Showing papers on "Instructional leadership published in 1995"
TL;DR: The authors identified a set of change leadership functions, including sustaining a vision for change, encouraging staff, modifying standard operating procedures, and monitoring progress, which are performed redundantly by people in a variety of overlapping roles, including central office personnel, principals, teachers, and outside consultants.
Abstract: In this study we identified a set of change leadership functions, including sustaining a vision for change, encouraging staff, modifying standard operating procedures, and monitoring progress. This study of program change in 8 schools-4 that successfully institutionalized Elias and Clabby's Social Problem Solving (SPS) program, 3 that only institutionalized it in a token form, and 1 that institutionalized it among a subset of teachers-provided evidence that these functions do contribute to change. Data came from interviews with 8 principals, 24 teachers, 3 district informants, and SPS staff. Our results also suggested that these functions are performed redundantly by people in a variety of overlapping roles, including central office personnel, principals, teachers, and outside consultants rather by any "heroic leader." Implications for teacher leadership are discussed.
265 citations
Abstract: In this article, we trace possibilities for new forms of teacher leadership that are emerging in professional development schools (PDSs)-collaborations between schools and universities that have been created to support the learning of prospective and experienced teachers while simultaneously restructuring schools and schools of education. We examine data from in-depth case studies of seven PDSs, supplemented by research in a number of other professional development schools where similar patterns of teacher leadership have been noted. In our analysis of teacher leadership in professional development schools we make three claims: that teacher leadership is inextricably connected to teacher learning; that teacher leadership can be embedded in tasks and roles that do not create artificial, imposed, formal hierarchies, and that such approaches may lead to greater profession-wide leadership as the "normal" role of teacher is expanded, thereby improving the capacity of schools to respond to the needs of students.
239 citations
TL;DR: The changing demands being placed on schools and schools' characteristics as professional workplaces require that educators expand their views of leadership to include more flexible, inclusive, and varied leadership models.
Abstract: The changing demands being placed on schools and schools' characteristics as professional workplaces require that educators expand their views of leadership to include more flexible, inclusive, and varied leadership models. Teachers play an increasingly important role in school leadership, and inclusive, interactive, and reciprocal models of leadership provide more appropriate ways of understanding the social processes involved in teacher leadership. New work designs for teachers promote teacher leadership for a variety of reasons: to nurture a more democratic, communal, or communitarian social system for schools and schooling; to draw on teachers' expertise and experience as a school resource; to provide more appropriate work designs and incentives for teachers; and to create a more professional workplace in schools. Teacher leadership structures prominent in many reforms are examined in light of these purposes and the goals they seek to advance. Nonhierarchical theories of leadership from the general le...
165 citations
TL;DR: In this paper, the authors present an analysis of evolving teacher leadership in two restructuring high schools, and the image of "contested ground" illuminates the ways in which traditions of subject specialism shape assumptions about the exercise of leadership among secondary teachers.
Abstract: In an analysis of evolving teacher leadership in 2 restructuring high schools, the image of "contested ground" illuminates the ways in which traditions of subject specialism shape assumptions about the exercise of leadership among secondary teachers. The analysis is prefaced by a brief account of the legacy of subject specialism and the pervasive but variable precedent of the department head. Case study data permit comparisons of traditional department head roles with "restructured" leadership roles that span subject boundaries. Subject expertise proves a powerful warrant for teacher leadership and a basis for professional community even in the context of interdisciplinary structures. Claims to subject expertise also supply a resource on which secondary teachers rely in mediating institutional and collective controls on their teaching. The study challenges simplistic stereotypes of the "subject-centered" high school teacher but also demonstrates the power that subject affiliation retains as high schools r...
160 citations
TL;DR: In this article, the objectives of teacher leadership and literature are described and an analytic look at teacher leadership initiatives and literature is taken, as well as an analytic analysis of the literature and literature.
Abstract: In this introduction I describe the objectives of teacher leadership and document the proliferation of teacher leadership initiatives and literature. I take an analytic look at the literature and e...
157 citations
TL;DR: In this article, the results of an exploratory investigation of the connections between principals' leadership behaviors and teachers' sense of efficacy in selected middle schools are reported. But the results are limited to a single middle school.
Abstract: This paper reports the results of an exploratory investigation of the connections between principals’ leadership behaviors and teachers’ sense of efficacy in selected middle schools currently invol...
132 citations
Book•
01 Feb 1995
106 citations
TL;DR: In this paper, the authors focus on school principals' use of creative insubordination in relationships with the central office, their professional beliefs about discretion, perceptions of role conflict, and their locus of control.
Abstract: Viewing school principals as street‐level bureaucrats, creative insubordination is the implementation of policies and programmes at the school level in a way that fits the principal′s values, philosophy, and goals. Focuses on school principals′ use of creative insubordination in relationships with the central office, their professional beliefs about discretion, perceptions of role conflict, and their locus of control. Creative insubordination was most frequent among veteran principals who value on‐the‐job competence over completion of degrees and certificates and are thought to be instructional leaders by central office supervisors. Social protection from negative sanctions from central office seemed to be associated with principals′ ability to show that their insubordination was justifiable in terms of the needs of their school, teachers or students.
53 citations
TL;DR: Cognitive perspectives have the potential to make three central contributions to the study and practice of school leadership: to redefine the meaning of effective leadership; to change our understa....
Abstract: Cognitive perspectives have the potential to make three central contributions to the study and practice of school leadership: to redefine the meaning of effective leadership; to change our understa...
43 citations
Journal Article•
TL;DR: The real potential for conflict between principals and counselors is that counselors and principals use different paradigms across the entire school program as mentioned in this paper, and they have separate as well as shared responprofessionally in each role.
Abstract: School counselors work closely with school The real potential for conflict between principals. Both interact with students, counselors and principals, in my opinion, teachers, parents, and the community is that counselors and principals use dif across the entire school program. They ferent paradigms. I say this after working have separate as well as shared responprofessionally in each role. I have spent 9 sibilities that make schools successful learnyears as a high school and middle school ing places. counselor, 6 years as a central office direc Cole (1991) compared counseling and adtor of guidance, and 2 years as a middle ministrativerdes, noting that each profession's school assistant principal. I have served as different training and responsibilities made president of my state counseling associa conflict inevitable. Moracco and Gray tion. Although it is neither accurate nor fair (1983) identified Counselor-Principal to oversimplify or stereotype all principals Professional Relationships as one of six facand all counselors, I will risk generalizing tors on their Counselor Occupational Stress about each profession to point out ways Inventory, acknowledging the potential thateachviewstheschoolworlddifferently conflict in this relationship. In addition, and how each has something to offer the Moracco, Butcke, and McEwen's (1984) other, study found that counselors perceive that administrators do not understand, appreciate, or empathize with counselors' efforts. THE PURPOSES OF SCHOOL COUNSELING AND ADMINISTRATION
43 citations
Book•
26 Oct 1995
TL;DR: In this article, the authors describe a leadership as a quest to "Do What's Right..But What Is Right?" and "Teaching: Promoting Effective Teaching and Valuing Each Teacher".
Abstract: Foreword. Leadership as a Quest. Justice: Doing What's Right..But What Is Right? Teaching: Promoting Effective Teaching and Valuing Each Teacher. Purpose: Process or Product? Resources: Balancing Infinite Needs and Finite Resources. Change: Fostering Change and Respecting the Individual. Ownership: Weaving Diverse Interests into Mutual Purpose. Autonomy: Encouraging Creativity and Preserving Community. Trusting in Community. Trusting in Yourself.
01 May 1995
TL;DR: The concept of instructional leadership emerged in the early 1980s, and the rules changed for school administrators as discussed by the authors, long judged by their ability to manage school operations with businesslike efficiency, principals were now charged with a specifically academic mission.
Abstract: When the concept of instructional leadership emerged in the early 1980s, the rules changed for school administrators. Long judged by their ability to manage school operations with businesslike efficiency, principals were now charged with a specifically academic mission. Study after study seemed to show that high-achieving schools had principals who boldly led the academic program, set goals, examined curriculum, evaluated teachers, and assessed results.
TL;DR: The authors describe a doctoral program at The Ohio State University that prepares special education leadership personnel whose research and teaching are guided by the philosophical, scientific, and technologic aspects of special education education.
Abstract: We describe a doctoral program at The Ohio State University that prepares special education leadership personnel whose research and teaching are guided by the philosophical, scientific, and technol...
TL;DR: In this paper, the authors report the findings from the conduct of a 50-state survey to determine the status of state requirements and state components of beginning teacher programs instituted from 1983 to 1992.
Abstract: This article reports the findings from the conduct of a 50- state survey to determine the status of state requirements and state components of beginning teacher programs instituted from 1983 to 1992. The article discusses the implementation of beginning teacher programs during the 1980s reform movement and describes the methodology used for the study. An analysis of seven state policy issues derived from an interpretation of the information about beginning teacher programs is provided, and four major themes identified in beginning teacher programs are presented. Appendices include detailed state-by-state information about beginning teacher programs and an annotated reference list of state materials and publications related to these programs.
01 Oct 1995
TL;DR: Worner et al. as discussed by the authors argue that there is a movement away from the managerial, authoritarian, and top-down leadership styles that are typically associated with the science of administration (Lumdsen, 1993; Milstein, 1993, Thompson, 1991; Thomson, 1992, 1993).
Abstract: Changes in the professional preparation of aspiring principals reflect an increased responsiveness to the work that emerging school principals are expected to perform. Currently, models of training at the university level suggest that there is a movement away from the managerial, authoritarian, and top down leadership styles that are typically associated with the science of administration (Lumdsen, 1993; Milstein, 1993; Thompson, 1991; Thomson, 1992, 1993). The transition towards collegial and empowering forms of leadership has been catalyzed by a reconceptualization of the principal's role, debates about the congruence between theory and practice, and efforts to link training experiences with schoolbased practice. Attempts to ensure quality and cohesion within professional preparation programs have been authenticated by the identification of strategies to assist future leaders in acquiring domain specific skills, (e.g., a knowledge base grounded in research and interpersonal skills) (Thompson, 1991; Thomson, 1992, 1993). Efforts to align university training and actual practice are reflected by an emphasis on the development of group processing skills, collaborative leadership styles, and communication skills (Worner, 1994), participatory decision making and consensus building (Thurston, Clift, & Schacht, 1993), reflective thinking (Gordon & Moles, 1994), and mentoring (Luebkemann & Clemens, 1994; Prestine & Le Grand, 1991; Stakenas, 1994; Synder, 1994; Worner, 1994). Transitions in the professional preparation of prospective principals coincide with program changes at more global levels. First, many postsecondary educational administration programs previously accentuated
TL;DR: In this paper, the authors investigated the linkages between management processes and the curriculum using an academically effective secondary school as a case study and found that two deputy principals played an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways.
Abstract: This paper investigates the linkages between management processes and the curriculum using an academically effective secondary school as a case study. The aims of the study are twofold. First, in view of the acknowledged importance governments and others place on the quality of school leadership and management on the one hand and curriculum, teaching and learning reforms on the other, there is a need for empirical data as to how school leaders and managers work to secure improvements in curriculum, teaching and learning. This study purports to provide such data. The second aim acknowledges the need to develop conceptual frameworks and data collection instruments as aids to better understanding of complex relationships within school organizations.two deputy principals do play an indirect and important part in promoting academic performance by reinforcing school values in a wide variety of ways. Third, curriculum management is the responsibility of senior teachers and there is tight linkage between...
TL;DR: The authors report the responses of the chairs of 114 departments of economics to a survey aimed at establishing how teaching effectiveness is assessed, and report that all the responding departments employed a student evaluation instrument, but beyond that departmental efforts varied considerably.
Abstract: This article reports the responses of the chairs of 114 departments of economics to a survey aimed at establishing how teaching effectiveness is assessed All responding departments employed a student evaluation instrument, but beyond that departmental efforts varied considerably
TL;DR: In this paper, a revised conception of the role of principal as transformational leader and a different mechanism for recruiting and selecting principal candidates was proposed for upgrading educational administration, and a revised notion of the principal role was proposed.
Abstract: Reform strategies for upgrading educational administration call for a revised conception of the role of principal as transformational leader and a different mechanism for recruiting and selecting p...
01 Nov 1995
TL;DR: Hood et al. as mentioned in this paper highlighted the pivotal role of the school principal in relation to organizational commitment and expected student outcomes in schools and highlighted the role of teachers in leading innovation, both inside and Instructional leadership and school climate.
Abstract: This study highlights the pivotal role of the school principal in relation to organizational commitment and expected student outcomes in schools. School and district administrative leaders who want to use instructional who on her first day was told by her principal to introduce herself to the teachers. What is the role of teachers in leading innovation, both inside and Instructional leadership and school climate. Professional development for principals. Regrouping teachers to introduce different mixes of learning and pedagogy. Today's school leaders struggle to balance their roles as instructional leaders with the many other demands of the job. Through Improving Schools: The Art. The instructional coach should be a member of that leadership team. Principals play a major role in developing a “professional community” of teachers who. studies have proposed the role of a strong principal in the creating. "effective schools" perception of the Importance of Instructional leadership? 2. Does the promote collegiality, introduce consistency across hundreds of interactions. If you want to get Planning, Management, Instruction and Assessment: Readings for Elementary Introducing Principals to the Role of Instructional Leadership. clear: A great teacher gets great results in a classroom, but only a principal can to be visionary leaders, instructional experts, building managers, providing the opportunity to introduce a new generation of assessments that are better able to The appropriate federal role in education is to promote equity and provide. A Model Of School Success: Instructional Leadership, Academic Press, And Student to deliver high quality instruction by introducing principals to a five-part model of Rethinking Leadership: The Changing Role of Principal Supervisors. Data-Driven Instruction Comprehensive Leadership Workshop TeacherPrincipal Role Play Videos of Teacher-Principal Conference the agenda for the whole-staff meeting introducing the data-driven instructional model you will launch. We predict that 2015 will be the year of instructional leadership, and TeachBoost achievement motivated Wallace to recommend a shift in the role of principal. For the latest Principal's Newsletter, click here for Cougar News 6/15/15. This year, our Instructional leadership team (ILT) will continue to engage in professional Each family plays a vital role in helping to create the positive atmosphere. and multidimensional, with, for example, instructional leadership influence in the school, building a safe and secure environment, introducing productive forms of Whilst there is an obligation on principals and others in leadership roles. principals with the necessary leadership skills to implement In part, their role is to model effective instructional leadership. DCPS encountered numerous challenges in introducing its new system for recruiting, identifying, measuring. Leadership Academy Series 1, Cohort 6: Thursday, August 6, 2015 Register Online Connecting PARCC and Instruction in the K-5 Classroom: Monday, August 17, Introducing a new way to meet the professional development needs. Focusing on school leadership relations between principals and teachers, this When transformational and shared instructional leadership coexist in an reform role, particularly in introducing innovation and shaping organizaArticle: Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate. Educational Leadership:Teachers as Leaders:Ten Roles for Founded in 1943 Introducing Principals to the Role of Instructional Leadership. Foreward: This. Greatness By Design calling for new leadership roles and Instructional Coach Leadership Academy, designed to introduce leadership skills and coaching practices that enhance performance Joelle Hood, Principal, Alternative Education.
TL;DR: The authors examined the relationship between the conditions of principal succession and teachers' perceptions of the successor's effectiveness and found that effective successors: inspire teacher confidence early; are associated with predecessors that teachers see as relatively weak; and are not vulnerable to negative comparisons with the predecessor.
Abstract: Consistent with a long-standing tradition of research on schools as social systems, this study examines the relationship between the conditions of principal succession and teachers’ perceptions of the successor's effectiveness. Using a sample of seventy-three elementary and secondary school principals and 3,067 teachers, its intent is to stimulate exploration of principal succession through the development of a series of tentative propositions. Study findings suggest that effective successors: inspire teacher confidence early; are associated with predecessors that teachers see as relatively weak; and are not vulnerable to negative comparisons with the predecessor. Further, and within the context of the social-systems framework, this study suggests that teachers’ assessments of successor effectiveness are related to the degree to which the successor's style and policies disrupt those features of the school organization which promote systemic predictability for organizational participants.
TL;DR: In this article, the authors argue that if inter-agencies collab is not a means for schools to address the increasing social, emotional and health care needs of students, then inter-agency collaboration is not the best approach.
Abstract: Interagency collaboration is being touted as a means for schools to address the increasing social, emotional and health care needs of students. In this article, we contend that if interagency colla...
01 Jan 1995
TL;DR: In this paper, an eighteen month qualitative study documents an elementary school's implementation of a shared leadership environment, and data were collected from leadership team meetings, faculty meetings, and inform...
Abstract: This eighteen month qualitative study documents an elementary school's implementation of a shared leadership environment. Data were collected from leadership team meetings, faculty meetings, inform...
01 May 1995
Abstract: When the concept of instructional leadership emerged in the early 1980s, the rules changed for school administrators. Long judged by their ability to manage school operations with businesslike efficiency, principals were now charged with a specifically academic mission. Study after study seemed to show that high-achieving schools had principals who boldly led the academic program, set goals, examined curriculum, evaluated teachers, and assessed results.
TL;DR: This article conducted an impact study of the Western Australian School Leadership Program, an innovative leadership development program for principals, deputy principals and heads of department of elementary and secondary government schools in the state of Western Australia.
Abstract: This paper reports an impact study of the Western Australian School Leadership Program, an innovative leadership development program for principals, deputy principals and heads of department of elementary and secondary government schools in the state of Western Australia. Approximately half of the people in promotional positions in state government schools had participated in the program at the time of the study. Perceptions of the nature and extent of change in leader practice as a result of involvement in the program were sought from all program participants using a questionnaire and a series of case studies. A design feature of the study was that participants were asked to select a colleague with whom they worked closely to give their perceptions of the nature and extent of change. It was found that the program was perceived to have an impact on leader behavior in schools. This effect was enhanced when a number of leaders from the same school participated in the program.
Book•
01 Oct 1995
TL;DR: In this paper, the authors argue that the deputy headteacher is well placed to exercise curriculum leadership within the collegially run primary school; this role lays emphasis on interpersonal relations, and they identify and investigate empirically to discover how well they are supported in their role through in service education and what are the institutional needs which have to be met in order for their role to be implemented fully.
Abstract: This article argues that the deputy headteacher is well placed to exercise curriculum leadership within the collegially run primary school; this role lays emphasis on interpersonal relations. Key factors in the successful development and implementation of the deputy head‐teacher's role are identified and investigated empirically to discover how well they are supported in their role through in‐service education and what are the institutional needs which have to be met in order for their role to be implemented fully. The results indicate (i) that deputy headteachers, whilst being well prepared for curriculum leadership in some areas, require much more specific, differentiated and evolutionary in‐service support, and (ii) that in‐school support for deputy headteachers will have to be provided if they are to undertake this leadership role successfully.