As Stated Before, This Study Looked At The Relationship

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

Currently, I am not an employee of any learning organization, school district or educational system. However, I am involved and Chair the School Advisory Council (SAC) of Greenland Pines Elementary. This opportunity granted me a unique opportunity to observe the management of two different principals with their individual leadership styles. Furthermore, I contrasted my business practices from my own company and military service to coincide with this case study. The purpose of this paper is a comprehensive written outlining the processes presented by the educational leadership at Greenland Pines Elementary. With this in mind, we need to understand the concept of educational leadership.

Palmer Lake Elementary School refers to a public elementary school located in Brooklyn Park. The school has 678 students with majority being Whites and non-Hispanics. The teachers; population is between 40 and 50 teachers: 6 speech teacher, two reading teacher, 3 gym physical, two music teachers, 28 for regular classes, one media. Accordingly, the ratio of students to teachers is approximately 15:1. Each class has varying number of students ranging from 19 to 28 students. Approximately 54 percent of the students are male and 46 percent are female. The percentage of students eligible for subsidized lunch is 65. This essay examines the leadership skills and styles of Dr. Tim Brown after an interview in his office. Dr. Tim is the principal of Palmer Lake Elementary School and plays the following roles. First, he shapes the vision of academic success and instructional competence for all students and teachers respectively. Second, he plays the role of creating a climate and environment that is hospitable for learning. Third, he cultivates leadership in other teachers. Fourth, he is answerable to external stakeholders such as parents and state education authorities concerning the school’s performances and use of resources. Effective educational leadership is a continuous process that involves self-examination, learning from others, collaboration and sustainable use of resources to accomplish the goals and

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving

Number of studies have asserted that teaching experience of principal positively associates with his/her instructional leadership (Eberts & Stone, 1988; Glasman, 1984; Hallinger, 1983; Leithwood et al., 1990). Studies have identified personal values of principal to indirectly shape his/her attention to varying aspects of educational programs (Barth, 1980, 1990; Cuban, 1988; Glasman, 1984; Leithwood et al., 1990, 1992). “Research on effects of principal leadership on student learning draws its conceptual lineage more directly from research on school effectiveness and school improvement.” (Hallinger, Bickman and Davis,

The “Open Door Policy” is a case study to assist those interested in growing as educational leaders. Consistency in leadership is critical to the progress and growth of schools and educational institutions. Creek Middle School had six principals in seven years and each leader possessed a different leadership style. Some involved all stakeholders in making decisions and others worked in isolation. Consistency, collaboration, and communication are key components that drive the culture and climate of successful schools.

Crittenden, and Lyons (2014) discover that a culture of collaboration and teacher leadership is important and necessary components of a high-performing school. They sought to compare the culture of collaboration and teacher leadership between two rural high schools, one considered high-performing and the other considered low-performing. Authors selected 25 Kentucky high schools, 11 high-performing and 14 low-performing, to participate in this study. Schools were selected based on 2011 Grade 11 ACT Composite data. Survey data from the 2011 TELL (Teaching, Empowering, Leading, Learning) Survey were analyzed and compared to the Model Teacher Leader Standards (MTLS). The two areas of the survey were significantly different included Domain IV: Facilitating Improvements in Instruction and Student Learning and Domain VI: Improving Outreach and Collaboration with Community.

Successful administrators possess the necessary attributes that help them make decisions and solve various problems. All school leaders, regardless of their title or role in a building or district, will face obstacles involving individuals, community members, staff, and students. In order to address these challenges, leaders must understand the issue, formulate and apply a solution, and then reflect on their implementation of the solution to decide whether or not it is improving the situation. By no means is this an easy task, but effective leaders must strive to make sure their students, personnel, and constituents are being led down a path that will lead to overall academic and personal success. According to Young (2008), “as such,

In completing the Principal’s Leadership Style Survey, I realized that the leadership style I thought I aligned with the most was, in fact, not the style I purported to be. This section of the paper will summarize what I have learned from the assessment, what it may mean to me as a potential leader, and what I would need to work on to ensure that I become a better leader.

Turk, C. P III. (2001) ‘A study of the leadership qualities, behaviours, and characteristics of Principals from California’s distinguished and underperforming high schools’, Ed.D., University of La Verne.

Principals are under increased pressure to create systemic change within their school. Providing leadership coaching will give principals the tools they need while on the job and can improve their interactions throughout their workday. The purpose of coaching is to move from one place to another (Reiss, 2007, p. 54). The coaching model in the executive world has various models which supports the concept of helping leaders reach their next level with improved thinking skills or clarifying purposeful action to achieve challenging goals. Coaching develops leaders or gives leaders an additional edge (Allison-Napolitano, 2013). The coaching process is successful in helping individuals and organizations through change (Reiss, 2007, p. 56). This paper will review coaching models for school leaders and how interactionism is reflected and plays a part in coaching models. To be clear, executive coaching is defined by the chicagoexecutivecoaching.com,

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.

The current study uses a cross-sectional research design. “Cross-sectional research is focused on finding relationships between variables at one moment in time” and involve collecting data from groups that are chosen purposefully rather than the selection of a random sample (University of Southern California, 2017, p. 5). Therefore, this study uses inferential statistics to analyze perception data from a secondary data source with a cross-sectional design focused on determining relationships among educator perceptions and school organizational levels during the time that the survey was administered. Secondary data analysis includes correlational studies to determine statistically significant relationships and analysis of variance to determine statistically significant differences among educator perceptions of teacher leadership practices, roles, and level of impact that teachers have on making decisions by school organizational levels.