Research shows that a principal's active support is the main predictor for maintaining change in schools and
ensuring positive outcomes for students.
As with any theory, these aren't the only factors, but we believe that if these three elements are present, you'll be well on your way to creating a school where everyone is focused on
ensuring positive outcomes for students.
Principals know that creating a school culture that
ensures positive outcomes for students is not easily done.
Not exact matches
In her synthesis of research on effective teacher professional development that has demonstrated a
positive impact on
student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment
for professional enquiry and
ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.
The existence of an orderly learning environment throughout the school — established through
positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to
ensure that all
students are known well by at least one adult in the school — is a fundamental precondition
for improved teaching and learning to occur on which the subsequent improvement in
student learning
outcomes can be based.
Educating
Students on the Autistic Spectrum by Martin Hanbury (2011, SAGE Publications) is a must - have resource
for all practitioners working with children and young people on the autistic spectrum, this book will improve your inclusive practice and
ensure positive outcomes for these children.
Reporting performance on indicators separately underscores the broader understanding of what contributes to a
positive educational experience
for students by focusing on a variety of
outcomes and
ensuring that disparities among
student groups within individual measures are not overlooked.
«This brief is intended to serve as a tangible resource
for practitioners seeking to
ensure that their efforts — are based in research and targeted in ways that will produce the most
positive outcomes for students — particularly given limited program resources,» said IHEP President Michelle Asha Cooper, Ph.D. «With the prevalence and
positive impact of mentoring generating a large body of social science research, IHEP and NCAN believe it's important to make meaningfully contributions to the existing conversation about mentoring to help support
students along the high school - to - college continuum, and ultimately improve
student outcomes and completion rates.»