Pub Date : 2023-01-01Epub Date: 2021-05-12DOI: 10.1080/15700763.2021.1916539
Rebecca M Callahan, Anysia P Mayer, Anthony H Johnson, Claudia Ochoa
In this study, we explore leadership practices in a dual-language elementary school led by three leaders of color committed to the ideals of cultural responsiveness. We employ an organizational leadership lens informed by aspects of culturally responsive school leadership (CRSL) and teaching (CRT) to interpret interview and observational data collected during the implementation of an equity-oriented engineering program for English learner (EL) students. In the midst of attempting to implement this school-research partnership, pre-existing tensions between the school's leadership and instructional culture rose to the forefront, offering the opportunity to analyze the data with this particular intersectional lens (organizational leadership and CRSL). Thus, subsequent data analysis focused not on program implementation but rather the existing challenges present in the school. Insights from our data suggest that both school leaders and teachers faced considerable challenges that appeared to stem from disparate understandings of how to achieve equity for their EL students. Ultimately, these challenges prevented leaders' successful enactment of CRSL within the existing organizational infrastructure. We suggest that the lack of explicit processes of critical consciousness defined the school culture and that accountability practices limited leaders' ability to implement CRSL.
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Pub Date : 2022-12-28DOI: 10.1080/15700763.2022.2160359
D. Liebowitz, Lorna M. Porter
Despite empirical evidence suggesting the important influence school leaders have on learning conditions and student outcomes in schools, relatively little is understood about the professional pathways they take into their roles. In this descriptive paper, we document the professional experiences, personal characteristics and instructional effectiveness of Oregon’s principals and assistant principals between 2006 and 2019. We highlight the diversity of roles educators assume prior to entering school leadership. We find that school leaders who have prior teaching experience in tested grades and subjects do not raise student achievement at substantively or statistically meaningful higher rates than their peers. We document that female principals and assistant principals have become more representative of the teaching workforce, but that there have been almost no changes in the racial/ethnic composition of school leaders in Oregon. Finally, we observe minimal differences in female and non-White assistant principals’ time-to-entry into the principalship. Our findings provide insights on potential points of intervention during the educator career trajectory to attract and develop more effective and demographically representative school leaders. *We are grateful to the Oregon Department of Education for access to studentand staff-data; in particular, Brian Reeder, Amelia Vargas and Evan Fuller answered various data-related questions and gave substantive feedback. We thank Aliza Husain, Brendan Bartanen and participants at the 2020 AEFP Conference for their comments. All errors are our own. Correspondence regarding the paper can be sent to David Liebowitz at daviddl@uoregon.edu, Department of Educational Methodology, Policy and Leadership, 5267, University of Oregon, Eugene, OR, 97403. 1 Professional pathways to school leadership School principals play a central role in promoting student learning and supporting teacher development. Despite methodological difficulties in measuring school leaders’ impact on student learning (Grissom et al., 2015; Chiang et al., 2016), credibly causal evidence suggests that principals are important factors in the variability of student learning gains (Branch et al., 2012; Coelli and Green, 2012; Dhuey and Smith, 2014), student attendance rates (Bartanen, 2020), and teacher working conditions (Burkhauser, 2017). However, much remains to be understood about principals’ professional pathways into the role, how they influence teacher, school and student outcomes, and how their influence might vary across different types of students and teachers (Liebowitz and Porter, 2019). For policy makers and educational system leaders interested in attracting and developing more effective and representative school leaders, it is critical to understand the professional experiences and personal characteristics of those who currently become assistant principals and principals.1 Despite the attractiveness of multi-faceted strategies to improve
尽管经验证据表明，学校领导对学校的学习条件和学生成绩有重要影响，但人们对他们发挥作用的专业途径知之甚少。在这篇描述性论文中，我们记录了2006年至2019年间俄勒冈州校长和助理校长的职业经历、个人特征和教学效果。我们强调了教育工作者在进入学校领导层之前所扮演的角色的多样性。我们发现，在测试成绩和科目上有教学经验的学校领导并没有以实质性或统计意义上高于同龄人的比率提高学生成绩。我们记录了女性校长和助理校长在教师队伍中的代表性，但俄勒冈州学校领导的种族/民族组成几乎没有变化。最后，我们观察到女性和非白人助理校长进入校长职位的时间差异很小。我们的研究结果为教育工作者职业轨迹中的潜在干预点提供了见解，以吸引和培养更有效、更具人口统计学代表性的学校领导*我们感谢俄勒冈州教育部访问学生和工作人员的数据；特别是，Brian Reeder、Amelia Vargas和Evan Fuller回答了各种与数据相关的问题，并给出了实质性的反馈。我们感谢Aliza Husain、Brendan Bartanen和2020年AEFP会议与会者的评论。所有的错误都是我们自己的。有关该论文的信件可发送至David Liebowitzdaviddl@uoregon.edu，俄勒冈大学教育方法、政策和领导力系，5267，俄勒冈州尤金，97403。1学校领导的专业途径学校校长在促进学生学习和支持教师发展方面发挥着核心作用。尽管在衡量学校领导对学生学习的影响方面存在方法上的困难（Grissom et al.，2015；Chiang et al.，2016），但可信的因果证据表明，校长是学生学习成果可变性的重要因素（Branch et al.，2012；Coelli和Green，2012；Dhuey和Smith，2014），学生出勤率（Bartanen，2020），以及教师工作条件（Burkhauser，2017）。然而，关于校长进入该角色的专业途径，他们如何影响教师、学校和学生的成绩，以及他们的影响如何在不同类型的学生和教师中有所不同，还有很多需要了解（Liebowitz和Porter，2019）。对于有兴趣吸引和培养更有效、更具代表性的学校领导者的政策制定者和教育系统领导者来说，了解目前成为助理校长和校长的人的职业经历和个人特征至关重要。1尽管改善学校领导者队伍的多方面战略具有吸引力，在资源有限的情况下，系统领导者将受益于对教育工作者职业轨迹中潜在的高杠杆干预时刻的理解。例如，即将上任的校长是否在学校建设层面拥有丰富的行政经验，对他们的职前培训、入职培训和持续的专业发展都有重要影响。同样，学校领导先前的教学有效性可能对当前学校领导的发展和未来学校领导的招聘产生影响。在这篇简短的描述性论文中，我们研究了教育工作者扮演学校领导角色的专业途径，以及这些途径如何与他们的个人特征和先前的教学效果相互作用。利用2006-07年至2018-19年间俄勒冈州的全面学生和教职员工数据，我们描述了教育工作者在进入校长职位之前担任的专业职位的顺序，他们作为教师在提高学生考试成绩方面的先前功效，以及进入校长职位如何因教育工作者的可观察特征而变化。大多数其他关于学校领导力的实证研究都集中在职业轨迹中与我们不同的时刻。一项规模较小但不断增长的研究考察了基于大学的（Grissom等人，2019b）和替代性主要职前准备计划（Clark等人，2009年；Corcoran等人，2012年；Gates等人，2019a，2014）的影响。其他工作考察了校长职位经验的好处（Bartanen，2019）、校长更替的负面影响（Bartaneen等人，2019；Grissom和Bartanen等人，2019），校长对特定学校或社区的分类（Grissom等人，2019a；Loeb等人，2010），以及实习校长的劳动力市场（Béteille等人，2012；Cullen等人，2016）。 还有一些人评估了改革校长身份、招聘、选拔、辅导和评估的全面努力（Gates等人，2019b）。总之，这些证据强调了设计职前准备、招聘、选拔和持续发展学校领导的重要性。在本研究中，我们使用“学校领导”一词来描述助理校长和校长。当我们分别考察这些职位时，我们会用它们的具体头衔来描述它们。
{"title":"Descriptive Evidence on School Leaders’ Prior Professional Experiences and Instructional Effectiveness","authors":"D. Liebowitz, Lorna M. Porter","doi":"10.1080/15700763.2022.2160359","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160359","url":null,"abstract":"Despite empirical evidence suggesting the important influence school leaders have on learning conditions and student outcomes in schools, relatively little is understood about the professional pathways they take into their roles. In this descriptive paper, we document the professional experiences, personal characteristics and instructional effectiveness of Oregon’s principals and assistant principals between 2006 and 2019. We highlight the diversity of roles educators assume prior to entering school leadership. We find that school leaders who have prior teaching experience in tested grades and subjects do not raise student achievement at substantively or statistically meaningful higher rates than their peers. We document that female principals and assistant principals have become more representative of the teaching workforce, but that there have been almost no changes in the racial/ethnic composition of school leaders in Oregon. Finally, we observe minimal differences in female and non-White assistant principals’ time-to-entry into the principalship. Our findings provide insights on potential points of intervention during the educator career trajectory to attract and develop more effective and demographically representative school leaders. *We are grateful to the Oregon Department of Education for access to studentand staff-data; in particular, Brian Reeder, Amelia Vargas and Evan Fuller answered various data-related questions and gave substantive feedback. We thank Aliza Husain, Brendan Bartanen and participants at the 2020 AEFP Conference for their comments. All errors are our own. Correspondence regarding the paper can be sent to David Liebowitz at daviddl@uoregon.edu, Department of Educational Methodology, Policy and Leadership, 5267, University of Oregon, Eugene, OR, 97403. 1 Professional pathways to school leadership School principals play a central role in promoting student learning and supporting teacher development. Despite methodological difficulties in measuring school leaders’ impact on student learning (Grissom et al., 2015; Chiang et al., 2016), credibly causal evidence suggests that principals are important factors in the variability of student learning gains (Branch et al., 2012; Coelli and Green, 2012; Dhuey and Smith, 2014), student attendance rates (Bartanen, 2020), and teacher working conditions (Burkhauser, 2017). However, much remains to be understood about principals’ professional pathways into the role, how they influence teacher, school and student outcomes, and how their influence might vary across different types of students and teachers (Liebowitz and Porter, 2019). For policy makers and educational system leaders interested in attracting and developing more effective and representative school leaders, it is critical to understand the professional experiences and personal characteristics of those who currently become assistant principals and principals.1 Despite the attractiveness of multi-faceted strategies to improve","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48324145","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 : 2022-12-27DOI: 10.1080/15700763.2022.2160989
Elizabeth Wargo, I. Lorentzen, W. McCaw
{"title":"What’s Yours and What’s Mine: Rural Education Governance","authors":"Elizabeth Wargo, I. Lorentzen, W. McCaw","doi":"10.1080/15700763.2022.2160989","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160989","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48665177","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 : 2022-12-25DOI: 10.1080/15700763.2022.2160360
Kätlin Vanari, Eve Eisenschmidt
{"title":"Missions, Visions, and Goals for School Improvement - A Typology of Estonian Schools","authors":"Kätlin Vanari, Eve Eisenschmidt","doi":"10.1080/15700763.2022.2160360","DOIUrl":"https://doi.org/10.1080/15700763.2022.2160360","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709586","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 : 2022-12-21DOI: 10.1080/15700763.2022.2157739
Derek M. Lough
{"title":"Curriculum and Learning for Climate Action: Toward an SDG 4.7 Roadmap for Systems Change","authors":"Derek M. Lough","doi":"10.1080/15700763.2022.2157739","DOIUrl":"https://doi.org/10.1080/15700763.2022.2157739","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991899","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 : 2022-11-04DOI: 10.1080/15700763.2022.2140295
D. Grant, D. Drew
{"title":"Reimagining Instructional Leadership: Integrated Leadership Functions Predicting Teacher Effectiveness and Teacher Morale","authors":"D. Grant, D. Drew","doi":"10.1080/15700763.2022.2140295","DOIUrl":"https://doi.org/10.1080/15700763.2022.2140295","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42208776","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 : 2022-11-03DOI: 10.1080/15700763.2022.2137042
Aliza N. Husain
{"title":"The Relationship between Principals and Teacher Development: Evidence from the District of Columbia Public Schools","authors":"Aliza N. Husain","doi":"10.1080/15700763.2022.2137042","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137042","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44007863","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 : 2022-10-21DOI: 10.1080/15700763.2022.2137041
L. Tahir, Ahmad Marzuki Mohammed, M. Musah, Ani Suryani Mohammad, Mohd Fadzli Ali
{"title":"Promoting Professional Learning Communities: Discovering Principals’ Support and Leadership Strategies in Malaysian Religious-Based Secondary Schools","authors":"L. Tahir, Ahmad Marzuki Mohammed, M. Musah, Ani Suryani Mohammad, Mohd Fadzli Ali","doi":"10.1080/15700763.2022.2137041","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137041","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047931","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 : 2022-10-20DOI: 10.1080/15700763.2022.2133068
Published in Leadership and Policy in Schools (Vol. 21, No. 4, 2022)
发表于《学校领导与政策》(第21卷第4期，2022年)
{"title":"Thanks to Reviewers","authors":"","doi":"10.1080/15700763.2022.2133068","DOIUrl":"https://doi.org/10.1080/15700763.2022.2133068","url":null,"abstract":"Published in Leadership and Policy in Schools (Vol. 21, No. 4, 2022)","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512184","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 : 2022-10-20DOI: 10.1080/15700763.2022.2137043
Ariel Sarid
{"title":"A Dilemmatic Approach to Democratic School Leadership and Governance","authors":"Ariel Sarid","doi":"10.1080/15700763.2022.2137043","DOIUrl":"https://doi.org/10.1080/15700763.2022.2137043","url":null,"abstract":"","PeriodicalId":46638,"journal":{"name":"Leadership and Policy in Schools","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43881632","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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