Pub Date : 2018-08-16DOI: 10.1177/0192636518794893
Brandon Palmer
Education researchers have continually noted the importance of the principal in affecting student achievement and school success. Despite this importance, school districts seldom use reliable methods to select principals. The purpose of this study was to ascertain the selection processes used to select principals in California. Results indicate that public school principals were selected to their current principalship by the least reliable and least predictive methods of selection. Education stakeholders should make a concerted effort to improve principal selection methods.
{"title":"It’s Time to Upgrade to Principal Selection 2.0","authors":"Brandon Palmer","doi":"10.1177/0192636518794893","DOIUrl":"https://doi.org/10.1177/0192636518794893","url":null,"abstract":"Education researchers have continually noted the importance of the principal in affecting student achievement and school success. Despite this importance, school districts seldom use reliable methods to select principals. The purpose of this study was to ascertain the selection processes used to select principals in California. Results indicate that public school principals were selected to their current principalship by the least reliable and least predictive methods of selection. Education stakeholders should make a concerted effort to improve principal selection methods.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518794893","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43188313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-19DOI: 10.1177/0192636518789261
Janet E. Hiatt, S. Fairbairn
To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages (TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.
{"title":"Improving the Focus of English Learner Professional Development for In-Service Teachers","authors":"Janet E. Hiatt, S. Fairbairn","doi":"10.1177/0192636518789261","DOIUrl":"https://doi.org/10.1177/0192636518789261","url":null,"abstract":"To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages (TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518789261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42921332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1177/0192636518777813
C. Wells, Barbara A. Klocko
In this conceptual article, the researchers review the nature of stress as reported by principals and suggest a means for responding to that stress with efforts that have resulted in resilience for people in numerous occupations, with particular emphasis on physicians. This article presents an argument that internal coping methods such as mindfulness and self-care might be key to the development of resilience in principals in an era of high-stakes accountability and unparalleled expectations.
{"title":"Principal Well-Being and Resilience: Mindfulness as a Means to That End","authors":"C. Wells, Barbara A. Klocko","doi":"10.1177/0192636518777813","DOIUrl":"https://doi.org/10.1177/0192636518777813","url":null,"abstract":"In this conceptual article, the researchers review the nature of stress as reported by principals and suggest a means for responding to that stress with efforts that have resulted in resilience for people in numerous occupations, with particular emphasis on physicians. This article presents an argument that internal coping methods such as mindfulness and self-care might be key to the development of resilience in principals in an era of high-stakes accountability and unparalleled expectations.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518777813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1177/0192636518786117
Pamela S. Salazar
High-performing leaders have a pivotal role in improving student achievement. The ability to promote and support powerful, equitable learning is the key to school success. Articles in this issue of Bulletin offer unique ideas for principals to consider as they think about their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. School turnaround initiatives have prioritized the school principal as the change lever; however, there has been little consideration about the critical role district leadership plays. In the lead article, researcher Meyers analyzes the turnaround launch and improvement plans of school district leaders participating in a university turnaround program. The findings suggest that district leaders identify certain systems levers as more significant challenges than other ones, but their espoused ways to address these challenges are disparate if determined at all. Implications for both school leaders and district leaders are discussed. Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. Authors Boyland, Kirkeby, and Boyland conducted a quantitative surveybased study to collect data from 116 middle-grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Their findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Principals will find the section on implications for practice includes integration of findings with essential research on bullying and LGBTQ youth. Researchers Pérez-García, López, and Bolívar center attention on the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and they explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The authors used The Vanderbilt Assessment of Leadership in Education
{"title":"In This Issue . . .","authors":"Pamela S. Salazar","doi":"10.1177/0192636518786117","DOIUrl":"https://doi.org/10.1177/0192636518786117","url":null,"abstract":"High-performing leaders have a pivotal role in improving student achievement. The ability to promote and support powerful, equitable learning is the key to school success. Articles in this issue of Bulletin offer unique ideas for principals to consider as they think about their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. School turnaround initiatives have prioritized the school principal as the change lever; however, there has been little consideration about the critical role district leadership plays. In the lead article, researcher Meyers analyzes the turnaround launch and improvement plans of school district leaders participating in a university turnaround program. The findings suggest that district leaders identify certain systems levers as more significant challenges than other ones, but their espoused ways to address these challenges are disparate if determined at all. Implications for both school leaders and district leaders are discussed. Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. Authors Boyland, Kirkeby, and Boyland conducted a quantitative surveybased study to collect data from 116 middle-grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Their findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Principals will find the section on implications for practice includes integration of findings with essential research on bullying and LGBTQ youth. Researchers Pérez-García, López, and Bolívar center attention on the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and they explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The authors used The Vanderbilt Assessment of Leadership in Education","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518786117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64919592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1177/0192636518782427
Lori G. Boyland, Kimberley M. Kirkeby, Margaret I. Boyland
Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Implications for practice include integration of findings with essential research on bullying and LGBTQ youth.
{"title":"Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools","authors":"Lori G. Boyland, Kimberley M. Kirkeby, Margaret I. Boyland","doi":"10.1177/0192636518782427","DOIUrl":"https://doi.org/10.1177/0192636518782427","url":null,"abstract":"Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Implications for practice include integration of findings with essential research on bullying and LGBTQ youth.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518782427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43873846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-01DOI: 10.1177/0192636518786008
C. Meyers, J. Sadler
School turnaround initiatives have prioritized the school principal as the change lever. Little overall consideration about the critical role district leadership plays. In this study, we analyze the turnaround launch and, improvement plans of school district leaders participating in a university, turnaround program. We find that district leaders identify certain systems, levers as more significant challenges than other ones, but their espoused, ways to address these challenges are disparate if determined at all. Implications for districts and schools are discussed.
{"title":"District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses","authors":"C. Meyers, J. Sadler","doi":"10.1177/0192636518786008","DOIUrl":"https://doi.org/10.1177/0192636518786008","url":null,"abstract":"School turnaround initiatives have prioritized the school principal as the change lever. Little overall consideration about the critical role district leadership plays. In this study, we analyze the turnaround launch and, improvement plans of school district leaders participating in a university, turnaround program. We find that district leaders identify certain systems, levers as more significant challenges than other ones, but their espoused, ways to address these challenges are disparate if determined at all. Implications for districts and schools are discussed.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518786008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43251790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-08DOI: 10.1177/0192636518774134
Purificación Pérez-García, Carmen López, Antonio Bolívar
Our study aims to discover the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The Vanderbilt Assessment of Leadership in Education (VAL-ED) questionnaire was applied. Contingency analyses were calculated. We concluded that the three sectors considered the principal’s work to be effective in actions related to the learning objectives, curriculum planning, and responsibility for the outcomes.
{"title":"Efficacy of the Educational Leadership in the Spanish Context: The Perspective of Its Agents","authors":"Purificación Pérez-García, Carmen López, Antonio Bolívar","doi":"10.1177/0192636518774134","DOIUrl":"https://doi.org/10.1177/0192636518774134","url":null,"abstract":"Our study aims to discover the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The Vanderbilt Assessment of Leadership in Education (VAL-ED) questionnaire was applied. Contingency analyses were calculated. We concluded that the three sectors considered the principal’s work to be effective in actions related to the learning objectives, curriculum planning, and responsibility for the outcomes.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518774134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47914221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1177/0192636518763084
L. Kaplan, W. Owings
Betsy DeVos, the new U.S. Secretary of Education, has a reform agenda to advance school choice. Her track record includes enabling charter school growth in Michigan at taxpayers’ expense with little oversight or accountability. Although an effective advocate, DeVos represents a broader policy movement to privatize American education, much of it happening beneath public awareness. Understanding Ms. DeVos’s policy goals, how the President and Congress are supporting these, and how privatization is occurring in states can help principals and education leaders recognize the stakes, learn what to watch for, and take appropriate actions to preserve and strengthen America’s public schools.
{"title":"Betsy DeVos’s Education Reform Agenda: What Principals—and Their Publics—Need to Know","authors":"L. Kaplan, W. Owings","doi":"10.1177/0192636518763084","DOIUrl":"https://doi.org/10.1177/0192636518763084","url":null,"abstract":"Betsy DeVos, the new U.S. Secretary of Education, has a reform agenda to advance school choice. Her track record includes enabling charter school growth in Michigan at taxpayers’ expense with little oversight or accountability. Although an effective advocate, DeVos represents a broader policy movement to privatize American education, much of it happening beneath public awareness. Understanding Ms. DeVos’s policy goals, how the President and Congress are supporting these, and how privatization is occurring in states can help principals and education leaders recognize the stakes, learn what to watch for, and take appropriate actions to preserve and strengthen America’s public schools.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518763084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46140921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-01DOI: 10.1177/0192636518763105
Gary W. Houchens, Chunling Niu, Jie Zhang, Stephen Miller, Antony D. Norman
The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.
{"title":"Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?","authors":"Gary W. Houchens, Chunling Niu, Jie Zhang, Stephen Miller, Antony D. Norman","doi":"10.1177/0192636518763105","DOIUrl":"https://doi.org/10.1177/0192636518763105","url":null,"abstract":"The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518763105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-11DOI: 10.1177/0192636518755945
Jennifer Counts, Antonis Katsiyannis, Denise K. Whitford
The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.
{"title":"Culturally and Linguistically Diverse Learners in Special Education: English Learners","authors":"Jennifer Counts, Antonis Katsiyannis, Denise K. Whitford","doi":"10.1177/0192636518755945","DOIUrl":"https://doi.org/10.1177/0192636518755945","url":null,"abstract":"The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636518755945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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