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Extant literature on evidence-based instructional strategies mediated by elementary and secondary school leaders is surprisingly scant. Seeking to fill the gap, the editors of this book have curated the research and craft knowledge of eminent and emergent practitioner scholars who collectively provide a starting place for aspiring and practicing principals. Each author builds on research-based instructional practice in schools and districts in which they have worked, either as principals or as school-university or service-provider partners. They provide examples, action plans, frameworks, lessons learned, and strategies to successfully develop and implement research- based instruction and supporting structures in schools and classrooms. University principal-preparation program planners, public school district leaders, and alternative leadership- preparation providers will find this book eminently useful. Similarly, members of National Association of Elementary School Principals, National Middle School Association, National Association of Secondary School Principals, University Council of Educational Administration Leadership for School Improvement Special Interest Group, Learning and Teaching in Educational Leadership Special Interest Group, and American Education Researchers Association Division A will find relevance to their work.
This case study examined the instructional leadership of principals as co-participants in professional learning with teachers in a rural school district in eastern North Carolina. Teacher and principal interviews were the basis of understanding if the design of a professional learning initiative influenced principals towards facilitation and co-participation with teachers during Project Chief Education Officer (CEO). The implementation of the Sheltered Instructional Observation Protocol (SIOP) in this small district was the basis for two years of intensive professional learning for teachers and principals as a method for improving the teaching of academic language throughout the district. Qualitative data for the case study was collected using structured interviews to examine the primary research question of "How did participation in Project Chief Education Officer (CEO) to implement the Sheltered Instruction Observation Protocol (SIOP) influence teacher perceptions of professional learning and the instructional leadership behaviors of principals" in the following contexts: (1) the teaching of academic language; (2) facilitation and participation in professional learning; (3) teacher and principal perceptions of instructional leadership. The case study also examined participant responses in the context of: (1) historical perspectives; (2) perceptions of current reality; (3) reflections regarding instructional leadership behaviors. Findings revealed that the personal and professional narratives of teachers reflected the influence of principal instructional leadership behaviors as facilitators and co-participants on instructional practices and teacher perceptions of instructional effectiveness. Teacher narratives revealed that the instructional leadership behaviors of visible presence, resource provider and observing or monitoring provided the basis for positive teacher perceptions about the instructional leadership of principals and its influence on their engagement in professional learning and teacher instructional behaviors.
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.
The purpose of this study was to investigate the leadership practices of selected elementary school principals in Southeastern North Carolina as perceived by these principals and their paraprofessionals and to provide a profile of the perceptions elementary school principals and paraprofessionals regarding the type of support provided by school principals to meet NCLB requirements. The population of this study included nine North Carolina school districts. A total of 33 elementary principals and 248 paraprofessionals returned a completed survey and questionnaire. Each elementary principal and paraprofessional participated by completing a Leadership Practice Inventory Self/Observer and a Paraprofessional Recruitment and Retention Data questionnaire. The data analyses for this study were accomplished using an independent-samples t-test, analysis of variance (ANOVA) and a cross-tabulation to obtain frequency distributions. The results of this study indicated that there was a significant difference in the leadership practices challenging the process and enabling others to act as perceived by the elementary principals and their paraprofessionals. There was not a significant difference found between principals and paraprofessionals on the leadership practices modeling the way, inspiring a shared vision, and encouraging the heart. A significant difference was found between paraprofessionals in their perceptions of principal leadership by paraprofessional age status. A significant difference was also found between paraprofessionals in their perceptions of principal leadership and the support provided by school principals to meet NCLB requirements. There was not a significant difference in how elementary principals and paraprofessionals perceived the support provided by school principals to meet NCLB paraprofessional requirements.
"The purpose of this study was to interview and observe the principals selected to participate in the inaugural cohort of the North Carolina Distinguished Leadership in Practice (NCDLP) program to understand what leadership practices they applied within their schools that positively impacted teaching and learning. The major research question for this study was, "How does a principal's leadership support high quality teaching and learning?" From this major research question, five guiding questions emerged to serve as integral components of this study: 1. What do distinguished principals perceive to be the relationship between the principal leadership and student achievement in North Carolina? 2. What are the leadership perspectives and outlooks of NC DLP principals that support high quality teaching and learning in their schools? 3. What are NC DLP principals doing to develop "leadership capacity" that support high quality teaching and learning in their schools? 4. What competencies within the School Executive Standards do distinguished principals perceive to be the most important in their leadership? 5. What School Executive Standards do distinguished principals perceive to be the most important to improve student achievement? Qualitative data were collected from semi-structured interviews, leadership surveys, and site visit observations with six principals. Member-checking, document analysis, and field observations of principals during regular and staff development days were conducted to collect data on the principals' leadership practice. The focus of both the interviews and site visits centered on descriptive questions which revealed information about the "hows" and "whys" of changes in principal leadership behavior following participation in the NC DLP program as well as the impact of the leader's practice on teaching and learning and organizational structures. Key findings revealed that principals are expected to play an active role in leadership, consider the processes, activities, and relationships within their school and use those factors to positively affect teaching and learning (Bottoms & Schmidt-Davis, 2010). Overall, the findings from this study suggest that principals who center their attention on developing the culture of the school and creating synergy of individual skills of teachers, learning relationships among teachers, a relentless focus on instruction, and ongoing mobilization of resources will make significant contributions to teaching and learning in a school."--Abstract from author supplied metadata.
The academic achievement gap in urban schools points to the need for strong and effective instructional leaders who can counter the numerous education challenges facing these institutions. Principals strongly shape the conditions for high-quality teaching, and high-quality principals are vital to the effectiveness of our nation’s school (Fry, O’Neill, & Bottoms, 2006; Wallace Foundation, 2013, 2016). Principal preparation is the pathway for aspiring urban principals to develop the knowledge, skills, and dispositions they need to be effective school leaders (Darling-Hammond, Lapointe, Meyerson, & Orr, 2007; Tucker, Young, & Korchoreck, 2012). Bandura (2012) theorizes that self-efficacy, the belief in one’s ability to achieve a specific task and produce the desired results, rather than one’s actual abilities move individuals to accomplish self-determined goals. This study examined the development of self-efficacy among aspiring urban principals for the role of an instructional leader through the lens of Bandura’s Social Cognitive Theory (1986) and the Cognitive Coaching Framework (2002). The research employed a mixed-method sequential explanatory case study design with 57 aspiring urban principals using the Principals’ Sense of Self-Efficacy Scale (PSES). In addition, 16 semi-structured interviews were conducted with aspiring urban principals who did not receive coaching during pre-service training and aspiring urban principals who received coaching during pre-service training. The following overarching research question was addressed: How does having a school leadership coaching during pre-service training influence aspiring urban principals’ perceptions of self-efficacy in readiness for the role of instructional leadership? The related research questions asked: To what extent do differences exist in aspiring urban principals who received on-the-job coaching during pre-service training and those who did not in their perceived ability to set direction, develop people and redesign the organization to develop one that supports the performance of administrators, teachers, and students? Overall, the findings from the study support the idea that coaching during pre-service training can positively influence aspiring urban principals’ sense of self-efficacy for the role of an instructional leader. Through ongoing feedback and engagement, modeling of best practices in coaching, as well as accountability and encouragement. This research supports several recommendations for educational institutions charged with preparing urban school principals, which include, the addition of coaching as a component in preparation programs and ensuring that current practitioners with knowledge of the current work in the field serve as instructors within these preparation programs.
This book provides step-by-step, concrete advice for aspiring school administrators as they strive to achieve principal certification. Each chapter's snapshots illustrate key challenges that face principal candidates. The last third of the book includes exercises that help candidates and mentors, as well as colleagues, move through the program. Written in an easy-to-read manner, the book invites continued conversation.