Investigating the Establishment and Sustainability of Professional Learning Communities in Rural East Texas: The Principals\u27 Perspectives

The role of principals, especially in rural schools, where educational outcomes fall below the national average, is significant in implementing changes in the school. The focus of this qualitative study was to explore factors that principals deem most crucial to establishing and maintaining Professional Learning Communities (PLCs). Moreover, elements linked to how principals perceive the practicality of developing and supporting PLCs in rural schools were examined. The researcher conducted in-depth, semi-structured interviews with principals to determine their perceptions about attributes most important in establishing PLCs. Seven principals with a minimum number of 3 years in the position were included in the study. Findings indicated that buy-in from teachers and mutual trusts were substantial factors influencing the leadership component of PLCs in rural schools. As the researchers concluded, principals must intentionally facilitate connecting the PLC framework using professional development to affect organizational change and subsequently impact campus learning

A phenomenological study of instructional leadership and preparation: perspective of urban principals

The role of the principal as an instructional leader has continued to change since the 1970s. Our understanding of the complexity and ambiguity of the role has grown and the focus shifted from management and supervision to one of building capacity for shared leadership and implementing second order change. This phenomenological study was undertaken to uncover perceptions of urban principals have regarding their view and implementation of instructional leadership and challenges that affect implementation. Qualitative methods of in depth interviewing, on site observation and artifact collection were used to collect data from 10 elementary and 2 middle school principals.An analysis of interview data revealed several themes regarding how principals view their instructional leadership role and how they implement the role. First, principals perceive 1) themselves to be the instructional leader of their school; 2) the role to be important, complex and multifaceted; and 3) it as only one of many roles they have. Second, they perceive themselves implementing the role through 1) provision of professional development; 2) monitoring instruction; and 3) building relationships. Principals perceived their instructional leadership to be challenged by 1) limited time to monitor instruction and 2) not having enough staff for the delegation non-instructional duties. Artifact analysis revealed that principals do provide professional development and monitor instruction. Overall, artifacts did not show the content, format or context in which professional development occurred. Evidence of professional development linked to building capacity in others toward shared leadership or to address second order change was also not present.A major recommendation of this study recognizes that university programs designed to prepare principals for instructional leadership have not kept pace with changes in the role. The recommendation suggests that universities might consider using the principles of second order change to design preparation programs characterized by a thoughtful mixture of research, theory, practitioner voices, course work, reflections and authentic learning experiences that will result in principals being prepared to 1) effectively build capacity in others to participate in shared leadership; and 2) lead deep change in schools that will result in increased numbers of students achieving at higher levels.Ph.D., Education -- Drexel University, 200

Georgia Elementary Principals\u27 Role Perceptions: The Initial Phase of the A+ Act

The study explored the role of the Georgia elementary principal as the initial phase of comprehensive educational reform was implemented in the state. The study examined 320 principals\u27 personal and professional demographics, role change as a result of implementation of selected law components, and district support during the transition phase. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals\u27 perceptions of role change during restructuring, and included both a qualitative and quantitative orientation. Findings indicated that the majority ofthe 320 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically possessed the education specialist degree, had an average of 9 years experience in their positions, and planned to retire within 6 years. These individuals perceived that they understood the A+ law, possessed skills to manage conflict resolution with stakeholders in school council meetings, supported involving teachers in making school-related decisions, and disagreed that high-stakes testing would improve student performance. Of the 12 law components selected for study six were perceived as valuable, five were viewed as of little value, and one was considered of no value. Respondents believed that their roles had expanded rather than changed, and added responsibilities were perceived to fall within the management rather than the leadership realm. Survey participants viewed themselves as instructional leaders whose positions had become more political as a result of the A+ law. Principals supported involving stakeholders in decision making, but preferred that educators retain ultimate authority for decisions involving improvement of student performance. A majority of the principals indicated receiving district support for implementing law components. Implications for policy makers and practitioners focused on involving principals in reform design, funding mandates, role expansion, and the principal\u27s role as it related to reform implementation. Four broad categories incorporated recommendations for modifying the existing reform document that included morale issues, funding, law implementation, modifications or deletions of specific components, and parent accountability

Principals\u27 post-observation feedback and its influence on teacher professional growth at two southern California Catholic high schools

The principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study. The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals\u27 actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers\u27 perceptions about the way their principals\u27 actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher\u27s voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice. Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal\u27s actions and teachers\u27 professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes

The Effects of the Louisiana Systemic Initiative Project on Two Rural School Districts in Louisiana.

This study provides a description and analysis of the effects of a mathematics reform initiative on classrooms in two rural communities. It describes the sites, details interactions that take place in the classroom, and enumerates teachers\u27 perceptions of the change. A mixed methodology was used to support the findings. Qualitative data were collected through classroom observations and interviews and quantitative data were gathered through questionnaires. Quantitative results indicated that teachers who participate in the training have the opportunity to learn more about new teaching strategies in mathematics and are likely to change their teaching practices in mathematics. Findings reflected that teachers were implementing the initiative in the classroom and were primarily using manipulatives, open-ended questions and cooperative learning groups in instruction. Qualitative results indicated that teachers and principals render a key role in the implementation of the reform. Additionally, teachers need opportunities for regular collaboration. Implications for theory practice and future research are presented

Collaboration: Critical success factors for student learning

Several studies identify collaboration between classroom teachers and teacher-librarians as a key factor that affects student achievement. Studies in teacher-librarianship have established procedures and processes for effective collaboration. This study examines collaboration from a broader theoretical and research perspective, beginning with 20 factors that specifically influence successful collaborations. These are clustered in six areas: factors related to the environment, to membership characteristics, to process and structure, to communication, to purpose, and to resources. Research from teacher-librarianship is then applied to substantiate and reinforce the factors and provide context for successful collaboration and thus effect on students\u27 learning in schools. Reprinted by permission of the publisher

Paving the Road to College: How School Counselors Help Students Succeed

Rich Lapan and Karen Harrington have recently authored Paving the Road to College: How School Counselors Help Students Succeed. This monograph documents the educational reform contributions of Chicago Public Schools (CPS) school counselors in promoting students’ academic achievement, college readiness, and transition from 8th grade into high school. In addition, this report identifies particular actions that a school district can undertake to better utilize and support school counselor professionals. Specifically it recommends ways to enhance collaboration between principals and school counselors and to reduce the burden of non-counseling task

Desired attributes for middle school teachers : perceptions of principals.

The primary purpose of this study was to determine the perceptions of middle school principals regarding desired skills and attributes appropriate for elementary or secondary-certified teachers in middle schools. A secondary purpose was to determine trends in assignment of teachers holding various types of certification in middle schools. Data were gathered from a survey questionnaire about school grade distribution, enrollment, organization, teacher assignment by grade level and certification held, patterns of mobility in assignment, and degree of implementation of effective middle school practices. Perceptions of desired attributes for middle school teachers, adaptability of elementary and secondary-certified teachers to middle grade assignment, and factors related to certification that enhance or hinder implementation of middle school philosophy were obtained from personal interviews of principals. Results show a scarcity of teachers holding middle school certification. Although possession of a certain type of certificate was not in itself a significant indicator, principals preferred attributes typical of elementary-certified teachers when seeking staff for middle schools, perceiving them as more adaptable than secondary teachers to changes in role expectation and assignment. Among these attributes were facility with varied teaching techniques, skill at individualizing instruction, adaptability to multidisciplinary instruction, understanding of psychological and social aspects of preadolescent development, and an overall receptiveness to change. Changes in teacher assignment from elementary to middle levels occurred during the past three years in more than half the schools surveyed. Within middle schools, it was more likely that elementary-certified teachers would be assigned in upper grades than secondary-certified teachers would be assigned to lower grades. One trend reported was a decline in the proportion of secondary-certified teachers in middle schools. Some success in implementing middle school programs was attributed to the presence of middle level certified teachers on the faculty. Schools were characterized by their principals as either successful middle schools, in transition toward implementing a middle school philosophy, or secondary in operation. Practices associated with effective middle schools were reported in greater frequency among schools in transition than in schools operating as middle schools for a number of years

Leading From the Middle: Mid-Level District Staff and Instructional Improvement

This three-year research project demonstrates that mid-level central office staff can make or break critical reform initiatives. It also provides strong recommendations for a new vision of leadership in which central office and school staff become equal partners