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 The Assistant Principal written by Catherine Marshall and published by Corwin Press. This book was released on 2006-03-21 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition supports the intrinsic value of the assistant principalship, provides improvement suggestions, offers recruitment ideas, and reframes the job within school leadership.
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 School based Leadership an Investigation of Principals and Assistant Principals Professional Development Needs to Accelerate English Language Learners Academic Success and Achievement written by Sabrin Abedin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the growing population of English Language Learners, there is a need to focus on ELL education from a new perspective as principals' school priorities and practices directly influence teacher priorities and practices (Dufour & Marzano, 2011; Walker et al., 2004). Elmore (2000) stated that "leadership is the guidance and direction of instructional improvement" (p. 13). Furthermore, school-based leaders' leadership is contingent on their ability to set high expectations for all, as their behaviors are true catalysts for change (McKinney, 2015). Recent research has delved into the support and professional development that teachers need to address the needs of MLS/ELLS. But one knows that no matter how much a teacher is supported externally through professional development, if school leaders do not support them internally, "change stalls and carnage grows" (Kotter, 2012, p. 68). Therefore, this grounded theory qualitative study investigated the professional development needs of school-based principals and assistant principals to accelerate ELLs' academic success and achievement. Examining what professional development is needed to accelerate ELL achievement was conducted by exploring school-based administrators' experiences, values, and beliefs through Russell Sage College's ZOOM platform. Using 12 semi- structured questions, an interview protocol was used to elicit responses and engage school-based leaders such as principals and assistant principals in New York State, New Jersey and Maryland who detailed how they perceived their role as instructional leaders for ELLs and how that differs from being an instructional leader for mainstream students. These school-based administrators also shared their specific roles as instructional leaders of ELLs, as well as the procedures and practices they have in place for their ELLs. Through exploring their reflections, school-based administrators contextualized the ELL-specific professional development topics that would help further support their instructional leadership for ELLs. This research was guided by the following questions:1. How do school-based administrators perceive their role as instructional leaders for ELLs within their school? 2. How do school-based administrators' perceptions of ELL mandates/policies contribute to the choices of programs, procedures, and practices they currently have in place? 3. How do school-based administrators navigate the meanings behind mandated ENL services to make sense of the core beliefs of their practice and leadership? 4. What professional development is necessary for school-based administrators to address their instructional supervisory needs for ELLs? This study identified several key findings, including the realization that although school-based leaders of ELLs perceived themselves as advocates of ELLs, they are not able to acquire the knowledge needed through ELL-specific professional development workshops to fulfill their roles as effective advocates for ELLs. This study has concluded that there is an immense lack of ELL-specific professional development workshops for school-based leaders that addresses their needs as ELL supervisors. The lack of ELL-specific professional development workshops hinders school-based administrators from knowing how to create the sense of urgency needed for all stakeholders in their school communities to have a shared sense of responsibility for ELLs as well as how to effectively support teachers of ELLs. Further, school-based leaders detailed professional development topics they would be interested in, acknowledging that they need support in areas such as supporting general education and ELL teachers with ELL pedagogy, specific look-fors for classroom observations, unpacking and understanding the ENL mandates/services and best practices, welcoming and affirming environments for ELLs, increasing parental involvement and engagement for ELL families, CRSE tools for administrators, trauma-informed professional development, understanding the basics of second language acquisition, and data literacy for ELL assessments. Hence, the researcher has created a grounded theory A.D.V.O.C.A.T.E framework for superintendents and school-based administrators to utilize as a reference tool to create a sense of urgency for targeted, intentional, and differentiated ELL-specific professional development workshops to meet the specific needs of school-based leaders of ELLs. Additionally, superintendents and school-based leaders of ELLs would be able to hold themselves accountable by evaluating their actions with fidelity so that these programs, procedures, and protocols for ELLs can be modified, adjusted, and corrected for continued ELL success.
Download or read book Administrative Passages written by Denise Armstrong and published by Springer Science & Business Media. This book was released on 2009-09-18 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book makes a much needed contribution to what we know about the role and work of the assistant principal. It offers terri c insights into the different challenges one faces after being appointed assistant principal, and it provides readers with a rich array of data regarding the mental, emotional, social, and physical adjustments accompanying one’s transition to this new role. The author refreshingly moves beyond mere description of what assistant prin- pals do as they make their transition to that role, and actually helps us gain a sense of the lived experience of becoming and being an assistant principal. The book gives a realistic picture of the cognitive, social, and emotional con icts and confusions, the daily ups and downs, the fears, frustrations, and highs that are experienced by the men and women undertaking the passage from teaching to administration. This book is distinctive for a number of reasons. It is an empirical study of the role of the assistant principal. There are comparatively few helpful studies, and P- fessor Armstrong’s research adds a solid and much needed addition to that body of work. It focuses on the transition from being a teacher to being an assistant prin- pal, and it reveals much about how the assistant principal’s role transition differs markedly from that of the school principal.
Download or read book Supporting and Sustaining Teachers Professional Development written by Marilyn Tallerico and published by Corwin Press. This book was released on 2005-03-10 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Tallerico empowers principals with her view that leaders matter and demonstrates how their influence is expanded when they focus their attention on high-quality professional learning that continuously improves teaching, student learning, and relationships within the school community." —Dennis Sparks, Executive Director National Staff Development Council "Although there are many resources for building administrators to learn models and implementation issues for quality professional development, few I′ve seen have compiled as handy a resource as this one." —Karla Reiss, Founder, Consultant, and Coach The Change Place Nurture teacher development through focused and realistic approaches! Although school administrators consider supporting and sustaining teachers′ professional development a priority, more pressing day-to-day imperatives often eclipse this goal. Supporting and Sustaining Teachers′ Professional Development specifically targets busy school principals who want practical suggestions for how to balance these everyday administrative tasks while encouraging teachers′ professional growth. Focusing on seven questions selected for their relevance to school administrators, this essential reference summarizes the practical implications of the latest research and theory on the topic of teacher development. Organized around three key elements of current NSDC national standards, this resource for new, veteran, and aspiring school leaders will illustrate how to: Emphasize research and practice Provide rationales that explain and justify the encouragement of professional development Link teachers′ professional development to student learning Interpret national standards for professional development and apply them practically Improve student achievement, retain highly qualified teachers, and ground school practices in sound research by learning how to encourage your teachers while remaining committed to your leadership responsibilities.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Handbook of Research on Teachers of Color and Indigenous Teachers written by Conra D. Gist and published by American Educational Research Association. This book was released on 2022-10-15 with total page 1167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Museum Educator s Manual written by Anna Johnson and published by Rowman & Littlefield. This book was released on 2017-08-09 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Museum Educator's Manual addresses the role museum educators play in today's museums from an experience-based perspective. Seasoned museum educators author each chapter, emphasizing key programs along with case studies that provide successful examples, and demonstrate a practical foundation for the daily operations of a museum education department, no matter how small. The book covers: volunteer and docent management and training; exhibit development; program and event design and implementation; working with families, seniors, and teens; collaborating with schools and other institutions; and funding. This second edition interweaves technology into every aspect of the manual and includes two entirely new chapters, one on Museums - An Educational Resource for Schools and another on Active Learning in Museums. With invaluable checklists, schedules, organizational charts, program examples, and other how-to documents included throughout, The Museum Educator's Manual is a 'must have' book for any museum educator.
Download or read book The Assistant Principal s Handbook written by Jeffrey Glanz and published by Corwin Press. This book was released on 2004-04-08 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for the prospective & practising assistant principal, this text takes a strong pedagogical approach, with chapter opening focus questions, pull quotes, stories & vignettes, self-assessment inventories, annotated bibliographies, & sample letters.
Download or read book A Study of the Most Critical Staff Development Needs of High School Principals and Assistant Principals as Perceived by High School Principals and Assistant Principals in the Los Angeles Unified School District written by Richard Bell and published by . This book was released on 1984 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Administrative Passages written by Denise E. Armstrong and published by Springer. This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inquiry written by Nancy Fichtman Dana and published by Corwin Press. This book was released on 2011-09-07 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book helps districts define, develop, and implement a systematic approach to districtwide professional development. Its award-winning inquiry model challenges participants to take control of their own learning.
