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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Teacher LeadershipJournal Articles (CIJE)Teacher and Principal Empowerment: National, Longitudinal, and Comparative Perspectives. Author: Shen, Jianping Availability: Journal Citation: Educational Horizons, v79 n3 p124-29 Spr 2001 Publication Date: 2001 ISSN: 0013-175X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2001 Abstract: Comparison of site-based management in 1987-88 and 1993-94 indicates that principals' leadership increased and teachers' leadership stagnated and was focused on classroom rather than schoolwide issues. There were discrepancies in principals' and teachers' perceptions of leadership. Teachers are still not empowered in many areas. (JOW) Descriptors: *Leadership; Longitudinal Studies; *Principals; *School Based Management; *Teacher Empowerment; Teacher Role Descriptive Terms: Theme issue: Leadership. EJ611177 EA537158 Developing Teacher Leaders: Providing Encouragement, Opportunities, and Support. Author: Buckner, Kermit C.; McDowelle, James O. Availability: Journal Citation: NASSP Bulletin, v84 p616 p35-41 May 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2001 Abstract: Principals play a key role in developing teacher leadership. To identify, develop, and support teacher leaders in their schools, principals should define teacher leadership, be comfortable with teacher leaders, encourage teachers to become leaders, help teachers develop leadership skills, and provide positive and limited constructive feedback. (MLH) Descriptors: *Administrator Responsibility; Elementary Secondary Education; Feedback; *Leadership Training; *Participative Decision Making; Power Structure; *Principals; Professional Isolation; *Teacher Administrator Relationship; *Teacher Empowerment Identifiers: *Teacher Leadership EJ611176 EA537157 Principals: Leaders of Leaders. Author: Childs-Bowen, Deborah; Moller, Gayle; Scrivner, Jennifer Availability: Journal Citation: NASSP Bulletin, v84 n616 p27-34 May 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2001 Abstract: Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results- driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and teacher expertise is also important. (Contains 18 references.) (MLH) Descriptors: *Administrator Responsibility; *Definitions; Elementary Secondary Education; *Leadership; *Principals; *Teacher Improvement Identifiers: Learning Communities; *Teacher Leaders EJ610700 TM522788 Schools without Principals: Do Both Management and Leadership Exist? Author: Creighton, Theodore B. Availability: Journal Citation: Research in the Schools, v6 n1 p17-24 Spr 1999 Publication Date: 1999 ISSN: 1085-5300 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Studied an elementary school in Casper, Wyoming, that functions without a principal. Each of the identified responsibilities of the principal is assigned to one or two individuals. Teacher teams appear to handle management responsibilities rather successfully, but are not addressing many of the leadership responsibilities of building principals. (SLD) Descriptors: *Educational Administration; Elementary Education; *Instructional Leadership; *Principals EJ575175 EA535122 Using the 4MAT Instructional Model for Effective Leadership Development. Author: Kaplan, Leslie Schenkman Availability: Journal Citation: NASSP Bulletin, v82 n599 p83-92 Sep 1998 Publication Date: 1998 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: Most principals believe their job includes identifying and developing future school leaders. Expectations for principals as teachers of adults are increasing. The 4MAT instructional model provides a user-friendly, research-based structure for principals to design powerful retreats and workshops aimed at increasing leadership behavior among all professional staff. (14 references) (MLH) Descriptors: *Adult Learning; *Leadership Training; *Management Development; *On the Job Training; *Principals; Program Descriptions; Secondary Education; Workshops Identifiers: *4MAT System; *Instructional Models; Retreats; Teacher Leadership EJ563903 EA534604 A School without a Principal. Author: Barnett, Demian; McKowen, Charlene; Bloom, Gary Availability: Journal Citation: Educational Leadership, v55 n7 p48-49 Apr 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV1998 Abstract: Teachers at a central California high school operate the school according to a strict, progressive set of principles. The Anzar communication guidelines specify teachers' commitment to communicating well, collective ownership of problems and problem solving, tolerance of differing ideas, individual accountability, dedication to helping and supporting others, and honesty in self-evaluation and peer coaching. (MLH) Descriptors: *Accountability; *Communication Skills; Guidelines; High Schools; Honesty; *Participative Decision Making; *Principals; Problem Solving; *Teamwork Identifiers: Management Practices; *Teacher Leadership EJ563899 EA534600 Do Teachers Feel Empowered? Author: Shen, Jianping Availability: Journal Citation: Educational Leadership, v55 n7 p35-36 Apr 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV1998 Abstract: According to National Center of Educational Statistics data, principals perceive that their influence on schoolwide issues has increased slightly (from 75% in 1987-88 to 85% in 1993-94). Teachers perceive their own influence as remaining the same and primarily confined to classrooms. Only 35% of teachers said they had considerable influence in establishing curriculum and setting discipline policy. (MLH) Descriptors: Decentralization; *Educational Change; Elementary Secondary Education; *Power Structure; *Principals; School Based Management; *Teacher Attitudes; *Teacher Empowerment Identifiers: *Teacher Leadership Documents (RIE)Examining Principal Succession and Teacher Leadership in School Restructuring. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB2000 Abstract: This report is based on a study that examined the effect of changing principals during a restructuring process. Data were collected at two rural elementary schools in a midsouthern state that had participated in the Accelerated Schools Project. The project's effectiveness was threatened by frequent principal succession at both schools. The schools were in different districts: one school included grades 3 through 6, and the other, pre-K through second. An interview protocol of 10 items explored teachers' perceptions regarding the characteristics of the school prior to initiation of the accelerated schools process, and the effects that principal succession had on the process, including teacher leadership. A protocol of five items guided the principal interviews and investigated principals' perceptions about coming to a school already involved in a restructuring process, including what they found to be particularly easy and difficult about assuming the principalship at a school where teachers had been trained in leadership roles. The results suggest that strong teacher leadership can mitigate the effects of a bad fit, at least for a short time. At neither school did changes in principals destroy the restructuring process. However, a strong match between the principal and the school's culture is of utmost importance. (Contains 15 references.) (RJM) Descriptors: Change Strategies; Educational Change; Elementary Education; *Instructional Leadership; Organizational Change; *Principals; Rural Schools; *School Restructuring; Teachers Identifiers: Accelerated Schools; *Principal Succession Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Louisiana ED431229 EA029876 Leadership Approach, the New Work of Teachers and Successful Change. Author: Sheppard, Bruce; Brown, Jean Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 26 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper describes case studies involving two Canadian high schools. These schools, recognized nationally and provincially as outstanding schools in dealing with multiple changes, provided a venue to explore the conditions that contribute to successful change. The research is based on the assumption that organizational learning is a valid framework for the study of how schools cope with change, illuminating the conditions that allow some schools to overcome barriers to innovation and to appear more successful than others in implementing various initiatives. The paper assesses the leadership approach that contributed to the schools' success to determine the extent to which the teachers' role was consistent with the six domains that Fullan claims are required if schools are to be "learning organizations." Data for the study consisted of interviews of teachers and administrators of both schools, as well as review of various documents, such as school academic-achievement reports. A leadership survey was administered to the entire school staff. The results demonstrate the dynamic, complex nature of change. The findings also demonstrate that such complexity does not prevent change, but often presents new opportunities. All principals were overtly engaged in the change process but also initiated structures that provided for distributed collaborative leadership. Contains 38 references. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Case Studies; Change Strategies; *Educational Change; High Schools; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Teacher Role Identifiers: Newfoundland Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Newfoundland ED431228 EA029875 Encouraging Teacher Leadership. Author: Fennell, Hope-Arlene Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Canadian Social Science and Humanities Research Council, Ottawa (Ontario). (BBB14823) Publication Date: April 1999 Language: English Pages: 30 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper discusses the stories of six female principals who encouraged the development of teacher leadership in their schools. The findings emerged from a phenomenological study on women principals' lived experiences with leadership. The document opens with a discussion of the research methodology used in the study, followed by brief discussions of constructivist leadership and of ways to encourage teachers in leadership. The principals profiled here were selected from 12 women principals in a large urban school board in Ontario, Canada. Data were collected through indepth interviews, which were used to explore and to gather experiential narrative material to use as a resource for understanding the phenomenon of leadership. Results show that in each of the six schools, teachers were involved in leadership processes outside of their classrooms. In addition to shared decision-making, the teachers were heavily involved in group planning and consensus-building activities for curriculum interpretation and implementation. Leadership was likened to a series of layers that are comprised of all members and all parts of the organization, and appear to be virtual and changing in nature. The layers appeared when they were required, changed when it was necessary, and vanished when they had accomplished their purposes. Contains 22 references. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Educational Change; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Teacher Role; *Women Administrators Identifiers: Ontario Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Ontario ED430297 EA029820 The Relationship of Organizational Health, Leadership, and Teacher Empowerment. Author: Valente, Michael E. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: This paper looks at factors that affect the educational environment. It reports on a study in which survey responses were collected from 10,170 teachers in 331 Chicago schools. Results reaffirm the commonly held belief that teachers are the primary force in a school's output. However, findings indicate that the teachers' influence on a school's organizational health is statistically less significant than that of the principal. The teachers saw themselves as the main characters within the school and the determinant of the productive output, yet it was the students themselves, the organizational health of the school, and the external community that determined the educational output. The findings suggest that whereas teachers may view the principal as a deliverer of goods and services, they believe his or her task as the leader is to maintain the teachers' commitment to productivity, while drawing the parents and community into the school in a manner that the teachers find significant. Teachers also reported that the relationship between principals and teachers improves with empowerment, such as the empowerment derived from site-based management. It is recommended that when examining the educational environment, the principal's view be explored in conjunction with the teachers' outlook. (RJM) Descriptors: *Educational Environment; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; *Principals; School Based Management; Teacher Attitudes; *Teacher Empowerment Identifiers: *Chicago Public Schools IL Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Illinois |