Transformational Leadership Initiatives Driving P-12 School Change

2020 ◽  
pp. 133-162
Author(s):  
Ted Wardell ◽  
James Bevere ◽  
Julia McCarty ◽  
William Smith ◽  
Tracy Mulvaney ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Transformational Leadership ◽  
School Change ◽  
Main Idea ◽  
School Principal ◽  
High School Principal ◽  
School Classroom ◽  
Leadership Initiatives ◽  
Sat Preparation

In this chapter, educational leaders who are driving school change through transformational leadership initiatives share their stories. The authors range in their respective roles with an elementary school classroom teacher, a math-science departmental supervisor, a high school principal and a district superintendent. Each case study describes the implementation of a transformative leadership project from the main idea and impetus driving each project to the implementation methods and outcomes of each respective endeavor. The first project describes a teacher's addition of cultural-driven morning meetings to an elementary school classroom. The teacher discusses the necessity and how-to of implementing culture-driven morning meetings in the classroom and reflects on the overall impact on her students. A school superintendent leads the reader through his process of increasing rigor at the start of high school through the implementation of Advanced Placement (AP) courses for ninth-grade students. Next, a high school principal discusses an innovative blended learning program in a low socioeconomic district including the special challenges experienced. Finally, a high school math supervisor describes the school-wide implementation of Khan Academy for SAT preparation.

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

COMMUNICATION

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 76-76
Author(s):  
Keyword(s):  
High School ◽  
School Principal ◽  
High School Principal ◽  
Foreign Languages ◽  
Gifted Child ◽  
Learning Program ◽  
Individualized Learning ◽  
County Fairs ◽  
Objective Being ◽  
Major Emphasis

Here is . . . part of a message a Houston high school principal recently sent to the parent of a pupil: "Our school's cross-graded multi-ethnic, individualized learning program is designed to enhance the concept of an open-ended learning program with emphasis on a continuum of multi-ethnic, academically enriched learning using the identified intellectually gifted child as the agent or director of his own learning. "Major emphasis is on cross-graded, multi-ethnic learning with the main objective being to learn respect for the uniqueness of a person." The parent wrote back. "I have a college degree, speak two foreign languages and four Indian dialects, have been to a number of county fairs and three goat ropings, but I haven't th Submitted by Studente faintest idea as to what the hell you are talking about. Do you?"

COVID-19, School Leadership in Crisis?

2021 ◽  
Vol 4 (2) ◽  
pp. 332-341
Author(s):  
Aslamiah ◽  
Muhyani Rizalie ◽  
Celia Cinantya ◽  
Rizky Amelia
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Elementary Schools ◽  
School Leadership ◽  
School Principal ◽  
Elementary School Principal ◽  
Leadership Strategies ◽  
Data Presentation ◽  
Analysis Techniques ◽  
The Subject

This study aims to describe the pattern and leadership strategies of principals in elementary schools in dealing with the crisis in the Covid-19 pandemic.  The method used in this study is qualitatively descriptive. The subject of this study was the principal and teacher at Sabilal Muhtadin Elementary School in Banjarmasin City. The data collection techniques used are interviews, observations, and documentation studies.  Test the validity of the data using the triangulation technique. Data analysis uses Miles & Huberman analysis techniques that consist of data reduction, data presentation, and conclusion. This research shows that the principal has a working philosophy that is to work for worship. Strategies implemented in its leadership include transparency, empowerment of teachers and employees, communication, and motivation. The conclusion is that elementary school principal Sabilal Muhtadin is transformational leadership based on Islam. The strategies used for its implementation are transparency, empowerment of teachers and employees, communication, and motivation to maintain excellence when facing crises in the Covid-19 pandemic.

OC Teachers Take Their Learning to Other Schools

2001 ◽  
Author(s):  
Judy Smith ◽  
Mimi Wilson
Keyword(s):  
High School ◽  
South Carolina ◽  
School Principal ◽  
High School Principal ◽  
School Restructuring ◽  
Public High School ◽  
Coalition Of Essential Schools ◽  
Grade Teacher ◽  
Flexible Schedules ◽  
Basic Philosophy

In 1977, when the OC program was brand-new, and for a number of years thereafter, we shared the excitement and the work, both as parents and as teachers. We are now living in different states, working in very different kinds of schools. Judy is a high school principal in a large public high school in Washington State. Mimi is a fourth-grade teacher in an independent school in South Carolina that is associated with a major school-restructuring initiative (the Coalition of Essential Schools). In our efforts to contribute to reform in our classrooms and schools, we find that we are returning, about 20 years later, to the basic philosophy that directed our OC experience. In many ways, what we learned in the OC, both in terms of instructional practices and in terms of change processes, is giving us the confidence we need to proceed in our new settings. Personal experiences and the general principles of the OC—along with increasingly compelling research about how children learn that questions the way schools are traditionally organized and how we think about curriculum and instruction—have helped us organize and promote new programs on both sides of the country. The changes we are working on are not simple ones. We are looking at ways to integrate across disciplines, combining English, physics, and history into an integrated block. Instead of chopping school days into isolated blocks of time, we are exploring ways of lengthening these blocks of time and trying more flexible schedules. We are looking at designing work for children that covers fewer things in greater depth, through more focused inquiry. Believing that children will learn better if they can make connections, we seek ways to challenge students not just to memorize material but to apply it as well. We are working to make it possible for individual students to carry out research and to present their work before a critical audience. These changes have the potential to challenge the sacrosanct purpose of most schools: to prepare students for the next level and to get them into colleges.

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