Sentences with phrase «effects of district leadership»

Not exact matches

One important goal included building leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.

Marx provides concrete strategies for school and district leaders to: • Engage students, staff, and colleagues in active learning and problem - solving skills, • Build adaptability and resilience in leadership roles, • Keep in touch with rapidly changing institutions and communities, • Understand and plan for the effects of societal development, and • Release ingenuity and creativity in others

While our analysis of principal survey data suggests a loose - linkage explanation for the relationship between state leadership and building - level leadership, it also indicates the need to explore the role of districts as moderators of state - leadership effects.

We found a significant main effect on only two of the six variables on the second round of the principal survey: Principal rating of district shared leadership skills and District policies to support organizational ldistrict shared leadership skills and District policies to support organizational lDistrict policies to support organizational learning.

We know from other studies that larger, urban districts tend to be less effective, particularly for lower - income students; but we do not know to what extent, or how, leadership effects might explain that pattern of outcomes.

School district leadership that works: the effect of superintendent leadership on student achievement.

The moderating effects of organizational characteristics are to be expected, since district size and school size almost always «make a difference,» no matter what the focus of the research is.180 Elementary schools are typically more sensitive than secondary schools to leadership influence, although previous leader - efficacy research has reported mostly non-significant effects.181 And the rapid turnover of principals has been widely decried as anathema to school improvement efforts.182 Now we have some evidence that the positive effects of leader efficacy are also moderated by school and district size (the larger the organization, the less sense of efficacy among principals).

Despite the best efforts of the teachers to provide leadership for their school, along with efforts by the district to establish formal teacher - leadership positions, the combined effects of frequent principal turnover and frequent teacher turnover made it impossible for this school to sustain any momentum in its improvement efforts.

Research about successful school and district leadership practices in contexts such as these is still in its infancy, even though the capacities and motivations of local leaders will significantly determine the effects of such contexts on students.

Also, it seems likely that different patterns of leadership distribution throughout districts and schools, for example, might be associated with different levels of effects on students.

The General Assembly conceived of the Commissioner's Network as a partnership between the State and the local educational district: the State would provide additional resources and managerial leadership whereas the local district would supply the human creativity and energy needed to put the turnaround plan into effect.

LEAD districts formed a learning network to examine the effects of leadership on learning, analyze existing obstacles and explore strategic interventions that could, over time, produce new policies and practices to support better student achievement.

Much of this research treats the district as an independent variable acting as an organizational entity without explicitly and systematically examining leadership practices and effects.