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1.
In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school. 相似文献
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Jonathan Supovitz 《Peabody Journal of Education》2013,88(3):459-478
To support instruction, school districts must provide a wide array of assistance to schools. Broadly speaking, districts play the roles of authority in holding schools accountable for their activities and performance, support in assisting school faculties to build their capacity to better instruct students, and brokerage between schools and outside providers of service and materials. The roles of authority, support, and brokerage typically contend with each other, producing a set of perennial tensions for district leaders. This article examines the influence on these three roles of external support providers working in close partnership with districts on instructional improvement efforts. First, the article reviews the literature on district/provider partnerships for examples of role adjustment. Second, using a case study of a deep partnership between a district and an external provider, this article empirically examines the influence of a district/provider partnership on the balance of district roles. The findings illustrate how the traditional district roles of authority, support, and brokerage are adjusted by partnerships with external providers. 相似文献
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Cornelius Young Gerry McNamara Martin Brown Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2018,30(2):133-158
The concept of data-informed decision making (DIDM), a term used interchangeably with data-driven decision making (DDDM) and data-based decision making (DBDM), is relatively new to Irish education and the school planning process. This research sought to clarify what data principals use and how they use that information for school improvement considering new school self-evaluation requirements. The paper begins by charting the rise internationally of data use in school planning, decision making and accountability. It proceeds to describe the policy context in this area in Ireland and then reports recent research with school leaders around how data is collected and used in their work. Although the paper focusses on Ireland, it is tentatively suggested that school leaders, teachers and policymakers in other countries, and there are many, which have come late to the expectation that school improvement and accountability should be heavily data-informed may find the efforts of Irish principals in this regard of interest. 相似文献
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Suzanne Blanc Jolley Bruce Christman Roseann Liu Cecily Mitchell Eva Travers Katrina E. Bulkley 《Peabody Journal of Education》2013,88(2):205-225
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders. 相似文献
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ABSTRACT A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access. 相似文献
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Jennie Welch 《School Leadership & Management》2018,38(4):355-377
The purpose of this case study is to examine the impact of the development and design of a district leadership competency model on leadership development outcomes in one Georgia school district. Specifically, we seek to illuminate the importance of Leadership Competency Models for (1) increasing clarity among aspiring leaders about the expectations for leadership within their system; (2) increasing shared understanding among school leaders and district administrators about the core elements of leadership required for success within their system; (3) increasing uniformity of practice in the identification and selection of candidates into the Aspiring Leader Program; and (4) improvements in the development and support provided for aspiring school leaders. As districts continue to work towards systemic improvement in leadership development nationwide, our findings have real-world implications for districts interested in identifying and developing aspiring leaders within their own systems. 相似文献
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Erica O. Turner 《教育政策杂志》2018,33(6):793-817
Schools in the US and across the globe are increasingly engaged in marketing practices to attract and retain students and families. This study examines why and how administrators and school board members in two public school systems in the US seek to market their schools. Using in-depth case studies, a socio-cultural approach to policy, and critical race perspectives, I trace administrators’ and school board members’ logics about marketing, and specifically their emphasis on marketing the racial ‘diversity’ of their students. I find that despite differences in economic circumstances and community orientations to racial inclusion, leaders in these two competitive, under-resourced, and demographically changing school districts target upper- and middle-class White families, draw on discourses of global cosmopolitanism, and commodify racial diversity as a competitive advantage for upper- and middle-class White families that leaders believe do not see inherent value in students of color. This attempt to use racial diversity as a ‘selling point,’ varies in its particularities in each district–one district acknowledges and emphasizes how all students may gain from interracial and intercultural interactions and knowledge while the other district leverages abstract notions of diversity, removed from actual children of color – a consequence, in part, of district leaders’ uniquely racialized marketplaces. I conclude with a discussion of the implications of these findings. 相似文献
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Janet Moyles 《School Leadership & Management》2013,33(2):209-223
This article reviews recently published work which has attempted to understand the key role of subject leaders in secondary schools more clearly. There have been important developments in three areas: theoretical ideas (e.g. the use of contingency theory); policy issues especially with the publication of the TTA (1998) standards for subject leaders and more recently, moves to introduce performance management; and research which has focused on the work of subject leaders and unravelling the characteristics of effective and ineffective departments. Some key issues which need further work include the use of non-contact time, the management of data, monitoring and evaluation and addressing the training needs of subject leaders. 相似文献
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Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders. 相似文献
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Jacqueline Baxter Alan Floyd Katharine Jewitt 《British Educational Research Journal》2023,49(2):329-351
Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning. 相似文献
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This article addresses the broad issue of how research information can be integrated into the policy and decision processes of educational systems. Our specific foci here is on one type of educational system -- school districts; on research designed to answer specific questions for that district; and, on one major element of the research process -- dissemination. This paper draws heavily upon our experiences in a large, urban American school district, where we work on the problem of how to improve the system's evaluation research capability. This work began in 1978 and continues today. This article has four major section. Background is provided on the nature of the collaboration with the school district. Then, basic strategies for conducting decision-oriented educational research that have emerged from the work are described briefly. This is followed by a discussion of the broad issue of research use. The final section is a detailed review of what we have learned about the relationship between dissemination and utilization. 相似文献
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Kathleen Topolka‐Jorissen 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):325-328
This work presents a conceptual framework rooted in social capital theory which can be utilized to guide future research of new teacher induction, as well as inform school and district leaders about important elements of a school’s social context which may mediate the effects of new teacher induction. Specifically, this work elaborates on the elements of a school’s social context which impact teacher socialization, including: (a) levels of relational trust and collective responsibility, (b) characteristics of novices and their colleagues, (c) alignment amongst novices and colleagues, and (d) the frequency and content of their interactions. Recommendations for future research (e.g. social network analysis) and improved practice are provided given the elements of the conceptual framework. 相似文献
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Instructional teacher leadership is central to a vision of distributed leadership. However, identifying instructional teacher leaders can be a daunting task, particularly for administrators who find themselves either newly appointed or faced with high staff turnover. This article describes the use of social network analysis (SNA), a simple but powerful tool that can help administrators better understand the connectedness of their network and pinpoint influential individuals within it. We offer practical guidance for conducting SNA, generating and modifying a sociogram, and interpreting the resultant data. Additionally, we suggest that information provided by SNA may be used to inform decisions about school/district programmes and policies. 相似文献
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ABSTRACT While past studies on school district decentralization found that central office leaders can limit school leaders’ decision-making power, the studies did not examine how they do so. We investigated this in eight elementary schools in two large urban school systems with official policies of school site-based decision-making. We found that even though school leaders had legal authority over most instructional decisions, they overwhelmingly made decisions consistent with central office preferences. The question is why. By examining the micro process of interaction between central office and school leaders, we found that central office leaders in both districts used a range of persuasive strategies to influence school-level decisions. Specifically, they linked their suggestions to institutionalized norms, rules, and shared understandings in the district and profession. By doing so, central office leaders pushed against their decentralization policies. Differences in the combination of strategies that central office leaders used and the amount of interaction they had with school leaders led to (a) greater variability in the degree to which school leaders in one district made decisions aligned with central office preferences; and (b) greater feelings of coercion among school leaders in the second. These findings unpack the dynamics among local education leaders as they implement and sometimes alter the rules within policies through their daily practice. 相似文献
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Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States. 相似文献
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Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
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Freddy James 《School Leadership & Management》2013,33(4):387-398
School leaders in Trinidad and Tobago (T&T) now have the important responsibility of initiating and implementing school improvement. This raises the question of their leadership capacity and the competencies that are required for school leaders to fulfil this new role. This article focuses on school leadership in T&T. The study presented in this article utilised a qualitative interpretive research design employing a range of data collection methods, including questionnaires and interviews. The results of the study confirm a need for developing a new type of school leader who is: better trained, more research oriented, more of a risk taker and autonomous. 相似文献
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Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives. 相似文献
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Anne H. Hastings 《Peabody Journal of Education》2013,88(1):82-98
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this policy, how do school leaders in predominantly African American districts implement it? The findings in this study reveal that the disparate interpretation of the zero-tolerance policy among school leaders and its implementation negatively affects the educational experience of urban students. 相似文献