. This study provides information describing the first-year experience of novice principals and what novice principals want from their district in terms of support and induction. The qualitative data used in the analysis are from interviews conducted with 7 principals, all having less than 5 years in the principalship. Findings show that novice principals want to participate in induction programs specifically designed to meet their needs as well meeting the district's needs. More specifically, they want well-suited mentors, regular formal meetings with their superintendent, and regular informal meetings with their peer groups. Considering that school improvement, strong student achievement, and a school culture focused on student learning almost solely rest on the quality of school leadership, this research is significant in identifying novice principals' needs for professional learning support at the district level. Furthermore, recent literature provided by the Georgia State Department of Education indicated the number of principals leaving their positions is increasing; many are retiring, but a large percentage is leaving the principalship, if not public education all together.

Download or read book Meeting the Professional Growth Needs of Principals in District 10 Chicago Through In service Training written by Michael L. Carter and published by . This book was released on 1981 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploration of the Professional Development Needs of New York City High School Principals with Less Than 5 Years Experience written by Margaret Lacey Berman and published by . This book was released on 2015 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This grounded theory study was conducted to explore the professional development needs of New York City high school principals with less than five years’ experience based on the McREL balanced leadership framework. The purpose of this research is to answer the three research questions below in hopes of contributing to the field. The research for this qualitative study took place over the course of three months. Twelve New York City high school principals with less than five years experience were interviewed.The principals came from the boroughs of Manhattan and Brooklyn. The interviews were tape recorded and transcribed. The data gathered from each principal interview was used to answer the research questions. The research questions that guided the research were: 1. What do New York City high school principals think they need in the area of professional development? 2. What professional development opportunities are being offered by the New York City Department of Education? How do these offerings meet their professional needs? 3. What professional development opportunities are being offered by the principals’ network? How do these offerings meet their professional development needs? The key findings provide the data for the recommendations and conclusions of this study. Research question one has eight key findings. There are four key findings for research questions two and three for research question three. The conclusions include the importance of professional development for novice principals and the potential benefits of aligning principal practice with the McREL balanced leadership framework.

Download or read book An Exploration of how School District Leaders are Responding to the Connecticut Academic Performance Test CAPT written by Italia Ann-Terrone Negroni and published by . This book was released on 2001 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: