Download or read book Servant Leadership Prevalence and the Achievement of District Goals in Public Elementary School Districts written by Justin William Caldwell and published by . This book was released on 2013 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Applying Servant Leadership in Today s Schools written by Mary Culver and published by Routledge. This book was released on 2013-10-18 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book illustrates how the ideal of servant leadership can be applied in your school today. With real-life scenarios, discussions, and self assessments, this book gives practical suggestions to help you develop into a caring and effective servant leader.
Download or read book District Leadership s Influence on Student Achievement written by Dotan Schips and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Every Student Succeeds Act requires state education agencies to develop accountability measures that identify no less than five percent of school districts for improvement (Every Student Succeeds Act, 2015). Per its federally approved ESSA Plan, New York State developed accountability measures to identify each school district as either a district in good standing or a Target District based on the achievement of its students (NYSE D,2017).In 2019,17% of New York State school districts were identified as Target Districts (NYSED, 201e). The purpose of this comparative case study was to explore how district leaders applied political reasoning to goal setting, problem definition, and solution implementation in an effort to improve student achievement. To evaluate district leadership's influence on student achievement, this study focused on three school districts designated as Target Districts by the New York State Education Department prior to the2016-2017 school year and who earned a Made Progress or Good Standing designation in 2017 -201 8, 20 1 8-20 1 9, or 2019-2020. Using Stone's (2012) framework for political reasoning, three research questions were used to explore perceptions of district leadership's political reasoning and its impact on student achievement. Data were gathered through interviews with four-to-five participants from each district, including superintendents, assistant superintendents, building principals, and teachers. Key findings showed that participants perceived that district leaders from all three districts focused goals on the needs of all students which aligned with Stone's (2012) description of equity. Additionally, key findings showed that participants perceived that district leaders clearly aligned district goals with building level actions which aligned with Stone's (2012) description of efficiency. Finally, key findings showed that participants perceived that district leadership implemented targeted professional development, intentional collaboration, and systems for data collection that all aligned with district goals. The strategic alignment between district goals and implemented practices reflected Stone's (2012) description of interests. Six conclusions were developed based on findings from this study. District leadership focused on identifying and setting clear targets for defined groups or subgroups of students when developing goals. District leadership expected that buildings would address district priorities through progress monitoring for targeted groups or through focused feedback between teachers and administrators. District leaders aligned district goals with building level actions. Building level problem-solving solutions reflected the priorities of their districts. District leadership set clear and measurable building targets and the influence of those targets on building progress monitoring. District goals mobilized building stakeholders to improve achievement for defined groups or subgroups of students. Based on these conclusions, it is recommended that district leadership explicitly identify groups or subgroups of students on which goals will focus, that district leadership consider how to efficiently align district goals and building level actions, and that district leadership consider how best to mobilize building stakeholders to achieve district goals.
Download or read book Teachers as Servant Leaders written by Joe D. Nichols and published by Rowman & Littlefield Publishers. This book was released on 2010-12-16 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's political environment with the emphasis on testing, standards, and accountability, teachers can easily feel frustrated by the amount of time and resources left over for teaching-for guiding students not only in academics but also in character education. Educators can find themselves losing focus of what initially inspired them to teach. Teachers as Servant Leaders provides pre-service teachers and those currently in the profession with a renewed perspective of not just being a content expert or classroom/behavioral manager, but leaders within their own classrooms, school buildings, and local communities.
Download or read book The Perceived Relationship Between Grit Servant Leadership and Growth Mindset in Public School Administrators written by Dawn E. Lyons and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on grit, growth mindset, and servant leadership theories has found that implementing these theories in school settings can positively impact student achievement. However, a study has not been conducted investigating the combined effects of the three theories. The purpose of this study was to examine the predictive linear relationship of grit (criterion variable), growth mindset (predictor variable), and servant leadership (predictor variable) with school administrators. This study used a quantitative prediction design utilizing the self-report measures of the Grit-S Scale, the Growth Mindset Scale, and the SL-7. Thirty-four principals, 25 assistant principals, and nine elementary interns in a school district in Utah participated in the study for a total of 68 participants. Results from a multiple regression analysis suggested a statistically significant predictive relationship between the variables. Future research recommendations included replicating this study with participants from multiple school districts, using the longer versions of the instruments, and investigating using the mixed-method design with leaders who are self-reported gritty, growth-minded, servant leaders.
Download or read book Assessing the State of Servant Leadership Teacher Morale and Student Academic Performance Outcomes in a Florida Elementary School District written by Abdul EL-Amin and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other geographical areas was identified and published, the aim of this study was to describe the current state of these variables in the southeastern United States. Four elementary principals and 153 elementary teachers participated in this study. The Revised Servant Leadership Profile 360 survey (RSLP 360) was used to obtain the principals' perceptions of servant leadership based on the criteria from the survey to categorize the four schools as servant or non-servant leadership-led schools, and the Purdue Teacher Opinionaire survey (PTO) was used to collect the teachers' perceptions of morale. Fourth-grade Florida Comprehensive Assessment Test (FCAT) scores in mathematics and reading were retrieved from the Florida Department of Education database and used as the third variable in this study. The intent of this research was not to define relationships between servant leadership, teacher morale, and student test scores, but to describe the extent to which these variables existed based on the perceptions of the survey participants and state test scores for this school district in Florida. The results from this study may be used for future research and practices to further examine the active and potential status of servant leadership, teacher morale, and student academic performance outcomes in PreK-12 education.
Download or read book An Analysis of the Relationships Between Servant Leadership School Culture and Student Achievement written by Brian Clinton Herndon and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to quantitatively explore and analyze the relationships among the factors of servant leadership, school culture, and student achievement in Missouri elementary schools. Two survey instruments, the Servant Leadership Assessment Instrument and the School Culture Survey, were used. A total of 677 teachers from 62 elementary schools in Missouri participated. Data from the two surveys as well as student achievement data were aggregated at the school level and analyzed using correlation and multiple regression analysis. The results of this study explain the influence of principal servant leadership on school culture and student achievement, the influence of school culture on student achievement, and the influence of the combination of servant leadership and school culture on student achievement. Explanatory models were designed from the findings to depict the relationships between servant leadership, school culture, and student achievement.
Download or read book Examining the Practices Utilized by School District Leaders to Facilitate the Improvement of Academic Achievement for All Students written by Dianna Roberge-Wentzell and published by . This book was released on 2010 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe the leadership practices utilized by leaders at the school district level charged with responsibility for facilitating the improvement of academic achievement for all students in the district. The primary research question guiding this study were 1) What leadership practices do district leaders report utilizing in order to establish goals for achievement and instruction? And 2) What leadership practices do district leaders report utilizing in order to monitor goals for achievement and instruction? Waters and Marzano (2006) provided the conceptual framework for this study. Data was gathered using individual interviews with purposefully selected district leaders from the greater Hartford region. Qualitative findings for both major research questions suggested that district leaders utilize more practices related to establishing goals for achievement and instruction than for monitoring goals for achievement and instruction. Conclusions of the study are as follows: 1) District leaders typically use student performance data to inform multi-year goals for improving achievement and instruction, 2) District leaders typically established goals for achievement and instruction that created vertical alignment among Board of Education goals, district goals, school goals, and teacher goals, 3) District leaders frequently did not engage stakeholders in establishing goals for achievement and instruction, 4) There is an emerging practice utilized by district leaders of developing a Theory of Action to guide the establishment of goals for achievement and instruction, 5) Culturally responsive instruction has not been an area of focus for most district leaders, and 6) District leaders are not frequently engaged in meaningful practices related to monitoring goals for achievement and instruction.
Download or read book A Study of Elementary School Administrators Implementation of Servant Leadership and Elementary School Teachers Job Satisfaction in an Urban School District written by Mitchell Monzell Shears and published by . This book was released on 2012 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Servant Leadership in School Teachers and Its Effect on Student Achievement written by Harun Gultekin and published by . This book was released on 2020 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Distributed Leadership written by James P. Spillane and published by John Wiley & Sons. This book was released on 2012-06-29 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: James Spillane, the leading expert in Distributed Leadership, shows how leadership happens in everyday practices in schools, through formal routines and informal interactions. He examines the distribution of leadership among administrators, specialists, and teachers in the school, and explains the ways in which leadership practice is stretched over leaders, followers, and aspects of the situation, including routines and tools of various sorts in the organization such as memos, scheduling procedures, and evaluation protocols. This book is a volume in the Jossey-Bass Leadership Library in Education—a series designed to meet the demand for new ideas and insights about leadership in schools.
Download or read book Successful School Leadership written by Christopher Day and published by . This book was released on 2017-12 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leadership for Equity and Excellence written by James Joseph Scheurich and published by Corwin Press. This book was released on 2003-03-21 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "It brings into focus the many aspects of equity and equality in one source. It makes an excellent base for some meaningful discussion of these issues by those working with aspiring educator leaders, as well as those already in the field." Deborah A. Drugan, Principal General John J. Stefanik Elementary School, Chicopee, MA When true equity prevails, all students can be successful students! Do you dream of success for every student? Do you dream of raising achievement for each and every child to meet the requirements of the No Child Left Behind Act? Historically, underserved students—children of color, children from low-income families, English language learners—all deserve to live this dream. Creating an equitable learning environment in which all students thrive is possible—with this guide you can turn dreams into reality for your school. Leadership for Equity and Excellence encourages school leaders and teachers to develop creative strategies for student advancement using tools such as accountability, equity audits, and proactive redundancy. Scheurich and Skrla demonstrate how deeply held beliefs manifest as biases, preventing educators from unlocking their students′ potential. The authors also examine the U.S. education achievement gap, and suggest several concepts for overcoming this gap, such as: Eliminating "can′t" from your vocabulary Using creativity, perseverance, and persistence Envisioning educators as civil rights workers Moving beyond harmful, but entrenched, biases Understanding the cultures and backgrounds of each student Children of color excelling in school . . . children from low-income homes thriving academically . . . classrooms, communities, and even a nation of people becoming truly equal—this is the living dream of today′s educators.
Download or read book Designing Coherent Education Policy written by and published by Jossey-Bass. This book was released on 1993-04-30 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much of the failure of recent policy efforts to improve education can be attributed to inconsistency, lack of unified purpose, and an emphasis on low-level skills. This book offers the first in-depth look at systemic school reform, and shows educators at the district, state, and federal levels how to coordinate the various elements of policy infrastructure around a new set of ambitious, common goals for what students should know and be able to do. Sponsored by the Consortium for Policy Research in Education.
Download or read book Destructive Leadership written by Birgit Schyns and published by . This book was released on 2014-12 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding and preventing destructive leadership and the far-reaching consequences it can have on individuals and organizations.
Download or read book Managing for Learning written by Melissa Adelman and published by World Bank Publications. This book was released on 2021-05-20 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.
