The Road Ahead
BIG IDEA OF THIS SECTION
School "improvement requires fundamental changes in the way public schools and school systems are designed, and in the ways they are led," which is what "the existing institutional structure of public schooling is specifically designed not to do."
Which Standard s ?
BIG IDEA OF THIS SECTION
Every major education reform of this century has become weakened, adulterated, and unrecognizable by the time it arrives in the classroom.
L e a rning How To Do the Right Things
BIG IDEA OF THIS SECTION
Organizations improve when they have strong 'internal accountability' but most school systems instead have weak internal accountability mechanisms that are 'long on pressure and short on support.'
I m p rove Practice and All Else Follows
BIG IDEA OF THIS SECTION
Schools with weak collective values and internal accountability will fail to significantly alter educator behaviors and classroom practice, ensuring that loosely-coupled 'improvement' efforts will be unsuccessful.
Focusing on Practice in District Tw o
BIG IDEA OF THIS SECTION
District Two in New York City is an example of a school system that has strong internal accountability and thus is seeing concurrent improvement in learning outcomes.
The Market Solution
BIG IDEA OF THIS SECTION
Public school educators should be grateful for standards-based reform because the alternative is an inequitable 'open market' solution that results in public schools serving the students that no one else wants to serve.
The New Model
BIG IDEA OF THIS SECTION
Utilizing distributed leadership principles and practices, educators in schools must recognize that 1) what occurs in classrooms is a 'collective good,' and 2) isolated practice results in inequities and lack of schoolwide improvement.
Leadership Redefined
BIG IDEA OF THIS SECTION
School leaders are those who can actually guide and implement 'improvement,' not just 'activity.'
S t a n d a rds and the Status Quo
BIG IDEA OF THIS SECTION
Like previous reforms, standards-based reform probably will fail to change learning and teaching because most schools will bend the new policy requirements to the existing structure rather than altering core functions of schooling.
BU I L D I N GANE WST RU C T U R EF O RSC H O O LLE A D E R S H I P
BIG IDEA OF THIS ARTICLE
School improvement efforts rarely improve actual learning and teaching because they do not fundamentally alter how educators think about and do their work.
A Serious Disconnect
BIG IDEA OF THIS SECTION
"Loose coupling" explains why educational reforms rarely result in significant impacts on leaders' and teachers' practice... and student learning.
CONCLUSION
BIG IDEA OF THIS SECTION
Implementation of the SAM model not only can positively impact the frequency and quality of principals' instructional leadership activities, it also can provide SAMs with valuable opportunities to gain leadership experience.
LIMITATIONS
BIG IDEA OF THIS SECTION
Some limitations of this study are that: * it was conducted in one district * that district had support from the Wallace Foundation * it didn't make any connections between SAMs and student learning outcomes
Instructional Leadership
BIG IDEA OF THIS SECTION
Effective uses of SAMs frees up principals to spend more time being instructional leaders and also can foster greater teacher leadership.
Communication and Collaboration
BIG IDEA OF THIS SECTION
Principals and SAMs agreed that regular (even if brief) meetings were important for communication and collaboration.
IMPLICATIONS
BIG IDEA OF THIS SECTION
The success of SAMs may vary by school setting (e.g., elementary v. middle school) and also by implementation model.
DISCUSSION
BIG IDEA OF THIS SECTION
SAMs are a promising strategy for clawing back instructional leadership time for principals that has been eroded by "growing job responsibilities and unrealistic expectations."
Comparing Survey Items Within the Leadership Area
BIG IDEA OF THIS SECTION
Both middle school and elementary school teachers agreed that SAMs positively impacted school management and instructional leadership responsibilities, with greater perceived impacts by middle school teachers.
Distribution of Management Responsibilities
BIG IDEA OF THIS SECTION
Principals have a difficult time handing over managerial responsibilities to SAMs.
Survey
BIG IDEA OF THIS SECTION
The surveys exhibited high degrees of internal consistency as assessed by Cronbach's alpha.
Mentoring, Training, and Coaching
BIG IDEA OF THIS SECTION
Principals take on the roles of mentors, coaches, and trainers of SAMs, which requires strong levels of trust between them.
Focus Group Interviews
BIG IDEA OF THIS SECTION
5 focus groups (2 with SAMs; 3 with principals), ranging from 6 to 12 participants each.
Comparing Major Leadership Areas
BIG IDEA OF THIS SECTION
Middle school teachers perceived greater impacts of SAMs on principals' instructional leadership than elementary school teachers.
Focus Groups
BIG IDEA OF THIS SECTION
Each of the 5 focus groups was recorded, transcribed, and coded.
Participants
BIG IDEA OF THIS SECTION
311 usable teacher surveys from 4 middle schools and 11 elementary schools.
THE SAM MODEL
BIG IDEA OF THIS SECTION
SAMs take managerial tasks away from principals and can either be new hires or existing employees who are given new responsibilities.
The final survey contains 34 iten1s with each set consisting of 17 items. For each set, five items measure the SAM inlpact in managerial responsibili-ties and 12 items measure the impact in instructional leadership.
INSTRUCTIONAL LEADERSHIP
BIG IDEA OF THIS SECTION
Instructional leadership by principals is critically important for school improvement and student learning but continues to be a challenge.
METHODS
BIG IDEA OF THIS SECTION
Data collection involved surveys of teachers and focus group interviews of both principals and SAMs.
School Administration Manager
BIG IDEA OF THIS ARTICLE
Implementation of SAMs can have a positive impact on the amount and quality of time spent by principals on instructional leadership.
ZHAOHUISHENG LORA WOLFF LLOYD KILMER STUART YAGER School Administration Manager Redefining the Principal's Role as an Instructional Leader INTRODUCTION
BIG IDEA OF THIS SECTION
SAMs are "designed to change the role of principal from a predominantly managerial leader to an instructional leader."
21.4.1Fruitful Topics for Research
BIG IDEA OF THIS SECTION
Numerous avenues for future scholarship appear fruitful, including research on: * the impacts of particular contexts on principals' instructional leadership * pathways through which instructional leadership is enacted, particularly as it relates to improved student learning * distributed leadership for instructional improvement * effective professional development and preservice preparation programs.
21.4.2Research Designs and Methods
BIG IDEA OF THIS SECTION
Investigations of school leadership are hampered by our primary research method of cross-sectional surveys and would be enhanced by use of more-advanced statistical analyses, the use of large-scale databases, mixed methods and meta-analysis techniques, and the use of succession studies.
21.5Conclusion
BIG IDEA OF THIS SECTION
While we are still learning what it means to study and implement effective instructional leadership practices, we have made a great deal of progress over the past 50 years.
21.3.2.2Manages the Instructional Program
BIG IDEA OF THIS SECTION
There are 3 key functions within the second dimension of Manages the Instructional Program: * Supervises and evaluates instruction * Coordinates the curriculum * Monitors student progress
Instructional coaching is an important component of this work.
Principal Instructional Leadership511role (see Figure 21.2). The PIMRS model was subsequently used to inform the develop-ment of a research instrument, the Principal Instructional Management Rating Scale(PIMRS) (Hallinger, 1982, 1990). Although the PIMRS conceptual model and instru-ment have been used extensively in research and practice, they were never intended to be employed as a “menu.” They have, however, contributed to the body of research evi-dence discussed in this chapter (see Hallinger & Wang, 2015; Leithwood et al., 2008; Robinson et al., 2008; Witziers et al., 2003).21.3.2Instructional Leadership in Practice
BIG IDEA OF THIS SECTION
Any examination of principal's leadership behaviors and impacts should be framed within a local context of strategic thinking and leadership needs.
21.3.2.3Develops a Positive School Learning Climate
BIG IDEA OF THIS SECTION
There are 5 key functions within the third dimension of Develops a Positive School Learning Climate: * Protects instructional time * Promotes professional development * Maintains high visibility * Provides incentives for teachers * Provides incentives for learning
School culture "exerts a more powerful influence on the collective behavior of staff and students than any single leader." It is possible to create climates of powerful learning for both educators and children.
21.3.1The PIMRS Model of Instructional Leadership
BIG IDEA OF THIS SECTION
Hallinger's PIMRS model also has been used to inform the development of a PIMRS research instrument.
21.3.2.1Defines the School Mission
BIG IDEA OF THIS SECTION
There are 2 key functions within the first dimension of Defines the School Mission: * Frames the school's goals * Communicates the school's goals
21.2.3A Summary of the Evidence on Principal Leadership Effects
BIG IDEA OF THIS SECTION
There are numerous ways that principals positively impact school success and improved student learning outcomes, which can be placed into 3 broad categories of principal activity: * Defines the school mission * Manages the instructional program * Develops a positive school learning climate
21.1Introduction
BIG IDEA OF THIS SECTION
4 big questions in this chapter: * Is there a relationship between school leadership and learning? * What IS instructional leadership? * How do we apply instructional leadership theories to daily practice by school administrators? * What future research is needed?
21.2.2A Conceptual Model of Leadership and Learning
BIG IDEA OF THIS SECTION
We can create a conceptual model of how leaders impact school outcomes.
21.2.1How Does Leadership Impact Learning?
BIG IDEA OF THIS SECTION
Leadership impacts on school organizational success and improved student learning outcomes are indirect but substantial.
21.2Leadership and Learning
BIG IDEA OF THIS SECTION
Research on instructional leadership by principals is fairly recent but there is a growing body of empirical scholarship that supports the idea that quality leadership is necessary for school improvement.
Principal Instructional Leadership
BIG IDEA OF THIS BOOK CHAPTER
**School leaders can positively impact student learning outcomes. **
Evidence for Teacher-Powered Schools
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The impact of principals’ entrepreneurial leadership behaviour on school organizational innovativeness
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67Influence of Mentorship Experiences
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The Effects of Servant Leader ship Behaviours ofSchool Principals on Teachers’ Job Satisfaction
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School Administration Manager
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Redefining the Principal's Role as an Instructional Leader
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Suggestions from Writing Assignment 01
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Exemplars from Writing Assignment 01
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Scott McLeod | EDUC 7100, Writing Assignment 01
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Do Good Principals Do Bad Things? ExaminingBounds Of Ethical Behavior In The Context OfHigh-Stakes Accountability
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It may be teaching — in the same way that reading from a handout is teaching — but simply slotting your pre-written materials into an online framework and calling it a class is not interesting or sound pedagogy.
To the extent that the LMS mirrors and reifies existing transmission-oriented instructional practices (which continue to dominate in higher ed), the LMS is a PERFECT match for existing teaching modalities for many/most faculty.
the LMS is no match for the wideness of the Internet
I agree with this 100%. The LMS is a poor substitute for the wealth of the Web.
Not all teachers are pedagogues, nor need they be
Struggling with this statement. If teaching is not about fostering lifelong learning, why the heck are we doing it? Short-term grades? To pass the exam and forget almost everything immediately? Seems pointless...
People are also busy, and they need you to help them understand why they should care
In a highly-distributed 'attention economy,' users decide what has value...
One thing you learn when writing for an audience outside your expertise is that, contrary to the assumption that people might prefer the easiest answers, they are all thoughtful and curious about topics of every kind. After all, people have areas in their own lives in which they
I have discovered in my 12+ years of blogging that there are an INCREDIBLE number of really smart people out there who don't work in higher education but know a LOT about whatever topic I'm writing about. I am infinitely smarter from participating in conversations with these people. And this occurs almost daily, which accelerates my thinking and learning in ways that I do not get from my postsecondary peers who are not in these online conversation spaces.