Challenges Facing Principals of Low-Performing Schools?

Duke, Daniel L.; Tucker, Pamela D.; Salmonowicz, Michael J.; Levy, Melissa K.

doi:10.7459/ept/28.2.02

Cited by 7 publications

(12 citation statements)

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“…In addition, when new to a school, principals believed they needed to build relationships with faculty before expecting them to change. We named this gear "rebuild and repair culture" because leaders believedand much research supportsthat getting into first gear was necessary to stabilize their schools and for staff to engage in change (Duke et al, 2007;Johnson et al, 2017;Redding and Corbett, 2018).…”

Section: Shifting Gears: a Metaphor For Turnaround Leadership Experiementioning

confidence: 99%

“…Second gear: introduce instructional improvements Shifting into second gear marked the beginning of a school leader's push for instructional initiatives and structures to improve student achievement and support student learning. We named this gear "introduce instructional improvements" because this focus matched up with literature about the stages of turnaround, which emphasize instructional improvement, organizational structures that support instruction, and professional learning opportunities (The Center on School Turnaround, 2017; Duke et al, 2007;Leithwood et al, 2010). For these principals, shifting into second gear meant introducing pedagogical and curricular updates to meet the needs of specific groups of learners, though it did not imply that these improvements were mastered.…”

Section: Shifting Gears: a Metaphor For Turnaround Leadership Experiementioning

confidence: 99%

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Turnaround leaders’ shifting gears in chronos and kairos time

Yoon

Barton

2019

JEA

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Purpose In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves. Design/methodology/approach This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways. Findings The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll. Originality/value Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

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Section: Shifting Gears: a Metaphor For Turnaround Leadership Experiementioning

confidence: 99%

Section: Shifting Gears: a Metaphor For Turnaround Leadership Experiementioning

confidence: 99%

Turnaround leaders’ shifting gears in chronos and kairos time

Yoon

Barton

2019

JEA

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“…It is evident from these studies that the personal and managerial leadership skills of the College Principal can dramatically improve students' achievement. Duke, Tucker, Salmonowicz and Levy (2006) established that lower academic achievement could be the result of ineffective leadership in an institution. Worse still, ineffective leadership may also lead to instability and staffing issues, a negative attitude by students to academic work and discipline, and an unsatisfactory college system and climate (Leithwood & Mascall, 2008).…”

Section: Academic Leadershipmentioning

confidence: 99%

“…Torrington, Hall and Taylor (2005) have reported that a successful leader knows how to balance meeting the human aspirations of the staff and achieving the set strategic goals of the institution. Several authors (Greenfield, 1986;Duke et al, 2006;Leithwood & Mascall, 2008) have stated that efficient leaders are at the same time effective human resource managers and that the latter attribute played an important part in delivering that overall efficiency. Educational leadership is defined by the way a leader guides teacher, students, support staff, and the local community towards active learning and higher academic achievement by the learners (DuFour, 2004).…”

Section: Academic Leadershipmentioning

confidence: 99%

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Bist¹,

Smith²,

Davies³

2019

IJHEM

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Although several academic studies have explored international students' academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students' academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase. IntroductionThis study aims to investigate the reasons for Low Academic Achievement (LAA) of first and second year international students studying at a private higher education college in London by examining (a) factors that influence international students' academic behaviour (SAB), (b) students' and lecturers' perception of learning, teaching and assessments practices used at the institution, and (c) professional services at the institution.The academic achievement of some first-and second-year students was not strong, and many were struggling to complete their programme of study. The non-completion of programs by first-and secondyear students was significantly affecting the overall progression and achievement rates at the College and this was a serious concern for the College's senior management team.LAA is a complex and multifaceted concept; there is much debate as to the factors which may influence it, and as a result no single definition of LAA exists. Every stakeholder in higher education (e.g., students, government, professional bodies and various providers) has its own view of LAA and sees the issues through their own particular lens. students fail to meet all the learning outcomes of the modules studied and therefore do not pass all the modules in an academic year and therefore do not complete their programme'. College, Staff and Student BodyThe institution where this research was carried out has a 200-year history. The institution began as school and developed into an English language College; however, since 1998 it has grown into a la...

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“…For example, principals engaged in turning around lowperforming elementary and middle schools as part of the University of Virginia's School Turn-Around Specialist Program were asked to identify the conditions that contributed to low student performance. 5 Twothirds believed that a lack of time for focused assessment played a role. Without such data, teachers were less likely to target instructional interventions and provide effective assistance to struggling students.…”

Section: Classroom Assessment Is Keymentioning

confidence: 99%

Effective Instructional Leadership Requires Assessment Leadership

Stiggins¹,

Duke²

2008

Phi Delta Kappan

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T here is universal agreement that principals can play a pivotal role in the improvement of student learning. Consequently, there is widespread agreement that principals should function as instructional leaders. Principal preparation programs offer courses on instructional leadership, and education scholars have written volumes on the subject. These courses and books emphasize knowledge and skills related to curriculum alignment, teaching methods, classroom observation, and evaluation and supervision of teaching. While all of these dimensions of instructional leader-Effective Instructional Leadership Requires Assessment Leadership Principals must support their teachers' use of assessments to improve learning. But if principals are not trained to use assessments for learning, how can they help?

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Challenges Facing Principals of Low-Performing Schools?

Cited by 7 publications

References 0 publications

Turnaround leaders’ shifting gears in chronos and kairos time

Turnaround leaders’ shifting gears in chronos and kairos time

A qualitative investigation into the reasons for low academic achievement of international students in a private college

Effective Instructional Leadership Requires Assessment Leadership

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