Descriptive Evidence on School Leaders’ Prior Professional Experiences and Instructional Effectiveness

Liebowitz, David D.; Porter, Lorna

doi:10.1080/15700763.2022.2160359

Cited by 4 publications

(3 citation statements)

References 51 publications

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“…It stands to reason that principals could be tapping teachers who they view and rate as more effective teachers. These performance results are consistent with prior work that more effective teachers may get tapped/enter principal preparation (Grissom et al, 2020); however, the evidence is mixed on this point (Goldhaber et al, 2019; Liebowitz & Porter, 2020).…”

Section: Discussionsupporting

confidence: 88%

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

Bastian,

Drake

2023

Educational Administration Quarterly

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Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods: Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns.

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Section: Discussionsupporting

confidence: 88%

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

Bastian,

Drake

2023

Educational Administration Quarterly

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“…Research on school leaders' prior professional experiences in Oregon reveals diverse pathways, including "skipping" the assistant principal role, offering nuanced insights into the career trajectories of educational leaders (Liebowitz & Porter, 2022). Notably, the study identified that teachers transitioning into leadership roles exhibit modestly higher instructional effectiveness, emphasizing the relevance of prior experiences in instructional roles when considering leadership transitions.…”

Section: Prior Leadership Experiences and Perceived Leadership Successmentioning

confidence: 95%

Investigating the Interplay of RAAT Leadership Qualities in Shaping School Leadership Competence in the Bani Landscape

Asirit

2023

IJEMDS

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This study delves into leadership strategies tailored to navigate the intricate challenges defined by Brittle, Anxious, Nonlinear, and Incomprehensible (BANI) nature, amidst dynamic disruptions such as the COVID-19 pandemic, climate fluctuations, economic inflation, and geopolitical conflicts. Employing a General Linear Model (GLM) analysis, this research reveals key findings; the total effects analysis demonstrates that the model’s predictors account for approximately 15.4% of the variance in school leadership competence (SLC), with notable correlations between “prior leadership experiences” and “school leadership competence,” as well as “RAAT leadership qualities” and “school leadership competence.”; the mediator model 1 (m1) unveils distinctive leadership competencies in individuals with “prior leadership experiences,” influenced by age, gender, and educational attainment; mediator model 2 (m2) shows no significant relationship with organizational climate; mediator model 3 (m3) highlights the positive impact of “RAAT leadership qualities” on leadership style, influenced by educational background; the full model reveals positive relationships between leadership behavior, organizational climate, and leadership style, all associated with school leadership competence. Fifteen indirect effects are examined, emphasizing the significance of RAAT leadership qualities and perceived leadership success in shaping leadership style. These findings hold practical implications for leadership development in the ever-evolving BANI world, extending to educational institutions and leadership programs, urging the nurturing of leadership qualities, support for prior leadership experiences, and the promotion of conducive organizational climates.

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“…The ongoing effects of the Covid 19 pandemic had also brought about increased fallout of students, both in absenteeism and attrition. The decline of academic achievement during summer 2020 was well documented (Heinrich, et al, 2020;Kuhfeld, 2019, Kuhfeld & Tarasara 2019Kuhfeld, Condron, & Downey, 2019;Kurtz, 2020;Liebowitz, Porter, 2020). In addition, data of some states within the United States revealed a one-month loss of skills acquired during the school year.…”

Section: Semiotics and Discoursementioning

confidence: 95%

Can Dialogic Narratives and Discourse Engage Online Learners?

COOK

2023

Participatory Educational Research

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This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin’s theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses.

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Descriptive Evidence on School Leaders’ Prior Professional Experiences and Instructional Effectiveness

Cited by 4 publications

References 51 publications

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

Investigating the Interplay of RAAT Leadership Qualities in Shaping School Leadership Competence in the Bani Landscape

Can Dialogic Narratives and Discourse Engage Online Learners?

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