Pub Date : 2020-12-01DOI: 10.1177/0192636520979861
Pamela S. Salazar
Highly effective school leaders focus on learning and the impact of teaching. They empower teachers and other instructional personnel to support learning and create a positive learning culture where everyone learns and works together on behalf of students. They apply best practices to student learning. 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. Principals have been challenged with the impact of Covid-19 on students’ academic and mental well-being. In the lead article, researchers Pincus, Hannor-Walker, TeShaunda, Wright, and Justice highlight the importance of using school counselors to provide mental health counseling assisting with the social and emotional needs of students during and after the COVID-19 pandemic. The authors offer practical applications and useful strategies that secondary principals can employ to create a systemic approach for social and emotional prevention and intervention during and after the pandemic. The second article also casts a spotlight on some of the changes in schooling brought about by the onset of the corona-virus pandemic. In particular, due to the transition to online learning, educators have been compelled to rethink how they grade and report learning. One alternative grading approach that educators have considered is standards-based grading (SBG). In this study, researchers Guskey, Townsley, and Buckley sought to determine if the implementation of SBG in high school classes affects students’ transition to university learning environments. Findings suggest that high schools in the sample were not implementing SBG with high levels of fidelity. However, to the extent SBG was being implemented, there was no evidence that the practice was having a negative impact on students’ transition to higher education. Principals will find the discussion instructive and beneficial for leveraging standardsbased grading as a clearer description of students’ performance by separating achievement and non-cognitive factors.
{"title":"In This Issue","authors":"Pamela S. Salazar","doi":"10.1177/0192636520979861","DOIUrl":"https://doi.org/10.1177/0192636520979861","url":null,"abstract":"Highly effective school leaders focus on learning and the impact of teaching. They empower teachers and other instructional personnel to support learning and create a positive learning culture where everyone learns and works together on behalf of students. They apply best practices to student learning. 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. Principals have been challenged with the impact of Covid-19 on students’ academic and mental well-being. In the lead article, researchers Pincus, Hannor-Walker, TeShaunda, Wright, and Justice highlight the importance of using school counselors to provide mental health counseling assisting with the social and emotional needs of students during and after the COVID-19 pandemic. The authors offer practical applications and useful strategies that secondary principals can employ to create a systemic approach for social and emotional prevention and intervention during and after the pandemic. The second article also casts a spotlight on some of the changes in schooling brought about by the onset of the corona-virus pandemic. In particular, due to the transition to online learning, educators have been compelled to rethink how they grade and report learning. One alternative grading approach that educators have considered is standards-based grading (SBG). In this study, researchers Guskey, Townsley, and Buckley sought to determine if the implementation of SBG in high school classes affects students’ transition to university learning environments. Findings suggest that high schools in the sample were not implementing SBG with high levels of fidelity. However, to the extent SBG was being implemented, there was no evidence that the practice was having a negative impact on students’ transition to higher education. Principals will find the discussion instructive and beneficial for leveraging standardsbased grading as a clearer description of students’ performance by separating achievement and non-cognitive factors.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520979861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689228","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 : 2020-12-01DOI: 10.1177/0192636520976865
A. Oldham, Lee D. Flood, Pamela S. Angelle
This qualitative case study research examines the perceptions of three U.S. principals as they work for social justice in the school level meso context as enacted through the lens of their micro contextual values and beliefs. Through interviews with three rural high school principals, we look to the influence of context on decision making through a study of the principals’ articulations of the role of context in supporting or hindering their work for marginalized children. Findings from this study point to the culture of the community in which the school was situated and the challenges sometimes associated with the community as the most mentioned meso factor that guided the principals’ practice. The micro context of the leader’s personal story was a testament to what they valued and how they enacted these values as a leader for social justice. The study concludes with a model which reconceptualizes the macro, meso, and micro relationships not as a directional relationship that indicates the influence of one context onto another, but as a structural bond suggesting interdependency.
{"title":"Support for Marginalized Children: Influences of Micro and Meso Contexts on Socially Just Principal Practices","authors":"A. Oldham, Lee D. Flood, Pamela S. Angelle","doi":"10.1177/0192636520976865","DOIUrl":"https://doi.org/10.1177/0192636520976865","url":null,"abstract":"This qualitative case study research examines the perceptions of three U.S. principals as they work for social justice in the school level meso context as enacted through the lens of their micro contextual values and beliefs. Through interviews with three rural high school principals, we look to the influence of context on decision making through a study of the principals’ articulations of the role of context in supporting or hindering their work for marginalized children. Findings from this study point to the culture of the community in which the school was situated and the challenges sometimes associated with the community as the most mentioned meso factor that guided the principals’ practice. The micro context of the leader’s personal story was a testament to what they valued and how they enacted these values as a leader for social justice. The study concludes with a model which reconceptualizes the macro, meso, and micro relationships not as a directional relationship that indicates the influence of one context onto another, but as a structural bond suggesting interdependency.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520976865","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771206","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 : 2020-12-01DOI: 10.1177/0192636520975866
R. Pincus, TeShaunda Hannor-Walker, Leonis Wright, J. Justice
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.
{"title":"COVID-19’s Effect on Students: How School Counselors Rise to the Rescue","authors":"R. Pincus, TeShaunda Hannor-Walker, Leonis Wright, J. Justice","doi":"10.1177/0192636520975866","DOIUrl":"https://doi.org/10.1177/0192636520975866","url":null,"abstract":"The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520975866","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077627","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 : 2020-09-01DOI: 10.1177/0192636520956717
M. Brunning, John Fischetti, Maxwell Smith
School-based management (SBM) remains a “hot topic” in educational circles. This article explores the reality of SBM internationally. It focusses on the perceptions of selected Australian public secondary principals who reflect on the drivers and impediments affecting their capacity to lead school-based innovation. While broadly supportive of SBM, the participants indicated that authority to make effective local decisions was ambiguous and inhibiting in the face of the managing system’s policies, procedures, and supervisory processes.
{"title":"Renewing the Promise and Potential of School-Based Management","authors":"M. Brunning, John Fischetti, Maxwell Smith","doi":"10.1177/0192636520956717","DOIUrl":"https://doi.org/10.1177/0192636520956717","url":null,"abstract":"School-based management (SBM) remains a “hot topic” in educational circles. This article explores the reality of SBM internationally. It focusses on the perceptions of selected Australian public secondary principals who reflect on the drivers and impediments affecting their capacity to lead school-based innovation. While broadly supportive of SBM, the participants indicated that authority to make effective local decisions was ambiguous and inhibiting in the face of the managing system’s policies, procedures, and supervisory processes.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520956717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44725388","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 : 2020-09-01DOI: 10.1177/0192636520957745
J. Keese, M. Suárez, H. Waxman
To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.
{"title":"Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership","authors":"J. Keese, M. Suárez, H. Waxman","doi":"10.1177/0192636520957745","DOIUrl":"https://doi.org/10.1177/0192636520957745","url":null,"abstract":"To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520957745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46494014","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 : 2020-09-01DOI: 10.1177/0192636520923394
Kathy B. Ewoldt, Cynthia Dieterich, K. Brady
Despite increasing animal prevalence in public spaces, few districts have proactively developed policies to integrate assistance, therapy, service, and emotional support animals that are both legally sound and support the needs of individual students. Federal legislation defines a variety of animals that could accompany students, but only those trained to perform a specific disability-related task are considered service animals. Policy development to address the increasing prevalence of service animals on school campuses has not been widely examined. This article uses standard legal analysis to gather data from court rulings in the United States; uses secondary sources such as peer-reviewed journals, special education journals, and professional organizations; and provides recommendations on how to develop a sound service animal policy and procedures.
{"title":"Service Animals in PreK-12 Schools: Legal and Policy Implications for School Leaders","authors":"Kathy B. Ewoldt, Cynthia Dieterich, K. Brady","doi":"10.1177/0192636520923394","DOIUrl":"https://doi.org/10.1177/0192636520923394","url":null,"abstract":"Despite increasing animal prevalence in public spaces, few districts have proactively developed policies to integrate assistance, therapy, service, and emotional support animals that are both legally sound and support the needs of individual students. Federal legislation defines a variety of animals that could accompany students, but only those trained to perform a specific disability-related task are considered service animals. Policy development to address the increasing prevalence of service animals on school campuses has not been widely examined. This article uses standard legal analysis to gather data from court rulings in the United States; uses secondary sources such as peer-reviewed journals, special education journals, and professional organizations; and provides recommendations on how to develop a sound service animal policy and procedures.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520923394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42761210","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 : 2020-08-26DOI: 10.1177/0192636520949682
Angela Urick
The purpose of this study is to identify different types of school leadership as perceived by teachers and to test the extent that these types predict teacher retention. School leadership varies by perception, context, and may influence a teacher’s decision to leave their current school or the profession. Four statistically different types of leadership were found using teachers’ perceptions of principal and shared leadership behaviors. Teachers who perceived less principal leadership were more likely to leave their school. Teachers who reported more frequent principal and shared leadership were more likely to stay in their current school the following year.
{"title":"What Type of School Leadership Makes Teachers Want to Stay?","authors":"Angela Urick","doi":"10.1177/0192636520949682","DOIUrl":"https://doi.org/10.1177/0192636520949682","url":null,"abstract":"The purpose of this study is to identify different types of school leadership as perceived by teachers and to test the extent that these types predict teacher retention. School leadership varies by perception, context, and may influence a teacher’s decision to leave their current school or the profession. Four statistically different types of leadership were found using teachers’ perceptions of principal and shared leadership behaviors. Teachers who perceived less principal leadership were more likely to leave their school. Teachers who reported more frequent principal and shared leadership were more likely to stay in their current school the following year.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520949682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46507512","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 : 2020-06-01DOI: 10.1177/0192636520927092
Henry Tran, D. Smith
Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.
{"title":"Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools","authors":"Henry Tran, D. Smith","doi":"10.1177/0192636520927092","DOIUrl":"https://doi.org/10.1177/0192636520927092","url":null,"abstract":"Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg’s motivation-hygiene, empirical literature that examines the differentiated needs of teachers throughout the stages of their career, and modern strategic human resource management practices, to argue that school leaders should intentionally design a supportive employee experience for teacher support. Guidance is provided for the addressing of staffing issues in hard-to-staff secondary schools, accounting for the total employee experience journey from entry to retirement.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520927092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41322102","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 : 2020-06-01DOI: 10.1177/0192636520927090
Meghann Walk
This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate’s degree before graduation, come into being when and where they did? How have they—and the movement behind them—developed over the course of two decades? The essay closes with a consideration of the contemporary funding landscape and where early college high schools currently fit in the U.S. educational terrain.
{"title":"Ahead of Schedule: A History of Early College High Schools","authors":"Meghann Walk","doi":"10.1177/0192636520927090","DOIUrl":"https://doi.org/10.1177/0192636520927090","url":null,"abstract":"This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate’s degree before graduation, come into being when and where they did? How have they—and the movement behind them—developed over the course of two decades? The essay closes with a consideration of the contemporary funding landscape and where early college high schools currently fit in the U.S. educational terrain.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520927090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44263444","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 : 2020-05-25DOI: 10.1177/0192636520923404
S. Gordon
The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples of leadership development and stakeholder collaboration for each phase of the pipeline are also provided in this article.
{"title":"The Principal Development Pipeline: A Call for Collaboration","authors":"S. Gordon","doi":"10.1177/0192636520923404","DOIUrl":"https://doi.org/10.1177/0192636520923404","url":null,"abstract":"The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples of leadership development and stakeholder collaboration for each phase of the pipeline are also provided in this article.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636520923404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42966668","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：