Principal Quality: A Virginia Study Connecting Interstate School Leaders Licensure Consortium Standards With Student Achievement

Kaplan, Leslie S.; Owings, William A.; Nunnery, John

doi:10.1177/019263650508964304

Cited by 29 publications

(24 citation statements)

References 5 publications

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“…Principals not only contribute directly to learning, such as keeping a focus on student achievement and providing a school culture conducive to learning and teaching (Waters et al 2003, Davis et al 2005, but also directly influence learning by attracting, selecting and retaining high-quality teachers (Kaplan et al 2005). According to Fullan (2003: 16), 'what standards were to the 1990s, "leadership" is to the 2000s.…”

Section: Linking Theory With Practice: a Longitudinal Analysis Of Stumentioning

confidence: 99%

“…This study is based upon the premise that school leadership greatly influences the effectiveness of schools and student outcomes (Waters et al 2003, Kaplan et al 2005. Recognition of the influence of the principal in school effects on student achievement brought close scrutiny to the preparation of principals (Jackson and Kelley 2002).…”

Section: Research Purpose and Rationalementioning

confidence: 99%

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Linking theory with practice: a longitudinal analysis of student portfolios in principal preparation

Knoeppel¹,

Logan²

2011

International Journal of Leadership in Education

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This presentation analyses five years of data from student portfolios required as part of a principal preparation programme. Portfolios serve as continuous student progress assessment from programme entry to exit, evaluation of each student's understanding and application of Interstate School Leaders Licensure Consortium (ISLLC) and National Educational Technology Standards-A and linkage of theoretical knowledge to field-based projects. Continuing pressure on institutions of higher education to demonstrate student growth and achievement for accreditation purposes make inquiries such as this timely. Results from the study reveal that students in the principal preparation programme are better able to show mastery of the six ISLLC standards at the programme conclusion than at the midpoint. Further, results reveal a change in student perceptions of the principalship from that of organizational leader to that of visionary and instructional leader at the conclusion of the programme.

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Section: Linking Theory With Practice: a Longitudinal Analysis Of Stumentioning

confidence: 99%

Section: Research Purpose and Rationalementioning

confidence: 99%

Linking theory with practice: a longitudinal analysis of student portfolios in principal preparation

Knoeppel¹,

Logan²

2011

International Journal of Leadership in Education

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“…Because student socioeconomic background has consistently been found to be correlated to student performance in all but the most outstanding schools (Cunningham & Sanzo, 2002;Marcon, 1999) because student achievement and student socioeconomic background have both been correlated to principal behaviors (Hallinger & Murphy, 1985;Teddlie & Stringfield, 1993), and because principals in schools serving lower socioeconomic populations have been found to be less effective than those in higher-socioeconomic-population schools (Kaplan, Owings, & Nunnery, 2005), this study focused on only those schools that serve high-poverty student populations.…”

mentioning

confidence: 99%

Differences in principals' leadership behavior in high‐ and low‐performing schools

Lindahl

2010

J of Leadership Studies

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Survey and focused on a comparison of teachers' perceptions of how school principals exercise their role in both high-and low-performing elementary and middle schools that serve high-poverty student populations. Teachers in the high-performing schools consistently viewed their principals' behavior more positively than did their counterparts in the lower-performing schools. Teachers reported less difference in regard to engaging the community to create shared responsibility for student and school success. Very little difference existed in the principal's involvement of teachers in key school decisions; neither population of principals scored high in this area.

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“…A principal's job becomes more challenging as managerial and instructional responsibilities continue to mount as a result of the increasing demands of school reform and accountability aimed toward student performance (Stark-Price, Muñoz, Winter, & Petrosko, 2006). According to Kaplan et al (2005), placing strong instructional leaders in challenging schools allows for school reform to take place in a collaborative manner among teachers and instructional leaders via decision making, increased time for teachers to work collaboratively, and support for teachers to create a safe learning environment.…”

Section: Principal Quality and The Effects Of An Uneven Distribution mentioning

confidence: 99%

“…Furthermore, Kaplan et al (2005) believe that it is important to place strong principals in schools both to build the necessary skills in teaching and learning and to see a positive effect on school culture. Darling-Hammond (2007) states that districts and their schools have fallen into lowperforming status because they are not hiring principals who show exemplary leadership.…”

Section: Principal Quality and The Effects Of An Uneven Distribution mentioning

confidence: 99%

Principals' Instructional Leadership in Title I Schools

Kleidon¹

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The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared. However, principals have been trained in a universal approach that is not sufficient for those who lead schools with high poverty rates as well as culturally and linguistically diverse learners. The purpose of this mixed-methods descriptive study was to gain insight from principals about instructional leadership in Title I schools. Thirty-two principals described their perceptions about the preparation, supports, and challenges necessary to develop instructional leadership, including cultural proficiency for Title I schools. The findings in this study highlight the complexity of the principal role with a specific focus on Title I schools. While principals reported positive experiences as well as support from their leadership preparation programs and school districts, neither was sufficient to fully prepare them to be instructional leaders in Title I schools. Recommendations include a comprehensive, cohesive district coaching and mentoring program that considers elements necessary to build well-prepared and exceptional leaders for Title I schools. v ACKNOWLEDGMENTS There are many significant people in my life to whom I would like to dedicate this dissertation, who have served as a great inspiration in my life and have allowed me to accomplish a doctoral degree. To my father, William Kleidon, I proudly dedicate this dissertation for your ongoing support of me and your blind confidence that I could do anything in this world if I work hard enough for it. You instilled this belief in me at an early age and never wavered in your support of my goals from childhood to this very day. For this I will always be very grateful, and I love you. To Alex Kleidon, my wife, the mother to our five boys, and my best friend, thank you for your love, support, and encouragement, including the numerous times you had to hear my "dissertation issues," which I know was not always easy. You have served as the greatest inspiration for me as I pursued this educational goal. Since coming into my life, you have been the motivation behind so much of what I have done and want to continue doing. Your encouragement, support, and belief in me has been the driving force behind this journey. I love you, honey! I dedicate this dissertation to Jonathon, Koby, Andrew, Branden, and Jace-my sons! When I look at you, I am amazed at the young men you are becoming and I am so thankful to have you in my life. I have always wanted to set a good example to you as a man and as a father and can only hope that I have done that. I hope that completing this chapter in my life will motivate you to reach your educational goals, to always work hard, and to believe that you can achieve anything if you put your mind and heart into it! vi Lastly, I would also like to extend this dedication to my dissertation chair, Dr. Noni M. Reis. Your professional guidance as well as your support has provided me with the confidence and to...

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Principal Quality: A Virginia Study Connecting Interstate School Leaders Licensure Consortium Standards With Student Achievement

Cited by 29 publications

References 5 publications

Linking theory with practice: a longitudinal analysis of student portfolios in principal preparation

Linking theory with practice: a longitudinal analysis of student portfolios in principal preparation

Differences in principals' leadership behavior in high‐ and low‐performing schools

Principals' Instructional Leadership in Title I Schools

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