Sentences with phrase «influence on teacher leadership»

None of these studies was designed to investigate the effect of subject matter (i.e. mathematics or science) on the principal's influence on teacher leadership, signifying an area for future research.

Not exact matches

However, facial impressions have consistently been shown to influence our opinions as well as bias decisions in politics [90], leadership [91], law [92], parental expectations and punishments on children [93], military rank promotion [94], and teacher evaluations [95].

Another is that, in fact, only some of the core leadership practices have much influence on teachers «classroom practice.

If school leaders believe that teachers» and students» understanding of feedback's role in instruction and learning can have a high impact on student achievement, they need to identify how their leadership influences feedback.

Section 1.1 of our report describes influence arising from various sources of leadership as that influence comes to bear on school decisions, teachers «work, and student learning.

Colorado ASCD focuses on helping teachers develop leadership capacity in the decision - making / policy area through the activities of its Advocacy and Influence Committee.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

While the cadres and council were chaired by teachers, and teacher influence on school directions, improvement plans, and professional development was reportedly strong, school personnel said that the previous principal played a more overt coperformance leadership role within those structures than the current principal.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

This is important because we know that second only to teacher effectiveness, school leadership is the greatest school - related influence on student learning.

Section 1.2 examines the effects on students of principals and teachers assuming shared responsibility for leadership; it also identifies some conditions that influence the emergence and mediate the effects of this approach to leadership in schools.

From these items, we derived a measure of collective leadership that enabled us to make comparisons across schools by reference to the range of sources of leadership influence and the strength of that influence on teachers.

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

A second set of studies examined the influence of the school principal on teacher leadership, such as the role of the principal in supporting a teacher leader's work with classroom teachers.

Published in January 2001 by the Wake Task Force on Teacher Excellence, exploring issues of quality teaching in the public schools, this report influenced future work in teacher leadership by WakeEd and the Wake County Public School Teacher Excellence, exploring issues of quality teaching in the public schools, this report influenced future work in teacher leadership by WakeEd and the Wake County Public School teacher leadership by WakeEd and the Wake County Public School System.

One set examined the influence of the principal, in their work with teacher leaders, on the development of teacher leadership and teacher leaders» practice with classroom teachers.

Research suggests that leadership is second only to teacher quality among school influences on student learning, but more needs to be known about whether efforts to improve leadership pay off for student achievement and whether these efforts can achieve results at the scale of an entire district.

While not studied nearly as much as teachers, research shows that the total direct and indirect effects of principal leadership accounts for 25 percent of in - school factors that influence student performance, and principals are second only to teachers in terms of school - level influences on student outcomes.

School leadership is the second greatest school - related influence on student learning, second only to teacher effectiveness (Leithwood & Riehl, 2003).

This is ASCD's fourth Whole Child Symposium, following previous years» panel discussions on the future of education, teacher leadership, and poverty's influence on education.

Collaborative leadership: 6 Influences That Matter Most focuses on how leaders can use 6 of John Hattie's high effect influences on learning to foster growth in teachers and put the focus on learning forInfluences That Matter Most focuses on how leaders can use 6 of John Hattie's high effect influences on learning to foster growth in teachers and put the focus on learning forinfluences on learning to foster growth in teachers and put the focus on learning for students.

This requires a sustained approach, coupled with pathways for teachers who want to remain in the classroom and influence the profession through their specialist expertise or to lead on mentoring or teacher development, as well as for those who aspire to traditional school leadership roles, such as those proposed later in this consultation.

Recognizing that teacher quality and school leadership are the most important school - based factors that influence student achievement, states and districts are increasingly focused on overhauling their educator evaluation systems.

This is in stark contradiction to authors» claims throughout this piece, for example, when they write «Structured teacher observations, as integral components of teacher evaluations, are poised to be a very powerful lever for changing principal leadership and the influence of principals on schools, teachers, and learning.»

LE raises the academic achievement of students by developing teachers to take on leadership roles within their schools, thereby expanding the influence of these highly effective teachers.

The remaining sections report evidence relevant to each of three questions addressed by the study: the impact of collective leadership on key teacher variables and student learning; the relative influence of different collective leadership sources; the relationship between different patterns of collective leadership and student achievement.

Similarly, we believe skilled instructional leaders must also link their accounts of their leadership and of the collective efforts of teachers to its actual or possible influence on student achievement.

Analysis of current policy trends influencing leadership preparation and development (e.g., political and contextual issues that impact leadership education such as state changes in teacher and principal evaluation systems, impact of Common Core Standards on programs, and / or other timely and relevant policy topics)

Research indicates that by developing the leadership skills of teachers, they will not only remain in the classroom, but will also expect to take on new responsibilities and expand their influence.

It explains how the six updated standards are grounded in the latest research on instructional leadership, which now finds that setting the school's direction and culture influences how teachers perform and is the area where principals can make the greatest impact.

Of the three teacher variables, the influence of collective leadership on students operates through its influence on teacher motivation and work setting.

To address this issue, we analyzed teachers «ratings of the extent of influence on school decisions of the nine measured sources of collective leadership.