Leaders of Learning: Recovering the Pedagogical Role of School Leaders and Promoting Leadership at All Levels in Scotland

2019 ◽  
pp. 219-236
Author(s):  
Margery A. McMahon
Keyword(s):  
School Leaders

The Role of Leadership in Surviving a School Shooting

2017 ◽  
Vol 21 (2) ◽  
pp. 3-14 ◽  
Author(s):  
Carleton H. Brown
Keyword(s):  
United States ◽  
Middle School ◽  
Lived Experiences ◽  
Youth Violence ◽  
School Leaders ◽  
School Principal ◽  
School Shooting ◽  
Southern United States ◽  
Rural Middle School

At a small rural middle school in the southern United States, two students murdered a teacher, four students, and injured 10 during a shooting spree. This case represents the lived experiences of a school principal, counselor, and community that survived the deadly rampage. The case highlights the challenges that school leaders may face such as making quick decisions, managing volunteers, and assisting faculty, staff, students, and parents in returning to a level of normalcy. Although the experience is based on a real event, all identifying information (i.e., location, names) has been masked with pseudonyms. The case encourages discussion and reflection among school leaders in responding to youth violence on school campuses.

scholarly journals Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

2020 ◽  
Vol 30 (2) ◽  
pp. 32-50
Author(s):  
Donna McGhie-Richmond ◽  
Fizza Haider
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
School Leaders ◽  
System Level ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Inclusive Practices ◽  
Key Stakeholders

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

scholarly journals Family Volunteers as Alternative Future Resources: School Leaders’ Beliefs and Practices

2019 ◽  
Vol 14 (10) ◽  
pp. 88
Author(s):  
Hazar Hekmat Malluhi ◽  
Nayel Musa Alomran
Keyword(s):  
Leadership Style ◽  
School Leaders ◽  
Self Assessment ◽  
Attitudes And Practices ◽  
Alternative Future ◽  
Parents Involvement ◽  
Role Of Parents ◽  
Teachers And Parents

Schools and community engagement are seen as effective factors for making schools a thoughtful place. This case- study employed mixed methodology to explore the phenomena of parent involvement and to know the exact characteristics of the leadership style in the school. This case study examined and described school leaders’ perspectives, attitudes and practices towards parents’ involvement in an Abu Dhabi primary school using a variety of data sources including, interviews, open-ended teachers’ questionnaires, school self-assessment surveys and mothers’ council self-assessment surveys. The findings revealed that the school leaders effectively employ multiple collaborative, shared and transformational leadership practices to improve parent/family volunteering. Teachers and parents have good communications. The mothers’ council and the administration enhanced many different parental activities. There are some barriers in parents ‘participation like language and the lack of the awareness of important role of parents in the school. The implications of this study revolve around the important roles the school leaders have in helping parents feel supported and encouraging family volunteering. The school leaders have to increase the encouragement of parents’ involvement in general and family volunteering in particular. This study is a calling for a shift from random acts of parents’ involvement to coherent, comprehensive, continuous, systematic and equitable family volunteering approach.

School Leader Perceptions: Coaching Tool and Process

2019 ◽  
pp. 194277511986825
Author(s):  
Sharon J. Damore ◽  
Barbara Stacy Rieckhoff
Keyword(s):  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
Instructional Leaders ◽  
Teacher Growth ◽  
Instructional Coaches ◽  
Interview Process ◽  
Leader Perceptions ◽  
Professional Conversations

This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

COVID-19 – school leadership in crisis?

2020 ◽  
Vol 5 (3/4) ◽  
pp. 321-326 ◽  
Author(s):  
Alma Harris
Keyword(s):  
School Leadership ◽  
Design Methodology ◽  
School Leaders ◽  
Scholarly Work ◽  
Current Crisis ◽  
Leadership Practice ◽  
Content Type ◽  
Changing Role

PurposeThis article explores how school leaders are responding during COVID-19 and what forms of leadership practice are emerging.Design/methodology/approachThis article draws upon the contemporary leadership literature and scholarly work.FindingsThis article proposes that the current crisis has shifted school leadership dramatically towards distributed, collaborative and network practices.Originality/valueThis article offers a commentary about the changing role of school leaders and their changing leadership practice during this pandemic.

Confronting methodological challenges in studying school leader time use through technological advancements

2017 ◽  
Vol 46 (4) ◽  
pp. 659-678 ◽  
Author(s):  
Craig Hochbein ◽  
Bridget V Dever ◽  
George White ◽  
Linda Mayger ◽  
Emily Gallagher
Keyword(s):  
School Leadership ◽  
Time Use ◽  
Overall Response Rate ◽  
School Leaders ◽  
New Technology ◽  
Extended Period ◽  
School Leader ◽  
Sampling Methodology ◽  
The Hours

Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

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