Talk or Walk: School Principals and Shared Instructional Leadership

Autor/inn/en	Baker, Sheila; Decman, John; Willis, Jana M.
Titel	Talk or Walk: School Principals and Shared Instructional Leadership
Quelle	In: School Leadership Review, 15 (2020) 1, Artikel 17 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Principals; Assistant Principals; School Administration; Instructional Leadership; Transformational Leadership; Participative Decision Making; Strategic Planning; Technology Integration; Role Perception; Leadership Role; Librarians; School Libraries; Librarian Teacher Cooperation; Professional Personnel; Elementary Secondary Education; Public Education; Texas + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Instruction; Leadership; Bildung; Erziehung; Führung; Strategy; Planning; Strategie; Planung; Role conception; Rollenverständnis; Librarian; Bibliothekar; Bibliothekarin; School library; Schulbibliothek; Personalbestand; Öffentliche Erziehung
Abstract	Beginning in March of 2020, public school educators at all levels were thrown into a situation in which they were required to drastically alter pedagogical approaches to teaching and learning. The move from classroom-based instruction to a virtual platform, whether synchronous or not, was too often done on-the-fly and with less than optimal results (Hobbs & Hawkins, 2020; Natanson & Strauss, 2020). With the realization and acceptance, albeit grudgingly, that web-based, internet-based, and/or virtual platforms need to be greatly expanded to the population and may become the norm for public education, there clearly exists a need for an expanded definition of instructional leadership (Harris & Jones, 2020; Harris, 2020). More recently, principals find themselves in a situation where there are many questions about educational and pedagogical planning, but there are few current answers. COVID-19 and the overwhelming amount of uncertainty that permeates society, much less education, has ushered in a new level of importance for meaningful, goal-oriented educational leadership. A campus vision related to the inclusion of technology in pedagogical and instructional approaches to teaching and learning by administrators and adopted by all stakeholders, including the school librarian, is necessary to support teachers and students throughout innovation adoption and sustainability of innovation, especially in times of uncertainty for public education (Brown, 2014; Hall, 2015; Harris, Mayo, et al, 2013). The purpose of this study was to explore perceptions of school administrators regarding the role of the professionally trained school librarian in the K-12 environment with respect to campus change processes and activities that relate to collaboration between the librarian and the classroom teacher. To investigate this purpose, the researchers elicited data from specific questions on the Principal Technology Leadership Assessment Survey (PTLA--Principals Technology Leadership Assessment, 2006) that were overtly related to the purpose of the research. The Principal Technology Leadership Assessment Survey was distributed by email to principals and assistant principals listed in the current Texas Education Agency database. Findings from the study provide evidence that practicing school administrators' awareness of the value of utilizing the professionally trained school librarian's skills and expertise in the librarian's role as a campus collaborator and leader have significant need for expansion. (ERIC).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01