The Influence of School Turnaround Leadership 1

2019 ◽  
pp. 76-95
Author(s):  
Jameson D. Lopez ◽  
Evelyn C. Baca
Keyword(s):  
School Turnaround ◽  
Turnaround Leadership

Understanding turnaround leadership research: Continuity and change (2009–2016)

2018 ◽  
Vol 48 (1) ◽  
pp. 6-24 ◽  
Author(s):  
Peng Liu
Keyword(s):  
Review Paper ◽  
Research Process ◽  
Research Area ◽  
School Turnaround ◽  
Educational Settings ◽  
Future Directions ◽  
Turnaround Leadership ◽  
Continuity And Change ◽  
Practical Guidance ◽  
Leadership Research

This review paper describes the development of turnaround leadership research in educational settings to understand its trends and future directions. The review uses an established research process to make sense of the turnaround leadership literature. It identifies the continuities and discontinuities in this research area, which have strong implications for researchers in different fields. This study contributes to the research on school turnaround and provides practical guidance.

Triggering Change: An Investigation of the Logics of Turnaround Leadership

2017 ◽  
Vol 51 (2) ◽  
pp. 222-246 ◽  
Author(s):  
Sarah L. Woulfin ◽  
Jennie Weiner
Keyword(s):  
United States ◽  
School Improvement ◽  
Phenomenological Study ◽  
Qualitative Interview ◽  
The United States ◽  
Building Capacity ◽  
Turnaround Leadership ◽  
Whole School ◽  
Aspiring Principals ◽  
Northeastern State

Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain how educators invoked and enacted four logics of turnaround leadership. We found that, in addition to engaging with the previously identified logics of instructional, managerial, and social justice leadership, participants invoked a new logic that we name “triggering change.” This logic focused squarely on building capacity via positive relationships and shaping culture as mechanisms for whole school improvement. By depicting aspiring principals’ conceptions and negotiations of these four logics, we contribute to the literature on turnaround policy and leadership with implications for turnaround leader development.

Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement

2019 ◽  
Vol 103 (3) ◽  
pp. 189-208
Author(s):  
Dallas Hambrick Hitt ◽  
Coby V. Meyers ◽  
Dennis Woodruff ◽  
Guorong Zhu
Keyword(s):  
Student Achievement ◽  
Selection Criteria ◽  
Additional Data ◽  
Data Sources ◽  
School Turnaround ◽  
Principal Competencies ◽  
Initial Effort ◽  
Internal States ◽  
The Relationship ◽  
Policies And Practices

Building upon the prior development of a model of turnaround principal competencies, we investigated the extent to which the identified principal competencies correlate with student achievement. Participants met rigorous selection criteria for having effectively turned around their schools during their first 2 years as principal. We conducted correlational analyses to examine the strength of relationship between each of the seven competencies and found that the model appears to reflect the internal states of principals who orchestrate school turnaround. We suggest that this initial effort should be further refined as additional data sources become available, but note that this model, given the popularity of principal competencies in districts, can inform current policies and practices.

The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones

2017 ◽  
Vol 39 (4) ◽  
pp. 670-696 ◽  
Author(s):  
Ron Zimmer ◽  
Gary T. Henry ◽  
Adam Kho
Keyword(s):  
Student Achievement ◽  
School District ◽  
Federal Government ◽  
Race To The Top ◽  
School Turnaround ◽  
Transformation Models ◽  
Low Performing Schools ◽  
Charter Management Organization ◽  
Turnaround Strategies ◽  
Management Organization

In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.

Michael Fullan, Turnaround Leadership

2007 ◽  
Vol 8 (3) ◽  
pp. 291-294
Author(s):  
Jennifer Booher-Jennings
Keyword(s):  
Turnaround Leadership

“I’ve Never Seen People Work So Hard!” Teachers’ Working Conditions in the Early Stages of School Turnaround

2013 ◽  
Vol 50 (3) ◽  
pp. 259-287 ◽  
Author(s):  
Maia Bloomfield Cucchiara ◽  
Erin Rooney ◽  
Claire Robertson-Kraft
Keyword(s):  
Working Conditions ◽  
School Turnaround ◽  
Early Stages

scholarly journals School Turnaround: A Rural Reflection of Reform on the Reservation and Lessons for Implementation

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Ian M. Mette ◽  
Jason Stanoch
Keyword(s):  
Native American ◽  
Rural Communities ◽  
School Improvement ◽  
Rural School ◽  
School Turnaround ◽  
District Leaders ◽  
Native American Students ◽  
School Improvement Grants ◽  
American Students ◽  
Yellow Pine

Rural communities traditionally enjoy an intimate relationship between stakeholders and the local school system.  While preliminary research exists to suggest rural school turnaround might be more likely to occur when a strong communal connection exists (Mette, 2014), little is known about rural school turnaround efforts serving predominantly Native American students.  This article reports findings of a School Improvement Grants (SIG) funded effort to digitize curriculum and deliver instruction through the use of tablets in Yellow Pine, a school district on a Native American reservation in a rural, Upper Midwestern state.  Data were collected through interviews with school and district leaders, as well as through teacher focus groups.  Findings highlight the failure to engage a historically disenfranchised community from the beginning of the improvement process, particularly the lack of involvement of students, parents, and teachers, which in turn led to little impact on student achievement.

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