Browsing by Subject "School leadership"
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Item Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools(2011-05) Miranda, Angie; Olivárez, Rubén; Ovando, Martha N.; Pazey, Barbara; Gentry, Hilda; Claybon, KarenThis study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups. A qualitative research approach and protocol was followed, and a multiple case study methodological approach was utilized. The data gathered consisted of interviews of three principals, three instructional coordinators, and three teacher leaders. A review of documents, artifacts, observations, field notes, and member check data were used to triangulate data. The data analysis applied the McRel Balanced Leadership conceptual framework and used three research questions to organize and guide the discussion and findings. These research questions are: (1) How did the principal implement research-based leadership responsibilities that led to the pursuit of high academic achievement for all students? (2) How did the principals implement a school-wide improvement framework that has resulted in sustained academic achievement growth for all students? (3) How did the principal implement the identified strategies that ensured high academic achievement among all student populations? Over the course of five months, data were gathered through individual interviews, observations, analysis of documents, and other artifacts. Several themes emerged as a result of data analysis. These included: (a) communicated ideals and beliefs, (b) challenged status quo, (c) culture of collaboration, (d) focus on learning, (e) data driven, (f) research based learning, (g) and curriculum alignment. The findings in the study suggest that the principals were instrumental in creating the conditions that helped the teachers build upon their collective capacity to support student success.Item School leadership that promotes effective implementation and sustainability of teacher Data Teams in a successful middle school(2013-08) Garcia, Reynaldo Estrada; Olivárez, RubénEducators across the country are expected to be data literate. They must be able to systemically collect and analyze student data to make informed instructional decisions. However, many school leaders lack the knowledge about how to transform mountains of data on student achievement into an action plan that will improve instruction and increase student learning (Boudett, et al., 2007). In addition, time constraints make it difficult for educators to effectively and efficiently collaborate around student data consistently. Most of the research on data use describes the importance for educators to use data to improve student achievement. However, limited research has been documented on the role the campus leader employs when creating a culture of data-driven decision-making as it relates to student achievement. Furthermore, the research on data use in Title 1 schools is also limited. Therefore, it is imperative to examine and describe how a Title 1 middle school principal implemented Data Teams on a campus. Consequently, the goal of this research was to determine how school leaders improve student learning through teacher data teams. The four primary questions this research addressed in this single case study were: 1. What is the role of the principal in implementing successful Data Teams? 2. What campus structures foster the Data Team process? 3. What are the perceptions of teachers regarding the effectiveness of the Data Team? 4. What practices contribute to the sustainability of Data Teams? Data was gathered through semi-structured interviews, direct observations, and document reviews which informed the findings. This research study revealed that the principal played a key leadership role in creating a culture of collaboration and data inquiry by implementing teacher Data Teams. Such leadership role is enacted by: communicating a vision for Data Teams, providing for job-embedded professional development, and offering differentiated support. Structured time, structured meetings, student data system, and structured assessments are structures employed by the school. Student-focused collaboration, enhanced teacher trust, and increased student achievement illustrate evidence of Data Team effectiveness. Shared accountability, building school culture, and focused interventions serve to sustain Data Teams. In conclusion, it can be affirmed the principal has the most influence on what will be supported on a campus. Therefore, the leadership role performed by the principal when guiding a faculty through the implementation of Data Teams must be deliberate and thoughtful. The principal should include key stakeholders in the decision-making process and build capacity among teachers to ensure the sustainability of Data Teams. Furthermore, targeted professional development and structures that allow time for teachers to collaborate are necessary. Because the ultimate goal for schools is student learning, it is important that everyone within the school organization understand their role in the Data Team process.