Definition of Terms Superintendent Instructional Leadership Expanding on Flath’s (1989) definition (as cited in Jenkins 2009), superintendent instructional leadership is defined as those actions a superintendent takes to promote growth in student achievement and student success. Student Achievement For purpose of this study, student achievement will be measured using the statewide Criterion Reference Test (CRT) Science results for 4th, 8th and 10th grade students, as well as composite ACT scores
Research Question: What, if any, is the relationship between a superintendent’s instructional leadership practices, as operationalized by Marzano and Waters five district level leadership responsibilities, and a district’s effectiveness as measured by student achievement, graduation rates, and dropout rates? Hypothesis 1: There is a statistically significant relationship between a superintendent’s instructional leadership practices and a district’s student achievement as measured by a district’s CRT
facilitate a collective understanding of best practice for our Montana system of education. Answering the question of what this looks like in a school system is a worthwhile endeavor that will also add to the body of knowledge on superintendent instructional leadership. The strengths of a qualitative research method are in its “rich” data and smaller sample size. While you are utilizing a smaller sample size, you are able to gain a deep and complex understanding of the unit of study. A major weakness of
Principal’s Instructional Leadership and Employee Engagement : A Study of Perceptions among Teachers in a Primary School in Cheras, Selangor. CHAPTER 1 - INTRODUCTION 1.0 Introduction Any organizational or institutional structure, from the very basic to the most complex ones will naturally consist of the hierarchical order of two components, which are the leader and the led. However, the ways on how an organization operates is mostly determined by the kind of interaction between these two components
potential of computer as a powerful instructional technology, it has not been satisfactorily integrated into classrooms. Still, a lot of voices are heard around the world complaining about the teachers' avoidance of computer use and failure in successfully incorporating it into classrooms. This issue attracted researchers' attention. They started to explore the factors that encourage the technology use and barriers that impede proper integration of this versatile instructional technology into education. Brickner
ABSTRACT This paper reports about the observations made and knowledge gained through studying and developing an online study material for graduates. Inspired by issues and challenges experienced in developing the online courseware, a model is advanced which has resolved major issues with the older models and online information system (courseware). The benefits of using proposed system for online studying is described in a complete detail in this paper. After going through questionnaire and pilot
research and discussed in the academic literature. Speaking of the main models of leadership in education, Godin and his peers postulate that four theoretical models dominate the field of study of educational leadership, namely 1) transactional leadership, which is associated with participatory leadership; 2) transformational leadership; 3) moral leadership, to which ethical leadership resembles; 4) pedagogical leadership”. (Godin, Lapointe, Langlois & St-Germain 2005, p. 66). Table XXX presents, a
The Association of California School Administrators (ACSA) Leadership Program’s Management and Learning Environment Course is the most dense and challenging course to date. The California Professional Standards for Education Leaders (CPSEL) simply states, “Education Leaders manage the organization to cultivate a safe and productive learning and working environment.” However, when our cohort starts to dig deep into the standard; it is anything but simple. A new principal’s success is dependent
The genesis of my intense interest in education, an interest which has now evolved into an aspiration and a pursuit for a career in the field, happened during my undergraduate studies. A Basic Training Program delivered by the graduates from Yale University (as part of an exchange program) changed my understanding of education and, together with it, the course of my life. Those graduate students were young, vigorous, and highly intelligent, demonstrating impressive teaching expertise. In particular
their learning outcomes with teacher leadership as well as principal leadership that can complement it. At the World Educational Leadership Summit 2015 (Ming En, 2015), Tony Wagner, an expert-in-residence at Harvard University’s Innovation Lab, described the the local education system as one rooted in a long history of “testing for meritocracy” and “testing