Beyond turnaround: a synthesis of relevant frameworks for leaders of sustained improvement in previously low-performing schools

Hitt, Dallas Hambrick; Meyers, Coby V.

doi:10.1080/13632434.2017.1374943

Cited by 20 publications

(19 citation statements)

References 12 publications

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“…The success of this Islamic school principal is not only seen from the results, but it is seen from the process of implementation in the achievement of success. How leaders support student achievement has great implications for schools in need of turnaround, as there is no example of a turnaround absent high-quality leadership [13]. It is starting from the communication process.…”

Section: Resultsmentioning

confidence: 99%

The Leadership Style of Islamic High School Principle in Decision Making

Ismail¹,

Aliman²,

Bensulong³

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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One of the determinants of the success of Madrasah Aliyah is the leadership factor, while the core of leadership is decision making, and the way of making decisions determines the leadership style of a leader. The purpose of this research is to know the leadership style in decision making. This research uses qualitative approach with descriptive method. Data collection techniques are observation, interview, and documentation. Data analysis uses learning method and study data, unity, categorization and interpretation. The results show that the leadership style of Madrasah Aliyah Principal uses an executive leadership style. This can be seen in the decision making principals of Madrasah who have excellent personality, and able to communicate by using two-way communication patterns. Success achieved, can be seen from the achievement of work programs and the achievements of learners.

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Section: Resultsmentioning

confidence: 99%

The Leadership Style of Islamic High School Principle in Decision Making

Ismail¹,

Aliman²,

Bensulong³

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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“…Research remains unclear about which turnaround strategies and practices do and do not work (Hitt & Meyers, 2017). In his analysis of existing quantitative studies investigating turnaround, Stuit (2012) finds that many schools fail in their turnaround initiative, which in turn limits the sample of schools from which to learn.…”

Section: Policy and Research Context For School Turnaroundmentioning

confidence: 99%

“…In his analysis of existing quantitative studies investigating turnaround, Stuit (2012) finds that many schools fail in their turnaround initiative, which in turn limits the sample of schools from which to learn. The lack of data sources meeting rigorous criteria to demonstrate turnaround may contribute to the field's inability to provide insightful practical and policy guidance (Hitt & Meyers, 2017). Perhaps not surprisingly, literature on school turnaround continues to consist primarily of case studies more than a decade after the publication of a federally backed practice guide on school turnaround (Hitt & Meyers, 2017;Herman et al, 2008).…”

Section: Policy and Research Context For School Turnaroundmentioning

confidence: 99%

Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement

et al. 2019

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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.

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“…But while such efforts can be immensely valuable, they only touch the surface of problems that are deeply rooted in K-12 education (DeMatthews & Mawhinney, 2014). Institutionalized racism and other biases have been so pervasive in our schools, for such a long time (DeCuir & Dixson, 2004;Tate, 1997), that it will take nothing short of a truly comprehensive, districtwide strategy to address them (Hitt & Meyers, 2018). The problem, though, is that district leaders have few concrete examples of what it might look like to design and implement such a wholesystem equity agenda.…”

Section: District Change Strategiesmentioning

confidence: 99%

Leading with a commitment to equity

Meyers¹,

Goree²,

Burton³

2019

Phi Delta Kappan

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To fulfill educational promises such as “every student succeeds,” district leaders must embrace an agenda committed to equitable opportunities for students. Doing so requires breaking from managerial norms to identify new ways forward that prioritize historically low-performing schools. Coby Meyers, Lamar Goree, and Keith Burton distill research results from a case study of a team of urban district leaders who ignited change in a subset of their schools that have traditionally been low performing. They highlight how a system-wide shift to equitable opportunities led the district to create new structures, prioritize talent and skillsets, change cultures, and provide essential supports for those schools.

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Beyond turnaround: a synthesis of relevant frameworks for leaders of sustained improvement in previously low-performing schools

Cited by 20 publications

References 12 publications

The Leadership Style of Islamic High School Principle in Decision Making

The Leadership Style of Islamic High School Principle in Decision Making

Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement

Leading with a commitment to equity

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