An emphasis placed on student leadership success and achievement

At Eastgate Middle School in Kansas City, Missouri, Principal Tim Mattson created a new position for an instructional coach whose job was to serve as a mentor for new teachers and help experienced teachers to develop strong leadership skills as well as implement effective reading strategies based on their examination of student work Center for Collaborative Education, For example, if each school tends to attract principals who are similar in quality whenever it searches for a new principal, this approach will understate the true extent of variation in principal effectiveness.

Although better principals may also attract and hire more-effective teachers, the absence of reliable quality measures for new teachers and the fact that many principals have little control over new hires lead us to focus specifically on turnover.

The simple conclusion, nonetheless, is that the operation of the principal labor market does not appear to screen out the least-effective principals. Our first two methods involved estimating effectiveness measures for individual principals and then calculating the standard deviation of those measures.

This first analysis indicates that the standard deviation of principal effectiveness is 0. Rivkin is professor of economics at University of Illinois at Chicago.

Role of Principal Leadership in Improving Student Achievement

As a result, it may overestimate the amount of influence principals actually have. Consistent with these concerns, we find that Texas schools with a high proportion of low-income students are more likely to have first-year principals and less likely to have principals who have been at the school at least six years than those serving a less-disadvantaged population.

A more productive strategy, they contend, is to examine the following three sets of practices that make up the basic core of successful leadership: That builds community and the spirit around it" Center for Collaborative Education, In addition, they cite the need for expanded study of how leadership in other areas of the school community—such as teacher leadership—can contribute to student achievement.

This approach is very similar to that employed in studies that measure teacher quality using databases tracking the performance of individual students over time. Potentially, this is where the superintendent enters the picture.

As author Carl Glickman observed: Having examined a host of factors that contribute to what students learn at school, the authors conclude that the contribution of leadership is second in strength only to classroom instruction. Without a powerful leader, troubled schools are unlikely to be turned around.

Teacher turnover per se has received considerable policy attention, largely because of the well-documented difficulties that new teachers experience.

We therefore examine whether the likelihood that a principal leaves following the third year in a school varies with her effectiveness and with the share of low-income students in the school. Literacy or math coaches can model lessons, observe classes, and provide constructive feedback to teachers.

This pattern of results is consistent with the theory that management of teacher quality is an important pathway through which principals affect school quality. Even this reduced estimate is substantial, however, indicating that a 1-standard-deviation increase in principal effectiveness raises school average achievement by slightly more than 0.

Put another way, it examines whether some schools have higher achievement than other schools that serve similar students and attributes that achievement difference to the principal.

This is troubling, as the demands of leading such schools, including the need to attract and retain high-quality teachers despite less desirable working conditions, may amplify the importance of having an effective leader. Instead, they frequently move to different schools, perhaps reflecting the bargain necessary to move out an ineffective leader in a public-sector organization.

Its main drawback is that it ignores all differences in principal effectiveness between schools, potentially underestimating the amount of variation in principal quality. Back to Top Conclusion How Leadership Influences Student Learning emphasizes that the most influential educational leaders remain the principal and superintendent, and that their leadership is inextricably linked to student performance.

Create and sustain schools that can compete with private, charter and magnet schools. Alternatively, a school that serves disadvantaged students may appear to be doing poorly but in fact have a great principal who is producing better outcomes than any other principal would.

This method eliminates the influence of any student, school, or neighborhood characteristics that do not change over time. Institutional Research and Effectiveness Student Achievement Consistent with its mission of developing men with disciplined minds who lead lives of leadership and service, Morehouse College has identified four student achievement criteria; Retention, Graduation, Post Baccalaureate Placement and Morehouse Graduates in Underrepresented Disciplines to evaluate institutional effectiveness with respect to student achievement.

This is a very large figure, perhaps unbelievably large, implying that a principal at the 75th percentile of this effectiveness measure shows average achievement gains of 0. It is also worrisome that a substantial share of the ineffective principals in high-poverty schools takes principal positions in other schools and districts.

We divide principals into four equal-sized groups based on estimates of their effectiveness using the first of the three methods described above. The Center for Comprehensive School Reform and Improvement The most influential educational leaders are the principal and superintendent, and their leadership is inextricably linked to student performance.

Nevertheless, even the most conservative of our three methodological approaches suggests substantial variation in principal effectiveness: Importantly, this database can be merged with information on student achievement by school, grade, and year.

Teachers also benefit from peer observations, debriefing sessions with colleagues, and feedback from the principal. Yet the import of leadership turnover also depends on whether highor low-quality personnel are leaving, something prior research has been unable to address.

The personnel data combine time as a teacher and as an administrator into total experience, so it is not possible to measure tenure as a principal accurately for those who became a principal prior to the initial year of our data the —91 school year.

They know that teachers and other staff included in identifying goals are much more likely to be motivated to achieve those goals. In simplest terms, we compare average student achievement gains in the same school under different principals.

In some contexts, the authors observe, high-stakes testing has "encouraged a drill-and-practice form of instruction among teachers who are perfectly capable of developing deep understanding on the part of their students" p. Measuring Principal Quality The fundamental challenge to measuring the impact of school leaders is separating their contributions from the many other factors that drive student achievement.

Clearly, much more needs to be learned about the dynamics of the principal labor market.Success Coaching is forward movement. Student focus is on moving toward his/her established goals while maintaining school and life balance. The Success Coaching Model places emphasis on the student being solely and directly responsible for his/her success and goal achievement.

say that student success is what AFT Higher Education members are all about. Making a difference in the lives of emphasis on student success is critical because, as Presi- test scores—they usually define student success as the achievement of the student’s own, often developing, educa.

Examining the Relationship Among Transformational Leadership, School Climate, and Student Achievement a relationship was not found to exist between transformational leadership and student achievement nor between school climate and student achievement.

emphasis (Bird et al., ). With additional focus being placed on. Student Achievement Consistent with the mission of developing men with disciplined minds who lead lives of leadership and service with particular emphasis on the history and culture of black people, Morehouse College tracks a number of measures to evaluate institutional success with respect to student achievement.

Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement Recent developments in national accountability standards and changing demographics in schools have led to increased emphasis on the role of principals in leading instructional. and instructional issues that directly affect student achievement (Cotton, ).Research conducted by King (),Elmore (),and Spillane, program’s success. only have the central office leaders put this valu.

An emphasis placed on student leadership success and achievement
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