Chapter 3 What We Know Danielson

Upon entering the Ed.D. program, I was quickly re-introduced to the process of conducting, analyzing, and synthesizing research and data. The coursework prepared me to further utilize data, not only within the course offerings within the Ed.D. program, but within the school setting as an educational leader of a school district

around School Site a and its instructional leadership structure (Gall, Gall, & Borg, 2003, p. 437). As part of this in-depth case study, I purposely designed research that would encompass the experience of teachers, teacher leaders, school administration and district administration. Through thorough analysis, I was able to triangulate the data in order to use ?different methods with different strengths and limitations to see if they all support the same conclusions? (Maxwell, 2013, p. 102). From the findings of the data found in the in-depth case study, the Guide was created. After original creation of the Guide, a second stage of data collection took place to access the relevancy and usefulness of the Guide. Both sets of findings are included in this chapter. For ease and understanding, I have labeled the states of data collection as Stage One and Stage Two. Stage One data collection encompassed survey, individual interviews, and focus group interviews that informed the findings and analysis in this chapter. Stage two includes results from a pilot survey and twelve individual interviews around the usefulness of the Guide and suggestions for

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

The following information was gathered during a discussion with Dr. Clayton Mork from the Crescent School District. He shared his personal view of the role of an instructional leader. Also his view of how instructional leadership practices relate to student achievement. Dr. Mork shared two instructional leadership actions and outcomes he implemented at Crescent School District related to student achievement. Dr. Mork also explained his philosophy of curriculum development regarding involvement of teaching staff.

In Admiraal et al. (2016)’s article, four teachers participated in the study and they reported that through conducting their research, they were able to take diverse perspectives on teaching, think of alternative solutions to address the issues, thoroughly reflect on their teaching and their colleagues’ teaching (Admiraal et al., 2016). By researching and reading the literature that is relevant to their topics, these teachers mentioned that they use the findings of the educational research to inform and shape their practices by analysing and translating the research findings to pedagogical practice, and assess the effectiveness of new ways of teaching (Admiraal et al., 2016). Furthermore, Admiraal et al. (2016) proposed suggestions to close the gap between educational research and teachers’ pedagogical practice by offering more opportunities for collaborations between researchers and practitioners, and encouraging teachers to embark academic

Educational research is meaningful and purposeful. It helps educators continuously find ways to improve their practices and help student achievement improve. There are several research techniques that can be used to help improve the learning process. The ear we live in research is being conducted often. Research must be conducted with good intentions and purpose. There are steps that must be followed in order to achieve validity and success.

My philosophy of education is correlated to my vision of education and my role as an instructional leader. Excellent administrators possess personal characteristics of exemplary leadership talent in analysis of data, organizational constructs, leadership decisiveness, oral and written communication, technological confidence, personal motivation and educational integrity within school systems. Educational leadership is a vital position in which I persistently evaluate every decision I make on behalf of students; what is the educational value? Will all students benefit? Is it fiscally responsible? How do we sustain success? In order for students to be competitive locally, nationally and internationally, I am committed to providing effective,

Initially and still relatively concrete in thought, I sincerely felt that the leadership within the school hierarchy started with the principal and branched down all the way to the core teachers, specialists, and support staff, establishing that whatever the aims and jurisdictions set forth by the principal overtly shaped the nature of a school’s approach to reform and learning expectations. Additionally, teachers were expected to operate in their specific roles to advance those expectations set forth in large school staff meetings that planned

Future school leaders are expected to understand, address, and solve problems they will encounter (Copland 2000). School leaders must also be able to anticipate a problem before it happens. Problems that school leaders are faced with can be identified as routine, structured, or ill-structures problems. Routine and structured problems are the familiar issues that leaders face, ill -structured problems are more complex. Ill-structured problems are more complex and lack clarity and present numerous obstacles. The ill-structured are the situations that are unforeseen and cannot be anticipated. The Interstate School Leader Licensure Consortium or ISLLC has developed six standards that provide a foundation for thinking about ill-structured problems.

Teaching research was directed toward authentic pedagogy, engaged teaching, empowering teachers and administrators, assessment models, accountability, and teaching for

The ISLLC standards provide high-level guidance and insight about the traits, functions of work, and responsibilities expected of school and district leaders (ISLCC, 2008). Their main purpose is to increase understanding of how educational administrators can enhance teaching practices and student learning. As future school leaders it is imperative that we use these standards as tools in assisting us when making a decision regarding our stakeholders. However, applying the ISLLC standards in a school setting does not guarantee success for a school leader, but it does facilitate the process in creating a positive school culture in a learning

Almost every introductory seminar, handbook, and school board policy manual shares a common premise: The school board is responsible for adopting policies and the role of the superintendent is to see that the policies adopted by the school board are followed and employed to guide the work of educators and others in the school community. Yet, when applied in a variety of settings, in the face of complex issues and involving people with varying levels of experience and a wide array of perspectives, this seemingly clear guideline can play out in surprising and, sometimes, conflict-filled ways.

20). Without a clear understanding of expectations, followers will have a difficult time making sense of goals, anticipated outcomes, and success criteria. As evidenced in observation data, Mr. Smith, Director of Elementary Education, provided direction for school administration, teachers, and instructional leaders at central office. He outlined professional development plans for elementary leadership for the 2016-2017 school year, developed a roll-out plan for standards-based reporting K-5, coordinated next steps for observation data related to school improvement planning, and established expectations for reporting student growth in literacy on a quarterly basis. Evident in his dialogue with teachers, administrators, and central office staff was his ability to listen to those in the trenches at the school level. While outlining expectations, goals, and success criteria, Mr. Smith understood that building a sense of community was critical; this leads to the next task of leadership – creating

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

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