The Purpose Of This Quantitative Study Was To Determine

In regards to the faculty and staff, we consider ourselves as a family. We are a very high performing academic school. With a diverse group of individuals comes a vast mixture of needs. Employee needs are determined through a school level needs assessment process. The process begins with teachers completing a needs assessment form and taking a self-assessment of themselves

This information was gathered in an interview with Andrea Williams, Principal of Theresa Bunker Elementary. In the past three years that Mrs. Williams has been principal of this school she has brought a strong focus onto using data to make appropriate instructional decisions as well as execute strategic planning to help the school progress. The implementation of the PLC process has helped the teachers to gain an understanding of how valuable data collection and analysis can be for their teaching practice. Looking at data also helps the school attain the yearly goals laid out by the district’s strategic plan. One of the first steps taken in developing a strategic plan for the school is to gather and analyze data in order to find the school’s strengths, weaknesses, opportunities for growth as well as any threats to the progress of the school. Early in the year the strategic planning team will review quantitative data collected from student achievement scores, attendance rates, discipline trends, financial records, transportation reports, and so forth. Depending upon the specific issue addressed in the planning process, these types of quantitative data serve to inform decision-making processes. The collection of qualitative data is also an integral part of best practices in development of a strategic plan. Qualitative data collection includes use of surveys, focus groups, and interviews with key stakeholder groups. It is important and useful to

The faculty for the district consists of 146 teachers. The female population is 88% and the male population is at 12%. The majority, 88%, are white. 3% of our teachers are African-American, 5% are Hispanic, 1% are Asian, 2% are multi-racial, and 1% are American Indian.

The Middle School Leadership Questionnaire was administered. The most current district data were collected from the Public Education Information Management System (PEIMS) database. The researcher requested district permission and approval for student information from the PEIMS database, only for students with approval from the “Parental Approval Form” to participate in this study. The “Parental Approval Form” was written in both the English and Spanish. The parents’ informed consent and permission forms were collected prior to accessing the student’s participation in this study.

The purpose of the study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classroom. There was two focuses in the study. The first, was to describe the quality of the literacy environment in terms of the structure and instruction. This includes book materials, print and writing materials. The other focus was to examine the interrelationship among teacher and classroom factors and quality of the structural literacy of the literacy environment.

This administrator works heavily with guidance counselors and department heads guiding the school’s instructional plan. This administrator’s shortfall would be the classroom experience especially in the subject areas that are heavily tested.

Prior to the conduction of this study, the researcher sought the approval of the Institutional Review Board with the Protection of Human Subjects in research. The researcher completed re-certification with the Institutional Review Board training on May 29, 2014 (See Appendix C). The researcher provided IRB with information such as research protocol, interview protocol, Demographic Questionnaire, researcher’s background information, consent form, and investigator’s assurance. Upon IRB approval, the research contacted the contacted the Superintendent of each school district for their permission to conduct the study in their districts. Next the principals of the schools were contacted for their permission to interview teachers in their building. At this point, the research was able to contact the participants for an interview. The Principals, after permission was given for the study, were asked to provide the participants e-mail addresses and phone numbers.

Carlos L. Mckinney, Myron B. Labat Jr., and Cherie A. Labat (for the remainder of this paper referred to as “the researchers”) set out to determine if there were common specific personal and professional traits/strategies associated with successful building principals of identified Blue Ribbon Schools and teacher morale. This study enlisted a number of teachers, counselors, principals and assistant principals from identified Blue Ribbon Schools in a southern state to participate in the study. During this study, the researchers used specific survey questions designed to identify behavioral leadership traits and the resulting staff/teacher morale. These survey questions were asked to educational professionals employed in the identified Blue Ribbon schools to determine whether there was a correlation between the principal’s behavioral leadership and the overall school culture as related to the resulting teacher/staff morale.

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

As noted in the table above, principal surveys will be conducted and used to gather both quantitative and qualitative data. A sample of the teacher exit slip interview can be found in Appendix A. A sample of the Principal survey can be found in Appendix B. A sample of the Administrator interview questions can be found in Appendix C. In the next section, the method of collecting these data is described in detail.

This study seeks to examine a principal leadership style and its effects on teacher job

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

3. What is your experience teaching in a school primarily made up of students from underrepresented groups (i.e. race, ethnicity, language, or class)?

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

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