Exploring Principal Development and Teacher Outcomes

How Principals Can Strengthen Instruction, Teacher Retention, and Student Achievement
1. Auflage 2020
ISBN: 978-0-367-40457-4
Verlag: Routledge

Buch, Englisch, 258 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 382 g

This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.

Autoren/Hrsg.

Youngs, Peter

Kim, Jihyun

Mavrogordato, Madeline

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung

Inhaltsverzeichnis

1. Introduction

Section I: Principal Development and Evaluation

2. Growing Your Own Leadership Pipeline: The Case of an Urban School Leadership Residency

3. Preparing Educational Leaders for Adaptive Leadership

4. Changing Principal Supervision to Develop Principals’ Instructional Leadership Capacity

5. Appraising Principal Evaluation and Development: Current Research and Future Directions

Section II: Principal Leadership Practices

6. Examining the Time Principals Dedicate to Interacting with Teachers and Other Educational Stakeholders

7. Equity Endeavors through the Justice for Bias Framework: Principals Addressing Implicit Bias in Schools

8. Using Social Network Analysis to Support Improvement Science Approaches in Education

Section III: Principal Leadership Practices and Teacher and Student Outcomes

9. Principal Leadership and Beginning Teachers’ Self-Efficacy and Valuing of Ambitious Instructional Practices

10. Improving Instruction for Students with Disabilities: A Call for Effective Principal Leadership

11. Principal Leadership Activities and Teachers’ Workplace Attitudes

12. How Principal Leadership and Teacher Burnout Are Associated with Early Career Teacher Mobility

13. Principal Leadership Practices, Organizational Improvement, and Student Achievement

Section IV: Next Steps for Leadership Practice and Research

14. How States Use ESSA to Support Principal Preparation, Development, and Quality

15. Exploring Principal Development and Teacher Outcomes: Lessons Learned and Guidelines for Practice

Über Autor(innen)

Peter Youngs is Professor of Curriculum, Instruction, and Special Education at the University of Virginia, USA.

Jihyun Kim is Assistant Professor of Educational Leadership at Lehigh University, USA.

Madeline Mavrogordato is Associate Professor of K-12 Educational Administration and Policy at Michigan State University, USA.