The High School Principal’s Influence on Novice Teacher Induction Within a Distributed Leadership Framework

2014 ◽  
Vol 35 (2) ◽  
pp. 176-206
Author(s):  
Steven C. Delp
Keyword(s):  
High School ◽  
Teacher Induction ◽  
Distributed Leadership ◽  
Novice Teacher ◽  
Leadership Framework

scholarly journals Development of Novice Teacher Induction Program Model in Sleman Regency, Indonesia

2019 ◽  
Author(s):  
Maria Dominika Niron ◽  
Lia Yuliana ◽  
Pandit Isbianti ◽  
Baiquni Rahmat
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
Teacher Induction ◽  
Novice Teacher ◽  
Needs Analysis ◽  
Design Stage ◽  
Program Model ◽  
Implementation Phase ◽  
Induction Program ◽  
Product Forms

The study aims to identify and develop Novice Teacher Induction Program Model in SlemanRegency,Indonesia.ThisstudyusedthemethodofResearchandDevelopment BorgandGall.Inthisstudy,ResearchandDevelopmentwassimplifiedintofourstages from ten steps, namely: (1) the preliminary stage which is the initial research stage and gathering information about the implementation of Primary School Novice Teacher Induction Program (PIGP), (2) planning of Primary School Novice Teacher Induction Program (PIGP) as the development of initial product forms, (3) testing, evaluation and revision stages through assessment of model and product feasibility and limited testing, and (4) implementation phase of Novice Teacher Induction Program (PIGP) for Primary school. The data collection techniques used include: (1) Focus Group Discussion (FGD), (2) observation, (3) interviews, and (4) documentation studies. Next, quantitative and qualitative data analysis were used as data analysis techniques in this research. The study revealed that the development of Novice Teacher Induction Program (PIGP) was carried out in four stages: 1) the stage of designing the model and design, 2) expert validation, 3) testing, and 4) program implementation. At the design stage, the model is designed based on the results of the study and needs analysis of the PIPG model. Based on the results of the needs analysis, the school has a variety of mentoring techniques for novice teachers. However, in general the guidance of the learning process or counseling is carried out by the principal and senior teacher.

Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District

2018 ◽  
Vol 55 (2) ◽  
pp. 189-224 ◽  
Author(s):  
Joel R. Malin ◽  
Donald G. Hackmann
Keyword(s):  
High School ◽  
Research Policy ◽  
School Leaders ◽  
Career Academy ◽  
Urban District ◽  
Case Study Methodology ◽  
School Career ◽  
Leadership Framework ◽  
Integrated Leadership ◽  
Integrative Leadership

Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district’s career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson’s integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform’s initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.

scholarly journals Preparing for the challenge of efectively distributing leadership: Lessons learned from the creation of a leadership team

2010 ◽  
Vol 2 (1) ◽  
pp. 35-46
Author(s):  
Kathryn Singh
Keyword(s):  
High School ◽  
Distributed Leadership ◽  
Institutional Context ◽  
Leadership Team ◽  
Lessons Learned ◽  
Distributed Model ◽  
Leadership Model ◽  
Pros And Cons ◽  
Leadership Lessons ◽  
Over Time

The experience of the author in creating and working with a leadership team over the course of three years in a private Mexican high school is shared. An overview of distributed leadership is provided as the theory underlying the approach taken at this new site. Information is shared on the actual institutional context of the team as well as the director’s strategy for creating and preparing the team before and during their work. In addition, the author shares the way in which the group evolved over time. Pros and cons for working under a distributed model are discussed as are recommendations for leaders and trainers of leaders. Creating a successful distributed leadership model requires a great deal of thought and effort. It is crucial that members are willing and able to make and implement wise, informed decisions. It is important, as well, to be aware of a new “worldview” that must be developed at the site in order for the work of the group to be accepted and valued.

scholarly journals A Content Analysis of Images of Novice Teacher Induction: First-Semester Themes

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Jennifer R Curry ◽  
Angela W Webb ◽  
Samantha J Latham
Keyword(s):  
Content Analysis ◽  
Teacher Induction ◽  
Novice Teachers ◽  
School Environment ◽  
Novice Teacher ◽  
Professional Support ◽  
Education Quality ◽  
Certification Program ◽  
First Semester ◽  
Teachers Experiences

The powerful nature of novice teachers’ experiences in their first years of teaching has been well documented. However, the variance in novices’ initial immersion in the school environment is largely dependent on perceived personal and professional support as well as the environmental inducements that lend to novice teachers’ success in the classroom. For the purposes of this study, 72 participating novices, who were participants in an alternative certification program, drew representations of their current teaching environments. Of the 72 initial participants’ pictures, 58 were used in this content analysis. The interrater analysis involving multiple documentation of codes between and among researches, revealed five themes from the novices’ pictures: (a) concerns about students, (b) overwhelmed and struggling, (c) relationships with others, (d) concerns about education quality and excessive accountability, and (e) issues with administration. Implications are provided.

Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

2007 ◽  
Vol 17 (4) ◽  
pp. 409-442 ◽  
Author(s):  
Matthew Militello ◽  
Chris Janson
Keyword(s):  
School Counselors ◽  
Distributed Leadership ◽  
Q Methodology ◽  
School Counselor ◽  
School Principals ◽  
Professional Standards ◽  
Professional School ◽  
Professional Relationship ◽  
Leadership Framework ◽  
The Relationship

This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

Theorising leadership for inclusion in the Irish context: A triadic typology within a distributed ecosystem

2020 ◽  
Vol 35 (1) ◽  
pp. 22-31
Author(s):  
Barry Morrissey
Keyword(s):  
Theoretical Model ◽  
Teacher Leadership ◽  
Inclusive Education ◽  
Distributed Leadership ◽  
Special Educational Needs ◽  
Managerial Leadership ◽  
Irish Context ◽  
Leadership Framework ◽  
Hybrid Leadership ◽  
Critical Literature

Leadership for inclusion is a contested concept with competing definitions suggested by many researchers and educationalists. While broad and narrow interpretations of ‘inclusion’ exist, this article focuses solely on the inclusion of learners with special educational needs (SEN) in Irish mainstream schools. A critical literature review of various different leadership typologies, relevant to inclusive education, is presented, from a practising principal's perspective. This review is used to theorise a hybrid leadership typology, present in schools where children with SEN are included in mainstream classes. The centrepiece of this theoretical model is that any leadership approach, in an inclusive education setting, must be triadic in structure. As a construct, it must be underpinned by a triad of teacher leadership, managerial leadership and values leadership. The argument is advanced that if this triadic structure is to flourish, then a distributed leadership framework is a necessity.

scholarly journals Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction

2019 ◽  
Vol 29 (1) ◽  
pp. 54-83 ◽  
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Jeremy B. Luke ◽  
Marie Hoffman Hurt
Keyword(s):  
School Improvement ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Distributed Leadership ◽  
Teacher Leaders ◽  
Rank Order ◽  
Mentor Teachers ◽  
Principal Support ◽  
Preparation Programs ◽  
Induction Program

Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.

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