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 Science
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
as brief, frequent, informal, and focused visits to classrooms by observers for the purposes of gathering data on educational practices and engaging in some type of follow-up. Moreover, Grissom, et.al. (2013) mentioned in their study that classroom walkthroughs may serve multiple purposes. Principals in the 2011 survey where they learned about the instructional practices of their teachers, 62% of principals identify unscheduled classroom walkthroughs as their primary source of information however
focus on the instructional leadership actions of the superintendent and how they impact or influence student achievement, graduation rates, and dropout rates. In other words, how does the superintendent design and create a system that improves student achievement and success? What processes, procedures, and framework does a superintendent implement that positively contributes to student achievement and success? Assumptions This study is based on the assumption that district level leadership has an impact
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
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
learning opportunities include grade-level, content specific, and school team building activities, goal setting, and collaboration that are focused on school and district priorities. The sessions give staff and teachers an opportunity to discuss best practices, analyze school data, and develop plans to address school focus areas and
promoting learning, reflective practice and improving patient safety and the quality of patient care. Supervision, as a field of educational practice with clearly delineated roles and responsibilities, did not fall from the sky fully formed. Rather, supervision emerged gradually as a distinct practice, always in relation to the institutional, academic,
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
Similarly, the school administrator plays an important role in encouraging the conditions that facilitate teacher leadership, including the following: Create a safe environment. Teachers must be confident that administrators and other teachers will not disparage them for expressing ideas that might seem unusual at first. Some of the most effective attitudes to solving difficult concerns in schools may not be instinctively obvious but may require that educators think innovatively, which can only happen