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Educational Leadership and Student Achievement: A Study of Best Practices in High-Achieving and Improving School Districts in the State of Missouri
Başlık:
Educational Leadership and Student Achievement: A Study of Best Practices in High-Achieving and Improving School Districts in the State of Missouri
Yazar:
Happel, Theodore W., III, author.
ISBN:
9780438128422
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (214 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Jo N. Wood Committee members: Dennis Lea; Sally Beth Lyon.
Özet:
The purpose of this mixed methods study was to gather information regarding the leadership best practices including professional development best practices being utilized by High-Achieving and Improving Missouri public school districts in order to compare similarities and differences, and to make recommendations for improvement. The team developed statistical guidelines for identifying High-Achieving and Improving public school districts in Missouri and conducted an investigation involving 1745 principals in identified Elementary, Middle, and Secondary schools. The collection of data included a Likert scale survey adapted from Learning Forward's Standards for Professional Learning (Learning Forward, 2011) and three additional open-ended response questions. The data was analyzed using descriptive and discrepancy analysis statistical methods.
151 completed responses were received from the distributed surveys. This provided a return rate of 8.65% which guided recommendations. The survey data showed both High-Achieving and Improving schools met Standards 1, 2, 3, 5, and 6 by reporting at least 80% Always or Frequently engaging in the leadership practices for professional development required by those standards. The leadership practices for professional development being used by High-Achieving and Improving public school districts in Missouri included: learning communities committed to continuous improvement, collective responsibility, and goal alignment; skillful leaders who develop capacity, advocate, and create support systems for professional learning; prioritizing, monitoring, and coordinating resources for educator learning; integrating theories, research, and models of human learning to achieve intended outcomes; and application of research on change and sustaining support for implementation of professional learning for long-term changes. The leadership strategies for professional development being used by these schools were similar and there was not a significant difference in the strategies.
Further investigation of the data demonstrated areas of weakness in two of the standards. The survey data showed Standards 4 and 7 were not met by the High-Achieving or Improving school districts by reporting less than 80% Always or Frequently engaging in the leadership strategies for professional development required by those standards. These behaviors included: using a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning; and alignment of outcomes with educator performance and student curriculum standards.
The team recommended implementation of all seven of Learning Forward's Standards for Professional Learning (Learning Forward, 2011) into school districts' school improvement plans with fidelity. School leaders should provide professional development practices which align with the standards. In addition, data from the open-ended questions revealed common strategies being implemented by both High-Achieving and Improving school districts. The team further recommends implementation of these practices: engage in executing effective strategies related to curriculum, instruction, and assessment; formation and use of data teams; focus on improving school culture and climate; close evaluation and supervision of teachers; and formation and use of professional learning communities (PLC). The direct result of all of these recommendations should be improvement in student achievement scores reported on the Missouri Assessment Program (MAP) test.
Notlar:
School code: 0193
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
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