Vision

Murphy, Joseph; Torre, Daniela

doi:10.1177/1741143214523017

Cited by 32 publications

(10 citation statements)

References 131 publications

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“…The literatures-district effectiveness, school effectiveness, effective principals, and many others-that vision and goal setting are critical (Murphy & Torre, 2015). A key first step is to identify what is not working well enough and must be working better (Duke, 2015).…”

Section: Discussionmentioning

confidence: 99%

District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses

Meyers

Sadler

2018

NASSP Bulletin

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School turnaround initiatives have prioritized the school principal as the change lever. Little overall consideration about the critical role district leadership plays. In this study, we analyze the turnaround launch and, improvement plans of school district leaders participating in a university, turnaround program. We find that district leaders identify certain systems, levers as more significant challenges than other ones, but their espoused, ways to address these challenges are disparate if determined at all. Implications for districts and schools are discussed.

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Section: Discussionmentioning

confidence: 99%

District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses

Meyers

Sadler

2018

NASSP Bulletin

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“…In contrast, school leaders can choose to transform schools to create more meaningful spaces for kids and adults. As Murphy and Torre (2015) wrote, "studies over the last two decades have confirmed that in improvement work, vision-related activity is the most powerful tool that principals possess" (p. 177). The current study aims to show how some leaders do this work by envisioning a new kind of education.…”

Section: Making Schooling Differentmentioning

confidence: 99%

From vision to reality: how school leaders nurture deeper learning

Richardson,

Bathon,

McLeod

2023

JEA

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PurposeThis article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.Design/methodology/approachUsing a case study approach, the authors collected data from interviews and observations of 30 school leaders.FindingsThe study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.Practical implicationsThis study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.Originality/valuePrevious studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

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“…First, principals galvanize schools' resources to realize the school vision, mission, and goals. The shared vision and mission enable resources to be aligned to achieve school goals (Murphy and Torre, 2015). For example, principals may focus on developing teachers and designing teachers' work to achieve school goals.…”

Section: Principal Leadershipmentioning

confidence: 99%

“…Principals of well-resourced schools may also be more involved in envisioning because there are adequate resources for realizing school academic goals. The importance of school resources is highlighted by Murphy and Torre (2015) who argued for the alignment between school visions, improvement, and organization including budgets (for resource allocation), operating procedures, structures, and policies.…”

Section: Inextricable Relationships Between School Contexts and Leadementioning

confidence: 99%

Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

2020

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The present study critically evaluates whether school leadership influences student learning homogenously regardless of school contexts. It examined relationships between four principal leadership variables (envisioning, instructional management, promoting professional development, empowerment) and two types of student outcomes (enjoyment in learning science, science achievement) in different school contexts [in terms of the availability of science resources, quality of science teachers, and school socioeconomic status (SES)]. The sample comprised 248,620 students and 9,370 principals in 35 developed countries who participated in the Programme for International Student Assessment (PISA) 2015. Latent profile analysis (LPA) showed that schools operated in three types of school contexts with different levels of science resources, proportion of quality science teachers, and school SES. There were also differences in the pattern of leadership practices across the three types of school contexts. Three-level hierarchical linear modeling (HLM) showed that among the four leadership variables, only instructional management was positively associated with students’ enjoyment of science in schools with less science resources and quality science teachers. Therefore, instructional management had compensatory effects for students in less-endowed schools. In contrast, principal leadership related to envisioning, teacher professional development, and empowerment was not positively related to students’ science learning in all three school contexts.

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Vision

Cited by 32 publications

References 131 publications

District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses

District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses

From vision to reality: how school leaders nurture deeper learning

Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

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