Download or read book The Relationship of Principals Perceptions of Professional Development Practices and Student Achievement in High Poverty Schools written by Sheila D. Moore and published by . This book was released on 2010 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book IJER Vol 22 N2 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2013-04-26 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.
Download or read book Principals Perceptions of Their Own Professional Development written by Pedro Galaviz and published by . This book was released on 2011 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dramatic changes precipitated in public schools by state and federal demands for high-stakes testing have put America's principals on the endangered list. These volatile conditions bring heightened attention to the effectiveness of principal professional development and its correlation to student achievement. Though years of research have been conducted in the area of effective professional development, few school organizations implement these practices (Guskey, 1995). This study surveyed campus principals in three Texas school districts to understand their perceptions of principal professional development in their local school districts. The primary research instrument was an online survey devoted to addressing principals' perceptions of their own professional development within the areas of needs to facilitate school improvement, delivery methods for principal professional development, and their personal professional development experiences. Details regarding principal perceptions are presented with data gathered from the online survey. The research concluded with recommendations regarding principal professional development practices for school districts working to improve principal learning.
Download or read book Turnaround Schools Practices Used by Nationally Recognized Principals to Improve Student Achievement in High Poverty Schools written by Angela Antuanette Brown and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The specific purpose of this study was to identify the practices used by leaders of National Blue Ribbon Awarded Schools to successfully turnaround a school or to maintain proficient achievement scores within the school. The school principals answered a four part questionnaire for this study. Part 1 of the questionnaire asked about the extent to which the leadership practices were used by educational leaders serving in high poverty communities who transformed low performing schools into high performing schools. Part 2 of the questionnaire solicited information about the relationship between the leadership strategies used and behaviors and perceptions of the teachers. Part 3 of the survey questioned the relationship between the leadership practices and the students' perceptions about themselves and others. Part 4 of the survey inquired about the demographics characteristics of the schools and their leaders. Frequency distributions were conducted to analyze the data from the questionnaire. Based on the findings, the seven practices found in the literature were used to a great extent by National Blue Ribbon awarded principals and were contributing factors to the transformation of a low performing school or maintaining a high achieving school. The strategies were: 1) Leadership, 2) Collaboration, 3) Professional Development, 4) School Organization, 5) Data Analysis, 6) Curriculum Alignment, and 7) Student Intervention. The data analysis revealed that the school leaders observed changes in the teachers' behaviors and perceptions as a whole, specifically in the area of analyzing individual students' data and setting higher expectations for students. Additionally the data showed that principals noticed changes in students' perception about themselves and others as it related to their competence level and capabilities to learn. Lastly, the data revealed that according to the participants, there were specific practices that impact school turnaround efforts specific to the school's demographics. The conclusion from this study was that the leadership strategies identified in the literature were key contributors in transforming low performing or maintaining high achieving schools efforts. .
Download or read book written by Robert D. Barr and published by Solution Tree Press. This book was released on 2011-11-22 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine critical studies on high-performing, high-poverty schools to identify how schools can fulfill the mission of educating all students to proficiency, especially students at risk. The authors compiled the most important research on how low-performing, high-poverty schools achieved radical improvements in learning for their most vulnerable students and also identified eight best practices, breaking them down into specific strategies, often using real-life examples from successful schools.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Relationship Between Professional Development and Student Achievement written by Tamora LaShawn Jackson and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract The purpose of this research was to explore the relationship between professional development and student achievement by addressing three major standards of professional learning: content, process, and context. This study included 276 teachers from 28 middle schools. Data from this study was gathered using the Standards Assessment Inventory (SAI) survey instrument designed by the Southwest Educational Development Laboratory (SEDL) and publicly available achievement data from the Tennessee Comprehensive Assessment Program (TCAP), a criterion-referenced achievement test. The Standards Assessment Inventory (SAI) was used to examine teachers' perceptions of professional development at the school level. The overall purpose of this study was to collect, analyze, and use existing data to answer the following research question: Based on the National Staff Development Council (NSDC) professional learning standards, is there a positive correlation between teachers' perception of professional development at a school-based level and student achievement? The following sub-questions guided this research: (1) Is there a relationship between the "context" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (2) Is there a relationship between the "process" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (3) Is there a relationship between the "content" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores?Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that there were several positive significant relationships between the National Staff Development Council standards of professional learning and student achievement.
Download or read book Reexamining Professional Development Through Successful Principals Perceptions written by Dora Louise Renaud and published by . This book was released on 2014 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principal professional development is vital to the field of education because the principal is expected to be the instructional leader of a school. Even though principals do not provide instruction directly to students, their instructional leadership practices can greatly affect teacher practice and student learning. This descriptive case study examined the variety of professional development models created in Texas ISD (a pseudonym) to determine if one model is more effective than another in enhancing job performance. This study highlighted the principals' perceptions of a variety of components within professional development such as the delivery, design, how the learning needs are met, and how they helped enhance principal job performance. This qualitative case study design was seated within the constructs of Donald L. Kirkpatrick's (2006) Four-Levels of Learning and Evaluation Model that was utilized as the analytical tool to frame the initial and heuristic questions for the principal questionnaire and interviews. This Model guided the data collection, categorization, and emergent themes. Specifically, this study investigated the following: (a) aspects of principal professional development that enhance job performance as an instructional leader, (b) types of delivery and the impact it has on instructional leadership, and (c) comparisons of delivery models to identify the most effective. Ultimately, the findings of this study seek to provide supporting information to researchers and district leaders as they plan, design, and implement future effective principal professional development. The study focused on a group of nine successful principals in a Texas urban school system identified as Texas ISD. Examining the delivery models added to the body of literature regarding how to create effective principal professional development that helps principals enhance jobs performance and offer districts an alternative to the costly price of professional development. In Texas ISD, principal professional development was used as the vehicle for scale and sustainability of districtwide educational reform. In addition, the professional development assisted with K-12th grade vertical articulation of the school system's curriculum and educational plan. To analyze the impact of professional development on instructional leadership practices, questionnaires were given and interviews conducted in which individual perceptions of successful principals in Texas ISD were conducted.
Download or read book Principals Professional Development written by Debbie Williams and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Little has been written about the influences of principal professional development on a principal's ability to serve as the instructional leader within a school and this professional development's influence on principal impact on student achievement. Gathering data on principals' perceptions of district professional development activities will provide information for school districts to evaluate their existing principal professional development programs.
Download or read book Professional Development on Teaching Students from Poverty Its Impact on Teachers Perceptions and Classroom Instruction written by Lucia G. Pollino and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study began with an assessment of what teachers in school district XYZ believe about the achievement gaps between students from low socio-economic backgrounds and their classmates from less disadvantaged socio-economic circumstances. A small sub-sample of teachers from this district received intense professional development on teaching students from poverty. Their perceptions about teaching students from poverty were examined, as well as their classroom instruction to determine if changes had occurred in their beliefs and classroom instruction practices. Survey responses were solicited from all district teachers. A small group received the professional development and the remainder of teachers did not receive the professional development. Both groups were surveyed two times. Those who received professional development were also interviewed and their classrooms were observed to see if the recommended instructional strategies were implemented. The professional development changed the participating teachers' perceptions on the need for providing staff training to properly address the needs of the schools' diverse population. The professional development (PD) changed the teachers' perceptions on holding students accountable no matter what their situation. The PD group recognized that teachers can be considered a cause of the achievement gap by having low teacher expectations and not providing the appropriate classroom instructions to meet economically disadvantaged students' needs. The PD group also recognized that they, along with their schools can provide solutions to the achievement gap.
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Download or read book Principals Perceptions of Professional Development written by Lisa Lee Geren and published by . This book was released on 2016 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is designed to investigate the perceptions of elementary school principals in the state of Arkansas regarding what supports they need to be effective instructional leaders. Phase I of this mixed method study uses an online survey of 112 elementary school principals to better understand their descriptions of an effective instructional leader and the professional development supports they need. Phase II consists of personal interviews of 12 elementary school principals. The research revealed four overarching themes: Personal Attributes, Values Relationships, Leadership Skill Sets, and Meaningful Professional Development. Principals described effective leaders as visionaries, hospitable, empowering others, visible, good listeners, collaborators, ethical, and ones who improve instruction, manage people, data, and foster school improvement. The research data showed that adult learners learn through problem solving, mentoring, and in one-on-one coaching situations. They expressed a need for professional development that was applicable, used real-life situations, and was designed to improve their understanding of new concepts and ideas. Specifically, principals requested professional development on topics including progress monitoring, intervention strategies, improving achievement among at-risk students, time management, teacher evaluation systems, and new curricula. Principals requested more support from human resources, specifically, the hiring of additional assistant principals who could assist with managerial tasks related to discipline, evaluations for classified staff, bus duty, and special education compliance issues, thus allowing more time for principals to embrace their roles as instructional leaders and to internalize the impact of their efforts on student achievement. Participating principals suggested district administrators arrange more frequent opportunities for principals to visit other schools and to meet with principals in their districts to gain a unified understanding of new information. They suggested that district administrators provide professional development in more comfortable locations and in small group settings that incorporate time to evaluate the impact of different strategies on students' academic performance. Finally, they desired professional development facilitated by high profile keynote speakers who are deemed as experts in their fields, as well as professional development that focuses on administrators' skills sets, progress monitoring, and migrant students.
Download or read book Principals Perceptions of Working with Suburban Elementary Students from Poverty written by Kathryn M. Schafermeyer and published by . This book was released on 2017 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase of poverty in suburban communities since the year 2000 has fundamentally changed the work of elementary school principals in suburban schools. Using a qualitative method, 10 suburban elementary school principals from the Chicago metropolitan area were interviewed to gain a deeper understanding of their perceptions of working with suburban elementary school students from poverty. Principals revealed that they see poverty as having a deficit influence on suburban elementary students. They defined that they see the role of principal as helping students gain from the school experience by reducing the obstacles to learning that poverty presents and, therefore, providing access to education. Finally, in the context of working with suburban elementary school students from poverty, the principals described the elements of the school that are influenced by their leadership and the factors that have had an influence on their leadership. Confirming existing research, the findings reveal that relationships with students, parents and community are an essential component of the principal's work with suburban elementary school students from poverty. The findings suggest that by gaining a greater understanding of the principals' perceptions, professional practice can be impacted and thus increase the students' chances for success later in school and in life.
Download or read book The Relationship of Teachers Perceptions of Principals Instructional Leadership Skills and School Performance in Four High Poverty South Carolina Middle Schools written by Scott Joseph Mercer and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Retaining Principals in High Poverty Public Schools written by Angela Dominguez (Ph. D.) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The turnover of school principals in high-poverty schools is having a profound impact on student achievement. Principal turnover influences teacher turnover, sustainability of school improvement efforts, and generates increased financial costs to the district. Research cites the demands of the job, increased accountability, and lack of support and compensation are all affecting the tenure and retention of principals (Fuller & Young, 2009). These factors were then compounded with the impact of the world-wide COVID-19 pandemic on schools and school leaders. Death, disease, school closure, food insecurities, and social isolation, are just some of the factors that have impacted schools around the world. There has been a disproportionate impact on high-poverty school districts and communities that school leaders are certainly feeling. In a recent article, DeMatthews, Carrola et al. (2021) stated as a result of the pandemic, “many principals will experience acute and chronic forms of work-related stress that can contribute to burnout and turnover” (p. 161). In addition to trying to thrive in a pandemic, the school shooting in Uvalde, Texas has intensified pressures on leaders to keep schools safe and maintain personal safety (DeMatthews & Mawhinney, 2014). While there are studies that identify why principals are leaving the role and the factors that are impeding retention, there is little research about how to retain principals for a longer period. The need for research in this area is more prevalent particularly in high poverty schools. In this qualitative study, I examined the perceptions and experiences of current and former school principals who serve or have served in high-poverty school districts. The study was designed to gain insights into the personal and organizational factors that contribute to their persistence as campus principals in these settings. This study provides important information about how leaders can address the principal turnover that is negatively impacting Texas public schools and aid in how superintendents and other leaders are prepared to help principals persist in these school districts
Download or read book Principals Perspectives on the Professional Development Process and Its Outcomes written by Sara Kathleen Moore and published by . This book was released on 2016 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined principals' perspectives on the professional development process and its outcomes. Principals are in the best position to ensure a connection between research-based best practices and what actually happens in the classroom, but there is little research on how principals actually select professional development for their staff in the field. This study was conducted in a Midwestern state using data gathered from public elementary school principals in the form of a survey. The sample included all K-5 and K-8 elementary principals on record with the state department of education, with 242 principals responding. It examined how much control principals have over the professional development provided for their staff, how principals identify the professional development needs of their teachers, what types of professional development opportunities they put in place, and how satisfied they are with the outcomes. The relationships between these factors were also investigated, holding constant the socioeconomic, geographic, and financial characteristics of the districts and buildings in which the principals served. Results indicated that self-reported influences on satisfaction, funds available for professional development, and principals’ perceived control over the process are the strongest predictors of principal satisfaction with professional development outcomes. Additionally, the factors of time and money were reported as having a similar and sometimes greater influence on principals’ professional development choices than other research-based considerations known to correlate with student achievement gains. Finally, respondents expressed the highest satisfaction with the professional development opportunities over which they had the most control, although one in four opportunities were still provided/controlled by others outside the school building (e.g., regional and district central office). Recommendations for practitioners and future research are offered.
