A Culture in the Making: Leadership in Learner-Centered Schools

Lieberman, Ann; Falk, Beverly; Alexander, Leslie B.

doi:10.4324/9781315091945-2

Cited by 2 publications

(10 citation statements)

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“…Also identified in Chapter One is the empirical link between the building leader and student achievement established in the research (Knapp, Copland, Honig, Plecki, & Portin, 2006;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Lieberman, Falk, & Alexander, 1994;Rosenholtz, 1989;Waters, Marzano, & McNulty, 2003) as well as issues of concern present in the education system and the need to meet increasing accountability measures related to student achievement (NCLB, 2002;NGA, 2010;USDE, 2012). This study set out to determine the relationship between learning leadership theory and the instructional needs of teachers to assist schools in identifying leadership that supports learning and change efforts.…”

Section: Discussionmentioning

confidence: 99%

“…The research uncovered the existence of four applicable leadership theories undergirding a framework for understanding theoretical perspectives guiding the current education system. The foundational premise postulated leadership as key to organizational change and improvement (Hattie, 2009(Hattie, , 2012Knapp, Copland, Honig, Plecki, & Portin, 2006;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Lieberman, Falk, & Alexander, 1994;Rosenholtz, 1989;Waters, Marzano, & McNulty, 2003).…”

Section: Conceptual Underpinnings Of the Studymentioning

confidence: 99%

“…Leithwood, Louis, Anderson and Wahlstrom (2004) agreed leadership "provides a critical bridge between most educational reform initiatives, and having those reforms make a genuine difference for all students" (p. 5). Studies (Knapp, Copland, Honig, Plecki, & Portin, 2006;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Lieberman, Falk, & Alexander, 1994;Rosenholtz, 1989;Waters, Marzano, & McNulty, 2003) highlighted the empirical link between the building leader and student achievement, identifying building leadership as the second most important factor, subsequent only to teacher instruction. Moreover, Leithwood et al recorded there were virtually no documented cases of distressed schools turning around without talented leadersa topdown approach to systemic change.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Although multiple factors contribute to school improvement, researchers (Goldring, Porter, Murphy, Elliott, & Cravens, 2009;Lieberman et al, 1994;Sheppard, 1996) concurred school leadership is essential in promoting effective in-school processes and the conditions to achieve student success. School leadership continues as the impervious component of authentic, sustainable reform, particularly in buildings with high needs.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Repeatedly in the literature, (Hattie, 2009(Hattie, , 2012Knapp, Copland, Honig, Plecki, & Portin, 2006;Leithwood, Louis, Anderson, & Wahlstrom, 2004;Lieberman, Falk, & Alexander, 1994;Rosenholtz, 1989;Waters, Marzano, & McNulty, 2003) leadership is empirically linked to the outcomes of student learning, whether directly or indirectly.…”

Section: Introductionmentioning

confidence: 99%

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Leadership in action : the influence of leadership practices on reform

Ruhman¹

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The purpose of this study was to explore how schools and administrators can be most effective in meeting the needs of students while managing accountability measures such as the Common Core State Standards and ensuing Missouri Learning Standards. Although literature regarding leadership theories is prevalent (Bass and Avolio, 1994; Northouse, 2010; Sergiovanni, 1996), there remains a gap in how quality leadership translates into effective schools with high achieving children (Wallace Foundation, 2012). For struggling schools to advance reform efforts, research must determine how school leaders can best support student achievement throughout the process. The present study sought teacher perceptions of effective leadership behaviors necessary for successful reform. Learning leadership (LL) was the comparative tool utilized to better understand effective governance. Employing a mixed method study, the researcher provided an online, single instance survey with embedded open-ended questions to obtain practitioner insights to explore possible relationships between LL and student achievement amidst reform. The results indicated a potential relationship between the characteristics of educational leaders and positive reform results, however, further research is required to verify the actual implications of each LL behavior. In addition, gender appeared to have a significant role in the perception of practitioner insight, with females being prone to greater agreement of a successful link to instructional support. It is possible that a gap still remains between behaviors deemed supportive by teachers and those displayed by administrators. Additionally, the study highlighted the need for further study of administrative perceptions throughout large-scale transition, and the content of administrative degree programs offered by colleges and universities.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Underpinnings Of the Studymentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Leadership in action : the influence of leadership practices on reform

Ruhman¹

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Constancy and Change in Work Practice in Schools: The Role of Organizational Routines

Sherer

Spillane²

2011

Teachers College Record: The Voice of Scholarship in Education

101

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Background/ContextThough change is constant in organizations, determining how to successfully implement planned change has been a perennial challenge for both organizational scholars and practitioners. While the empirical knowledge base on planned change in schools and other organizations offers numerous insights, the inattention to activity, or the practice of leading and managing change, remains. Organizational change theory, and specifically organizational routines, offers a useful lens with which to examine planned change in work practice in schools.PurposeThe purpose of this study is to understand the role organizational routines play in changing school work practice.Research DesignWe employed a longitudinal case study of leadership practice at Adams, a K–8 urban school, over the course of four years. We spent 90 days collecting observations, interviews, and artifacts from a wide range of individuals (e.g., teachers and administrators). We identified one key routine, the Five Week Assessment Routine, and analyzed the ostensive and performative aspects of the routine, identifying similarities and differences in the routine over time. In addition, we identified two different kinds of change, planned and unplanned, as well as the reasons why participants changed the routine.ConclusionsOrganizational routines structure work practice, stabilizing it over time, even in the face of considerable change. They represent one mechanism for sustaining leadership. In addition, routines can be a source of both episodic and continuous change in the work place. New routines can serve as a mechanism to build instructional coherence, internal accountability, and professional community. This account suggests that one way to change norms and culture in an organization is through the design and implementation of new routines. Leaders can create opportunities for change in school practice. By designing and supporting an organizational routine, the leaders at Adams focused the practice of the faculty on improving teaching and learning in ways they had never done before. The case of Adams demonstrates that in the enactment of a routine, school staff can also create change in practice. How they make sense of the routine, and integrate it into their practice, can create shifts in teaching and learning. Change happens in the interplay between individual agency and the structure of the routine. Through a case study of one organizational routine in one school, we analyzed how organizational routines can enable both change and constancy in school practice.

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A Culture in the Making: Leadership in Learner-Centered Schools

Cited by 2 publications

References 0 publications

Leadership in action : the influence of leadership practices on reform

Leadership in action : the influence of leadership practices on reform

Constancy and Change in Work Practice in Schools: The Role of Organizational Routines

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