Linda and Chase Final Version Midterm PPTVO2

How Principals Manage their Time to Improving Instruction in their Schools:

How Principals Manage their Time to Improving Instruction in their Schools Presented by Linda F. Jensen & Chase Hetland Secondary Education 740 Curriculum, Instruction and Assessment Linda.Ketcham@usd.edu

 References: :

References: Antctil , 2010. [Article] Curriculum Leadership: Readings for Developing Quality Education Programs. Ninth Edition. 119-146. DiPaola & Hoy, 2008. Hoy, Wayne & DiPaola, Michael (Eds.) (2008 [Article.] Improving Schools: Studies in Leadership and Culture. Charlotte, NC: Information Age Publishing. 152-159. Green, 2010; Jenkins, 2009; Wanzare & Da Costa, [Article]. Association for Supervision and Curriculum Development. (ASCD). (2002). 64-72. Grigsby,Bettye, Schumacher,Gary, Decman,John & Simieou III,Felix. A Principal’s Dilemma: Instructional Leader or Manager, Volume 8, Issue 3, Summer 2010, Posted On Tue, Aug. 24, 2010, 12:47:00. King , 2002. Rice , J.K. (2002) . [Article]. Cost analysis in education policy research: A comparative analysis across fields of public policy . In. H.M. Levin & P. McEwan (Eds.) , Cost-effectiveness analysis in education: Progress and prospects, 2002 Yearbook of the American Education Finance Association (pp. 21-36) . Larchmont, NY: Eye on Education . Levine, 2005. [Article]. Educating School Leaders. 25-32. W. Norton Grubb . [Article]. Correcting the Money Myth: Rethinking School Resource. p. 35.

What does this have to do with teachers?:

What does this have to do with teachers? Newmann , Smith, Allensworth , and Bryk found that “principals were key to instructional program coherence and the delivery of high-quality instruction in Chicago schools (2001)” “Supervision is the collaborative and informal process between principals and teachers aimed at improving teaching and learning in the classroom ( Hackmann 2009 )” A study found principals to have a direct effect on instruction, and they also found that “these effects are more likely to be mediated by other school and classroom factors than directly by principal actions ( Supovitz and Sirinides 2010)”

How do principals use their time with teachers effectively:

How do principals use their time with teachers effectively Creating trusting relationships Classroom walkthroughs (observations) Providing feed back Principal-Teacher walk through partners

Creating Trusting Relationships:

Creating Trusting Relationships Principal-Teacher relationships “Instruction quality can be improved by promoting social trust among staff members ( Youngs and King 2002)” “The principal should create a sense of trust such that teachers are willing to discuss instructional issues with them during formal and informal supervision, and establish regular meeting times for teachers to discuss instructional issues ( Wahlstrom and Louis 2008 )” Study found that higher performing elementary and high schools had a principal that worked collaboratively with teachers (Heck Larson and Marcoulides 1990)

Walk Throughs:

Walk Throughs Walk throughs are a proven method of improving instruction ( Wahlstrom and Louis 2008 ) Short, and unannounced (Martha and Alfredo 2007) A research study done on walk throughs provided a testimonial of a principal stating the importance of walk throughs (Martha and Alfredo 2007) More benefits than improved instruction

Providing Feedback :

Providing Feedback Very important follow up from observations Teachers request feedback from walk throughs ( Gordon and Meadows 1995) It is better to provide teachers with deeper feedback (Turnbull et. al. 2009)

Principal-Teacher Partner Walk Throughs (Bushman 2006):

Principal-Teacher Partner Walk Throughs (Bushman 2006) Principal thought there was need for change The process Scheduled all teachers for walk-throughs Walk-through’s occurred in 8-10 classrooms Upon leaving the classroom, a conversation of what was observed was held Meeting was held involving all teachers in the walk through’s

Principal-Teacher Partner Walk Throughs Benefits (Bushman 2006):

Principal-Teacher Partner Walk Throughs Benefits (Bushman 2006) Teachers point of view More openly reflective teachers Establishing connections through curriculum Student engagement

Conclusion:

Conclusion Take the time to create trusting/positive relationships with teachers, and create these relationships within teachers as well Use short, unannounced walk throughs to evaluate instruction that is occurring in the classrooms Provide deep, meaningful feedback to teachers Use different methods, or modifications of walk throughs to evaluate and improve instruction

References:

References Bushman, J. (2006). Teachers as Walk-Through Partners. [Article]. Educational Leadership, 63 (6), 58-61. Gordon, B. G., & Meadows, R. B. (1995). School principals' perceptions: The use of formal observation of classroom teaching to improve. [Article]. Education, 116 (1), 9 . Hackmann , D. G. (2009). Principals Improving Instruction: Supervision, Evaluation, and Professional Development. [Book Review]. Educational Administration Quarterly, 45 (4), 643-650 . Heck, R., Larson, T. J., & Marcoulides , G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26 (2), 94-125 . Martha, O., & Alfredo, R. (2007). Principals’ Instructional Leadership Within a Teacher Performance Appraisal System: Enhancing Students’ Academic Success. [Article]. Journal of Personnel Evaluation in Education, 20 (1/2), 85-110 . Newmann , F. M., Smith, B., Allensworth , E., & Bryk , A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. [Article]. Educational Evaluation & Policy Analysis, 23 (4), 297-321 . Supovitz , J., Sirinides , P., & May, H. (2010). How Principals and Peers Influence Teaching and Learning. [Article]. Educational Administration Quarterly, 46 (1), 31-56. Turnbull, B. J., Haslam , B. M., Arcaira , E. R., Sinclair, B., Coleman, S. (2009). "Evaluation of The School Administration Manager Project." Policy Studies Associates, Inc.: 1-138 . Wahlstrom , K. L., & Louis, K. S. (2008). How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility. [Article]. Educational Administration Quarterly, 44 (4), 458-495. Youngs , P., & King, M. B. (2002). Principal Leadership for Professional Development to Build School Capacity. [Article]. Educational Administration Quarterly, 38 (5), 643.

Questions?:

Questions? Chase.hetland@usd.edu