Browsing by Subject "Educational leadership--Texas"
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Item The assistant principal : role and socialization(2001-08) Domel, Ruth Escobar; Thomas, Michael P., 1932-2008Item Ethnically diverse principals and male Hispanic superintendents' perceptions of the superintendents' leadership(2006) Gandara, Jesus Manuel; Estes, Nolan; Northcutt, NovellItem The leadership acts of district level administrators that create, promote, and sustain successful students in an urban high-poverty school district(2002-05) Carter, Lynda Marie; Ovando, Martha N., 1954-Item Principals' actions in the performance appraisal system for teachers in successful schools in Texas(2005) Ramirez, Alfredo; Ovando, Martha N., 1954-The purpose of this study was to identify elementary, middle, and high school principals’ perceptions regarding their instructional leadership actions in the performance appraisal of teachers in successful schools in Texas. The focus was on instructional leadership actions that serve to enhance efforts at improving teaching and learning through a comprehensive teacher evaluation system in Texas. The research design was a multiple case study that included one elementary school, one middle school, and one high school within the same school district to identify the actions of principals with regard to the performance appraisal system for teachers in Texas at effective schools. Findings of the study revealed that principals in successful schools in Texas use comprehensive teacher evaluation systems as a basis for improving instruction by monitoring instruction, tying annual campus staff development and training activities to the PDAS, and implementing and integrating a multi-year teacher evaluation process. While their approach was varied, several commonalities emerged from the cross-site analysis. The principals utilized the comprehensive teacher evaluation system to provide support to teachers in need of assistance, as a summative tool, monitor instruction, provide staff development and training opportunities for teachers, set clear expectations, and to ensure compliance with policies and procedures in the district. The findings of this study are consistent with and expand the literature regarding effective instructional leadership and comprehensive teacher evaluation systems. Furthermore, the study is congruent with the finding that scholars and practioners are conceiving of teacher evaluation systems as vehicles for the improvement of both teaching and learning (Iwanicki, 1998; Sowell, 1993; Cardno, 1995; Stronge, 1997; Ovando, 2001). This study confirmed the claims of the above mentioned scholars and extended their findings by describing those specific leadership actions that principals exercise in the performance appraisal of teachers. More importantly, findings suggest that principals, indeed, use the performance appraisal system as a basis to improve instruction.Item Sociocultural dimensions of white principal leadership in multicultural elementary schools(2004-05) Hickman, Margaret Jeanne, 1967-; Garcia, Shernaz B.Through their personal and professional beliefs, knowledge, and leadership actions, school principals create a school environment and organization that indirectly––yet conclusively––facilitates or impedes successful student achievement (Goddard, Sweetland, & Hoy, 2000; Sergiovanni & Starratt, 1998). Current sociocultural differences between administrators and students, as well as the climate of academic accountability for all student groups, underscore the importance of understanding the interplay of these dimensions of school leadership. The goals of this qualitative investigation were to explore these dimensions for White principals of high-performing, culturally and linguistically diverse (CLD) schools. The research questions focused on (a) the principals’ personal and professional experiences, beliefs, and knowledge, with regard to bilingual and special education and working with diverse communities; and (b) the ways in which principals’ knowledge and beliefs were reflected in their leadership with regard to CLD students in general and special education. Three White principals in Texas elementary schools, rated as “Recognized” or “Exemplary” in the state’s accountability system, were the primary participants in this multiple case study. Using Naturalistic Inquiry as the research design, data were generated through interviews with the three primary and 21 secondary participants, document analysis, and participant observation over the 2002-2003 academic year (Lincoln & Guba, 1985). The findings revealed that participating principals promoted and supported students’ learning through a vision of shared responsibility for all students. Their instructional leadership encompassed beliefs about success for all students, high expectations for learning, a focus on academics, curricular/pedagogical knowledge, and actions to advance instructional and learning excellence. Decisions concerning bilingual special education students at their schools were influenced by their orientations to cultural diversity, which, in turn reflected prior sociocultural experiences, cultural/linguistic knowledge, and other external factors. The results of this study suggest that principals’ individual experiences, beliefs, knowledge and actions related to differences in language, culture, and ability in educational environments are highly influential in their development of school policies and practices focused on meeting the needs of all students. The interplay of these factors must be addressed in principal preparation, to ensure a campus environment that supports positive educational outcomes for all students.Item A superintendent's leadership of state-initiated reform in a high-poverty school district in Texas(2004) Parramore, Charlotte Suzanne; Ovando, Martha N.Item Toward equity and excellence: an Hispanic superintendent's leadership efforts in Texas(2004) Garganta, Rene; Scheurich, James JosephToday, school districts in Texas face many challenges. Dwindling state funding, increasing diversity, and increasing accountability for meeting high state standards are but a few. These challenges are being met by some districts that are successful even in light of these daunting circumstances. Although studies have described how some of these districts achieved high performance for all students, few have investigated this phenomenon in a diverse district that is led by a Hispanic superintendent. Thus, the goal of this study was to describe the processes that occurred in a diverse Texas public school district that had achieved success with all student groups. Specifically, the study sought to describe the role the superintendent played in the improvement of the district as well as describing the effect his ethnicity played in the change process.