Leading school-wide improvement in low-performing schools facing conditions of accountability

2016 ◽  
Vol 54 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Shelby Cosner ◽  
Mary F. Jones
Keyword(s):  
School Districts ◽  
School Improvement ◽  
Student Learning ◽  
School Leaders ◽  
Content Type ◽  
Low Performing Schools ◽  
Departments Of Education ◽  
Work First ◽  
Practical Implications ◽  
State Departments Of Education

Purpose – The purpose of this paper is to advance a framework that identifies three key domains of work and a set of more nuanced considerations and actions within each domain for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. Design/methodology/approach – Review of literature. Findings – Drawing from the work of Robinson et al. (2008), the authors identify and discuss a set of nuanced considerations and actions for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. These considerations and actions fall into three broad domains of leader work: first, goal setting and planning for goal achievement; second, promoting and participating in teacher learning; and third, planning, coordinating, and evaluating teaching and curriculum. Practical implications – This paper generates implications for school leaders, and school leader developers, school districts, and state departments’ of education. The authors detail two key implications for school districts and/or state departments’ of education as they seek to offer guidance and support to low-performing schools facing conditions of accountability. It also generates a testable framework that can be drawn upon to examine school improvement and the work of school leaders in low-performing schools facing conditions of accountability. Originality/value – The analysis reveals unique challenges and considerations situated within each of the three domains of leader work found by Robinson et al. (2008) to have moderate to strong effects on student outcomes. These issues motivate an assortment of more nuanced leader actions and considerations in each of the three domains of leader work of consequence to student learning. The analysis provides an important accounting of an assortment of nuanced actions and considerations likely to be necessary if leaders are to support the improvement of student learning in these uniquely challenged settings.

Successful, coasting and low-performing school principals in Israel: an explanatory model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorit Tubin ◽  
Talmor Rachel Farchi
Keyword(s):  
School Improvement ◽  
Second Phase ◽  
Preparation Programs ◽  
Content Type ◽  
Institutional Legitimacy ◽  
Low Performing Schools ◽  
Principal Preparation Programs ◽  
Principal Mentoring ◽  
Successful School ◽  
School Schedule

PurposeThe purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.Design/methodology/approachThis is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.FindingsThe explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.Originality/valueTheoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

Overcoming the challenge of “fuzzy” assessment and feedback

2020 ◽  
Vol 62 (5) ◽  
pp. 505-519
Author(s):  
Brendan Boyle ◽  
Rebecca Mitchell ◽  
Anthony McDonnell ◽  
Narender Sharma ◽  
Kumar Biswas ◽  
...  
Keyword(s):  
Student Learning ◽  
Evaluation Methodology ◽  
Central Component ◽  
Content Type ◽  
Fuzzy Assessment ◽  
Management Students ◽  
Effective Assessment ◽  
Depth Interviews ◽  
Critical Process ◽  
Practical Implications

PurposeThis paper explores the challenge of “fuzzy” assessment criteria and feedback with a view to aiding student learning. The paper untangles three guiding principles as mechanisms to enhance the effectiveness of assessment and feedback through overcoming the inherent challenges which stem from tacit judgement during assessment.Design/methodology/approachThe paper applies a realistic evaluation methodology, with a framework for assessment and feedback consisting of three principles – Means, Opportunity and Motivation (MOM). Through in-depth interviews with undergraduate and postgraduate management students the paper identifies how and when the means, opportunity and motivation principles impact student learning through assessment and the utility of the feedback received on their learning.FindingsThe findings in the paper illustrate that students do not always understand the feedback they receive on their learning because they do not fully understand the criteria to which it refers due to the tacit dimensions of assessment. The findings substantiate the proposition that effective assessment processes must ensure that students have the means, opportunity and motivation to use feedback and to understand the criteria, a central component of which is understanding tacit dimensions of assessment.Practical implicationsThe paper deciphers three practical implications for instructors related to (1) teaching, (2) course and program design and (3) the nature of the feedback instructors should provide.Originality/valueWhile prior scholarship has flagged the challenge of “fuzzy” assessment and feedback, this paper identifies when and how the means, opportunity and motivation principles are manifested in the process of making the tacit components of assessment codified and actionable, a critical process in developing expert learners.

scholarly journals Promoting collaboration in a competitive context: school improvement networks in Chile

2019 ◽  
Vol 58 (2) ◽  
pp. 208-226
Author(s):  
Mauricio Pino-Yancovic ◽  
Constanza Gonzalez Parrao ◽  
Luis Ahumada ◽  
Alvaro Gonzalez
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
School Performance ◽  
School Leaders ◽  
National Study ◽  
Opportunities To Learn ◽  
Improvement Strategy ◽  
Content Type ◽  
School Networks ◽  
System Improvement

Purpose Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and effect of the SINs strategy as perceived by principals and curriculum coordinators across the country. Design/methodology/approach An adapted version of the Educational Collaborative Network Questionnaire was applied to a sample of 1,723 participants from 1,375 schools distributed in 398 networks. Descriptive, factor and sub-group statistical analyses by school performance categories and by different roles within these schools and networks are presented. Findings Results indicate that school leaders perceive SINs as an opportunity to work effectively in shared projects that can later be implemented in their own schools. Participants indicate that they can share knowledge in their networks and use it to solve problems in their own schools, which is especially relevant for secondary school leaders who work in difficult circumstances. Results suggest that it is important to facilitate greater autonomy for school leaders in their networks, especially regarding decision making about network goals and activities that are more significant to their contexts. Originality/value This is a national study of a recent school improvement strategy, which provides evidence, from the perspective of school leaders, of its strengths and improvement areas. This study shows that despite being in a competitive context, principals and curriculum coordinators value the opportunities to learn from and with others. These results can be of value for other contexts attempting to promote school networks as a means for school and system improvement.

scholarly journals Professional capital and collaborative inquiry networks for educational equity and improvement?

2016 ◽  
Vol 1 (3) ◽  
pp. 178-197 ◽  
Author(s):  
Christopher Chapman ◽  
Hannah Chestnutt ◽  
Niamh Friel ◽  
Stuart Hall ◽  
Kevin Lowden
Keyword(s):  
School Districts ◽  
School Improvement ◽  
Collaborative Inquiry ◽  
Professional Relationships ◽  
School Partnerships ◽  
Content Type ◽  
Equity In Education ◽  
Professional Capital ◽  
Critical Friends ◽  
Evidence Of Impact

Purpose – The purpose of this paper is twofold, first, it is to reflect on the development of professional capital in a three-year collaborative school improvement initiative that used collaborative inquiry within, between and beyond schools in an attempt to close the gap in outcomes for students from less well-off backgrounds and their wealthier counter parts. Second, this paper will reflect more broadly on the initiative as a whole. Design/methodology/approach – This research and development initiative involved the research team working in a nested setting as second-order action researchers, consultants and critical friends with a range of actors across the system. The findings are based on mixed methods data collected from eight case study school partnerships. The partnerships involved over 50 schools across 14 school districts in Scotland. Social network analysis was also used in one of the school districts to map and quantify professional relationships across schools. Findings – Over time, relationships within the partnerships developed and deepened. This occurred within individual schools, across schools within the partnerships and beyond the school partnerships. At the same time as these networks expanded, participants reported increases in human, social and decisional capital, not only among teachers, but also among other stakeholders. In addition, through their collaborative inquiries schools reported increased evidence of impact on positive outcomes for disadvantaged students. Originality/value – The professional capital of individuals and organisations across and beyond schools is demonstrated as an important consideration in the pursuit of both quality and equity in education.

scholarly journals Data-driven decision-making in creating class rosters

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Wolf ◽  
Joseph M. Reilly ◽  
Steven M. Ross
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Low Income ◽  
School Leaders ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Content Type ◽  
Use Of Data ◽  
Using Data ◽  
Rich Data

PurposeThis article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.Design/methodology/approachA literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.FindingsFindings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.Practical implicationsGiven the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.Originality/valueThis article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.

A “cracking” school culture: leading resource exploitation during implementation of a national reform

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emanuel Tamir ◽  
Sherry Ganon-Shilon
Keyword(s):  
School Districts ◽  
School Improvement ◽  
High School Principals ◽  
School Principals ◽  
Resource Exploitation ◽  
Structured Interviews ◽  
School Cultures ◽  
Content Type ◽  
Reform Implementation ◽  
State Schools

PurposeThe study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.Design/methodology/approachAn interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.FindingsThe article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.Originality/valueExploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.

“I thought I was prepared to do this”: an exploration of the learning and development of leadership coaches

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristin Shawn Huggins ◽  
Hans W. Klar ◽  
Parker M. Andreoli
Keyword(s):  
School Improvement ◽  
Learning Community ◽  
Design Methodology ◽  
School Leaders ◽  
Learning And Development ◽  
Developmental Needs ◽  
Qualitative Design ◽  
Content Type ◽  
Coach Learning ◽  
Coaching Skills

PurposeThe purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.Design/methodology/approachData were collected and analyzed using a qualitative design throughout the three-year initiative.FindingsThe findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.Originality/valueThese findings address the paucity of research on leadership coach learning and development.

There is no “T” in school improvement: the missing team perspective

2017 ◽  
Vol 31 (7) ◽  
pp. 922-929 ◽  
Author(s):  
Pascale Benoliel ◽  
Izhak Berkovich
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
School Change ◽  
School Leaders ◽  
Team Leadership ◽  
Coupling Mechanism ◽  
Effective School ◽  
Central Function ◽  
Content Type ◽  
Effective Teams

Purpose The concept of teams tends to be marginalized in the scholarly discussion of school improvement. The purpose of this paper is to argue that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach The paper presents the concept of teams, elaborates on their central function as a “coupling mechanism,” and describes the reciprocal relations between teams and school change. Findings The paper emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between “coping” and “pushing” forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

New principals, accountability, and commitment in low-performing schools

2016 ◽  
Vol 54 (5) ◽  
pp. 558-574 ◽  
Author(s):  
Matthew Shirrell
Keyword(s):  
Public Schools ◽  
School Improvement ◽  
First Year ◽  
Urban District ◽  
High Stakes ◽  
Content Type ◽  
Organizational Contexts ◽  
Low Performing Schools ◽  
Conflicting Demands ◽  
First Year Principals

Purpose – The purpose of this paper is to examine first-year principals’ sense-making about two potentially conflicting demands as they take over low-performing urban schools: the demand to exert control over their teachers’ practice, and the need to build their teachers’ trust, collegiality, and commitment. Design/methodology/approach – This study draws on a series of surveys and interviews with 12 first-year principals that took over some of the lowest-performing public schools in one large urban district. Findings – Some principals begin their first year seeing their work to build accountability and commitment as complementary, while others see these two areas as in tension. Principals remain relatively consistent in these approaches over their first year on the job, although some principals change their views, generally coming to see these two areas as increasingly separate over time. Research limitations/implications – Future work should examine principals’ work to balance the demands of accountability and commitment in a variety of organizational contexts. Practical implications – Principal preparation may benefit from training principals on the particular challenges they may face as they work with teachers in low-performing schools. Accountability systems may also seek to alter the demands placed on novice principals. Originality/value – Despite the centrality of principals to school improvement, the prevalence of high-stakes school accountability, and findings on the importance of commitment to school success, little empirical research has examined how principals make sense of the potentially conflicting demands of accountability and commitment in highly pressured circumstances.

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