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Preparing Perform and Impact Ready School Leaders for Improving Urban School Success

Yıl 2018, Cilt: 3 Sayı: 1, 88 - 120, 27.07.2018
https://doi.org/10.30828/real/2018.1.4

Öz

In
an effort to develop and support high quality urban school leaders, this study examined what factors affect
pre-service urban school leaders’ perception of preparedness for performing
instructional leadership activities. The findings revealed that participating
in a leadership training program is the only significant factor that predicts
urban educators’ scores on instructional leadership readiness measures. By
examining perception of preparedness of aspiring urban school leaders the
findings contribute to our understanding about some perspectives to prepare and
develop urban school leaders solve large and complex problems related to the
curriculum, instruction and assessment. Implications for preparing performance
ready school leaders in high need urban schools are further discussed.

Kaynakça

  • Author (2016). Details deleted for blind peer review purposes.
  • American School Counselor Association (ASCA) (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA:
  • Bush, T. (2016). Preparation for school principals: Rationale and practice. Educational Management Administration and Leadership, 44(4), 537-539. doi:10.1177/1741143216645505
  • Barnett, D. (2004). School leadership preparation programs: are they preparing tomorrow's leaders? Education, 125(1), 121.
  • Beycioğlu, K., & Aslan, M. (2010). Okul Gelişiminde Temel Dinamik Olarak Değişim ve Yenileşme: Okul Yöneticileri ve Öğretmenlerin Rolleri (ss. 153-173). Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(1).
  • Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90(3), 221-237.
  • Conley, D. T., & Darling-Hammond, L. (2013). Creating systems of assessment for deeper learning. Stanford, CA: Stanford Center for Opportunity Policy in Education.
  • Connecticut State Department of Education (CSDE) (2015). Connecticut Leader Evaluation and Support Rubric. Retrieved from http://www.connecticutseed.org/wp-content/uploads/2015/09/CT_Leader_Evaluation_and_Support_Rubric-2015.pdf
  • College Board (2010). The eight components of college and career readiness counseling. Retrieved from http://media.collegeboard.com/digitalServices/pdf/nosca/10b_2217_EightComponents_WEB_100625.pdf
  • Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Fink, E., & Resnick, L. (2000) Developing principals as instructional leaders. Phi Delta Kappan, 82, 598-606.
  • Fullan, M. (2007). The new meaning of educational change. Routledge.
  • Fullan, M. (2014). Leading in a culture of change personal action guide and workbook. John Wiley & Sons.Froeschle, J. G., & Nix, S. (2009). A solution-focused leadership model: examining perceptions of effective counselor leadership. Journal of School Counseling, 7(5).
  • Goodwin, R. H., Cunningham, M. L., & Childress, R. (2003). The changing role of the secondary principal. NASSP Bulletin, 87(634), 26-42.
  • Green, R. L. (2017). The four dimensions of principal leadership: A framework for leading 21st century schools. Pearson.
  • Harris, A., & Chapman, C. (2002). Effective leadership in schools facing challenging circumstances. London: National College for School Leadership.
  • Hattie, J. (2015). High-Impact Leadership. Educational Leadership, 72(5), 36-40.IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
  • Johnston, W. R., Kaufman, J. H., & Thompson, L. E. (2016). Support for Instructional Leadership. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Support-for-Instructional-Leadership.pdf
  • Kaufman, R., Herman, J., & Watters, K. (1996). Educational planning: Strategic, tactical, operational. Lancaster, PA: Technomic.
  • Kirst, M., Haertel, E., & Williams, T. (2005). Similar Students, Different Results: Why do some schools do better? A large-scale survey of California Elementary schools serving low income students. Mountain View, CA: EdSource.
  • Knapp, M. S., Copland, M. A., Plecki, M. L., & Portin, B. S. (2006). Leading, learning, and leadership support. Center for the Study of Teaching and Policy.
  • Kurland, H., Peretz, H., & Hertz-Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration, 48(1), 7-30.
  • Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning (Learning From Leadership Project Executive Summary). New York: The Wallace Foundation.
  • Markow, D., Macia, L., & Lee, H. (2013). The MetLife survey of the American teacher: Challenges for school leadership. New York, NY: Metropolitan Life Insurance Company.
  • Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
  • McCormick, M. J., Tanguma, J., & López-Forment, A. S. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 34-49.
  • Murphy, J. (2002). Reculturing the profession of educational leadership: New blueprints. Yearbook of the National Society for the Study of Education, 101(1), 65-82.
  • National Policy Board for Educational Administration. (2015). Professional standards for educational leaders. Retrieved from http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf
  • Neumerski, C. M. (2013). Rethinking instructional leadership: Review what do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347.
  • Orr, M. T. (2006). Mapping innovation in leadership preparation in our nation's schools of education:. Phi Delta Kappan, 87(7), 492.
  • Rigby, J. G. (2014). Three logics of instructional leadership. Educational Administration Quarterly, 50(4), 610-644.
  • Scott, S., & Webber, C. F. (2008). Evidence-based leadership development: The 4L framework. Journal of Educational Administration, 46(6), 762-776.
  • Silberman, M. L. (2007). The handbook of experiential learning. John Wiley & Sons.
  • Webber, C. F., & Scott, (2010). Mapping principal preparation in Alberta, Canada. Journal of Education and Humanities, 1, 75-96.
  • Wildy, H., & Clarke, S. (2008). Charting an arid landscape: The preparation of novice primary principals in Western Australia. School Leadership and Management, 28(5), 469-487.
  • Wiles, J. W., & Bondi, J. C. (2010). Curriculum development: A guide to practice. Prentice Hall.
  • Wraga, W. (2006). Theories of curriculum. In F. English (Ed.) Encyclopedia of Educational Leadership and Administration, Vol. 1, (pp. 251-253). Thousand Oaks, CA: Sage.
Yıl 2018, Cilt: 3 Sayı: 1, 88 - 120, 27.07.2018
https://doi.org/10.30828/real/2018.1.4

Öz

Kaynakça

  • Author (2016). Details deleted for blind peer review purposes.
  • American School Counselor Association (ASCA) (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA:
  • Bush, T. (2016). Preparation for school principals: Rationale and practice. Educational Management Administration and Leadership, 44(4), 537-539. doi:10.1177/1741143216645505
  • Barnett, D. (2004). School leadership preparation programs: are they preparing tomorrow's leaders? Education, 125(1), 121.
  • Beycioğlu, K., & Aslan, M. (2010). Okul Gelişiminde Temel Dinamik Olarak Değişim ve Yenileşme: Okul Yöneticileri ve Öğretmenlerin Rolleri (ss. 153-173). Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(1).
  • Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90(3), 221-237.
  • Conley, D. T., & Darling-Hammond, L. (2013). Creating systems of assessment for deeper learning. Stanford, CA: Stanford Center for Opportunity Policy in Education.
  • Connecticut State Department of Education (CSDE) (2015). Connecticut Leader Evaluation and Support Rubric. Retrieved from http://www.connecticutseed.org/wp-content/uploads/2015/09/CT_Leader_Evaluation_and_Support_Rubric-2015.pdf
  • College Board (2010). The eight components of college and career readiness counseling. Retrieved from http://media.collegeboard.com/digitalServices/pdf/nosca/10b_2217_EightComponents_WEB_100625.pdf
  • Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress.
  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
  • Fink, E., & Resnick, L. (2000) Developing principals as instructional leaders. Phi Delta Kappan, 82, 598-606.
  • Fullan, M. (2007). The new meaning of educational change. Routledge.
  • Fullan, M. (2014). Leading in a culture of change personal action guide and workbook. John Wiley & Sons.Froeschle, J. G., & Nix, S. (2009). A solution-focused leadership model: examining perceptions of effective counselor leadership. Journal of School Counseling, 7(5).
  • Goodwin, R. H., Cunningham, M. L., & Childress, R. (2003). The changing role of the secondary principal. NASSP Bulletin, 87(634), 26-42.
  • Green, R. L. (2017). The four dimensions of principal leadership: A framework for leading 21st century schools. Pearson.
  • Harris, A., & Chapman, C. (2002). Effective leadership in schools facing challenging circumstances. London: National College for School Leadership.
  • Hattie, J. (2015). High-Impact Leadership. Educational Leadership, 72(5), 36-40.IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.
  • Johnston, W. R., Kaufman, J. H., & Thompson, L. E. (2016). Support for Instructional Leadership. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Support-for-Instructional-Leadership.pdf
  • Kaufman, R., Herman, J., & Watters, K. (1996). Educational planning: Strategic, tactical, operational. Lancaster, PA: Technomic.
  • Kirst, M., Haertel, E., & Williams, T. (2005). Similar Students, Different Results: Why do some schools do better? A large-scale survey of California Elementary schools serving low income students. Mountain View, CA: EdSource.
  • Knapp, M. S., Copland, M. A., Plecki, M. L., & Portin, B. S. (2006). Leading, learning, and leadership support. Center for the Study of Teaching and Policy.
  • Kurland, H., Peretz, H., & Hertz-Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration, 48(1), 7-30.
  • Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning (Learning From Leadership Project Executive Summary). New York: The Wallace Foundation.
  • Markow, D., Macia, L., & Lee, H. (2013). The MetLife survey of the American teacher: Challenges for school leadership. New York, NY: Metropolitan Life Insurance Company.
  • Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
  • McCormick, M. J., Tanguma, J., & López-Forment, A. S. (2002). Extending self-efficacy theory to leadership: A review and empirical test. Journal of Leadership Education, 1(2), 34-49.
  • Murphy, J. (2002). Reculturing the profession of educational leadership: New blueprints. Yearbook of the National Society for the Study of Education, 101(1), 65-82.
  • National Policy Board for Educational Administration. (2015). Professional standards for educational leaders. Retrieved from http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf
  • Neumerski, C. M. (2013). Rethinking instructional leadership: Review what do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347.
  • Orr, M. T. (2006). Mapping innovation in leadership preparation in our nation's schools of education:. Phi Delta Kappan, 87(7), 492.
  • Rigby, J. G. (2014). Three logics of instructional leadership. Educational Administration Quarterly, 50(4), 610-644.
  • Scott, S., & Webber, C. F. (2008). Evidence-based leadership development: The 4L framework. Journal of Educational Administration, 46(6), 762-776.
  • Silberman, M. L. (2007). The handbook of experiential learning. John Wiley & Sons.
  • Webber, C. F., & Scott, (2010). Mapping principal preparation in Alberta, Canada. Journal of Education and Humanities, 1, 75-96.
  • Wildy, H., & Clarke, S. (2008). Charting an arid landscape: The preparation of novice primary principals in Western Australia. School Leadership and Management, 28(5), 469-487.
  • Wiles, J. W., & Bondi, J. C. (2010). Curriculum development: A guide to practice. Prentice Hall.
  • Wraga, W. (2006). Theories of curriculum. In F. English (Ed.) Encyclopedia of Educational Leadership and Administration, Vol. 1, (pp. 251-253). Thousand Oaks, CA: Sage.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Olcay Yavuz

Gulcin Gulmez Bu kişi benim

Yayımlanma Tarihi 27 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 3 Sayı: 1

Kaynak Göster

APA Yavuz, O., & Gulmez, G. (2018). Preparing Perform and Impact Ready School Leaders for Improving Urban School Success. Research in Educational Administration and Leadership, 3(1), 88-120. https://doi.org/10.30828/real/2018.1.4
AMA Yavuz O, Gulmez G. Preparing Perform and Impact Ready School Leaders for Improving Urban School Success. REAL is a scholarly peer-reviewed publication. Temmuz 2018;3(1):88-120. doi:10.30828/real/2018.1.4
Chicago Yavuz, Olcay, ve Gulcin Gulmez. “Preparing Perform and Impact Ready School Leaders for Improving Urban School Success”. Research in Educational Administration and Leadership 3, sy. 1 (Temmuz 2018): 88-120. https://doi.org/10.30828/real/2018.1.4.
EndNote Yavuz O, Gulmez G (01 Temmuz 2018) Preparing Perform and Impact Ready School Leaders for Improving Urban School Success. Research in Educational Administration and Leadership 3 1 88–120.
IEEE O. Yavuz ve G. Gulmez, “Preparing Perform and Impact Ready School Leaders for Improving Urban School Success”, REAL is a scholarly peer-reviewed publication, c. 3, sy. 1, ss. 88–120, 2018, doi: 10.30828/real/2018.1.4.
ISNAD Yavuz, Olcay - Gulmez, Gulcin. “Preparing Perform and Impact Ready School Leaders for Improving Urban School Success”. Research in Educational Administration and Leadership 3/1 (Temmuz 2018), 88-120. https://doi.org/10.30828/real/2018.1.4.
JAMA Yavuz O, Gulmez G. Preparing Perform and Impact Ready School Leaders for Improving Urban School Success. REAL is a scholarly peer-reviewed publication. 2018;3:88–120.
MLA Yavuz, Olcay ve Gulcin Gulmez. “Preparing Perform and Impact Ready School Leaders for Improving Urban School Success”. Research in Educational Administration and Leadership, c. 3, sy. 1, 2018, ss. 88-120, doi:10.30828/real/2018.1.4.
Vancouver Yavuz O, Gulmez G. Preparing Perform and Impact Ready School Leaders for Improving Urban School Success. REAL is a scholarly peer-reviewed publication. 2018;3(1):88-120.


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