Medium 9781475843033

JSL Vol 28-N1

By:
Views: 556
Ratings: (0)

List price: $47.00

Remix
Remove
Annual Subscriptions (6/year) Subscribe Discounts for Institutions
 

6 Articles

Format Buy Remix

Editor

ePub

EDITOR

Gaëtane Jean-Marie, PhD

University of Northern Iowa

College of Education

150 Schindler Education Center

8120 Jennings Drive

Cedar Falls, IA 50614-0610

E-mail: jsl@uni.edu Office: 319.273.2717 Fax: 319.273.2607

ASSOCIATE EDITORS

Curt M. Adams, PhD

University of Oklahoma

Bradley W. Carpenter, PhD

University of Houston

Sonya Douglass Horsford, EdD

Teachers College, Columbia University

Denise S. Schares, EdD

University of Northern Iowa

Natalie A. Tran, PhD

California State University, Fullerton

ASSISTANT EDITOR

Michelle Cook

University of Northern Iowa

MANAGING EDITOR

Carlie Wall

Associate Editor

Rowman & Littlefield

PRODUCTION EDITOR

Ashleigh Cooke

Associate Editor

Rowman & Littlefield

Rowman & Littlefield appreciates the University of Louisville College of Education and Human Development for their support and assistance in the production of the Journal of School Leadership.

See All Chapters

Leadership Perceptions of Principals with and without Special Education Backgrounds

ePub

Rob Schulze

Mary Lynn Boscardin

Leadership Perceptions of Principals with and without Special Education Backgrounds

ABSTRACT: This study investigated the perceptions of leadership by public school principals with and without special education backgrounds. Utilizing Q-sort methodology, principals sorted 47 leadership statements. Findings indicated prior special education experience was not a predictor of subsequent leadership perceptions. Instead, two factors emerged where one was composed of younger, less educated, less experienced principals in lower-performing schools who valued instructional and transactional leadership and the other was composed of older, more educated, more experienced, and more ethnically diverse principals who worked in higher-performing schools who valued transformational-collaborative leadership. The results suggest principals with and without special education backgrounds follow a developmental path.

KEY WORDS: Special Education Leadership, Principals, Administration, Q-Methodology

See All Chapters

Teacher Perceptions of the Impact of an Evaluation System on Classroom Instructional Practices

ePub

Erika Donahue

Linda R. Vogel

Teacher Perceptions of the Impact of an Evaluation System on Classroom Instructional Practices

ABSTRACT: While many states have adopted new requirements for teacher evaluations in pursuit of Race to the Top funding (Darling-Hammond, 2013), this qualitative case study of one Rocky Mountain school district that has been working on developing a system of supervision and evaluation to support teacher effectiveness for over a decade examines how teachers believe the supervision and evaluation practice impacts their daily classroom instructional practices. Five themes emerged from the interview data of 30 teachers across the district and in diverse teaching positions. Feedback, quality of relationships, the evaluation rubric, modeling, personal integrity, and self-reflection were identified as mechanisms that enabled teachers to benefit from the existing system. These themes revealed the complexity of the system in which multiple mechanisms must work in coordination in order for teachers to realize the benefits in their daily instructional practice.

See All Chapters

Principal Competencies That Make a Difference

ePub

Dallas Hambrick Hitt

Dennis Woodruff

Coby V. Meyers

Guorong Zhu

Principal Competencies That Make a Difference

Identifying a Model for Leaders of School Turnaround

ABSTRACT: Literature in the field of school leadership substantiates principals’ influence on student achievement. Less clarity is available concerning principals’ influence on school turnaround or the competencies needed for principals to effectively engage in and sustain the turnaround of low-performing schools. This study seeks to illuminate principal competencies that support an individual’s ability to influence turnaround as evidenced by increased student achievement. We analyzed behavioral event interviews conducted with 19 principals whose schools experienced a rapid increase in student achievement. This sample is the successful 10% of a population of 200 principals who each attempted to lead a turnaround. From the interview data, we derived seven competencies that capture the specific characteristics and actions of principals leading turnaround. Our research provides an initial framework for the actions, behaviors, and dispositions of successful turnaround principals. Results of this study suggest ways to improve the selection and development of turnaround principals.

See All Chapters

A Regional Network of Superintendents Confronting Equity

ePub

Sharon D. Kruse

Katherine C. Rodela

Kristin S. Huggins

A Regional Network of Superintendents Confronting Equity

Public and Private Messy Messages

ABSTRACT: Research into equity leadership has been a growing focus within educational leadership. Few studies explore the role of the superintendent in equity work. Drawing from interview data and observation of monthly regional leadership meetings, this article examines how 12 superintendents describe their equity leadership practices. Focusing on the ways their practice is evidenced across public and private domains of talk and action, we employ the term “messy messages” to communicate the complex, fluid, and uncomfortable nature of this work. Discussion illustrates the complexity of district equity advocacy, and increasing need for social justice education in superintendent leadership preparation programs.

KEY WORDS: Superintendents, Equity Leadership, Social Justice

INTRODUCTION AND RATIONALE

See All Chapters

When Johnny Becomes Janie

ePub

Walter H. Hart

Laura Hart

When Johnny Becomes Janie

An Investigation of the Attitudes of School Leaders on the Placement and Hiring of Transgender Teacher Candidates

ABSTRACT: As transgender individuals receive more attention nationwide, it is only a matter of time before increased numbers of transgender educators seek placement in teacher education programs, and eventually, employment as teachers. Given the high levels of discrimination against transgender individuals historically, it is reasonable that P–12 school leaders and educator preparation programs (EPPs) would seek to proactively determine obstacles that may exist when placing transgender teacher candidates (and future employees) in schools for field experiences. The researchers for this study engaged in a qualitative approach, interviewing 14 school leaders in seven different districts on their attitudes regarding field placement and possible hiring of transgender teacher candidates. Emerging themes noted that while school leaders expressed an appreciation for diversity, they believed the presence of a transgender teacher candidate would stimulate resistance in their local communities. Further comments by participants indicated a need for training to provide leaders with guidance on navigating these issues, as well as training to better understand the transgender experience.

See All Chapters

Details

Print Book
E-Books
Articles

Format name
ePub
Encrypted
No
Sku
BPE0000258674
Isbn
9781475843033
File size
3.3 MB
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Format name
ePub
Encrypted
No
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Sku
In metadata
Isbn
In metadata
File size
In metadata