The District Leadership Challenge: Empowering Principals to Improve Teaching and Learning

Autor/inn/en	Bottoms, Gene; Fry, Betty
Institution	Southern Regional Education Board
Titel	The District Leadership Challenge: Empowering Principals to Improve Teaching and Learning
Quelle	(2009), (80 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; Educational Change; Community Leaders; Strategic Planning; School Restructuring; Academic Achievement; Principals; Empowerment; Educational Improvement; Administrator Role; Achievement Gains; Educational Administration; Work Environment; Administrator Attitudes; School Districts; Teaching Methods; Professional Development; Theory Practice Relationship; School Community Relationship; Change Strategies + Suchen Sie Ihr Suchwort? High school; Oberschule; Bildungsreform; Community leadership; Gemeindeleitung; Strategy; Planning; Strategie; Planung; Schulreformplan; Schulumwandlung; Schulleistung; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Arbeitsmilieu; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Lösungsstrategie
Abstract	Principals can profoundly influence student achievement by leading school change, but they cannot turn schools around by themselves. District leaders need to create working conditions that support and encourage change for improved achievement, rather than hindering principals' abilities to lead change. This report includes principals' perceptions of the working conditions their districts create and outlines key actions districts need to take to empower principals to improve teaching and learning. The report proposes seven specific strategies, including: establishing a clear focus and strategic plan for improving student achievement; organizing and engaging the district office in support of each school; providing instructional coherence and support; investing heavily in instruction-related professional learning for principals; providing high quality data that link student achievement to school and classroom practices; optimizing the use of resources to support learning improvement; and using open credible processes to involve school and community leaders in school improvement. Appendices: (1) The High Schools That Work School Reform Framework; (2) About the SREB Study of High School Principals' Working Conditions; (3) Principal Interview Protocol; and (4) Resources for an Evidence-Based Educational Approach in High Schools. (Contains 2 tables and 44 endnotes.) (ERIC).
Anmerkungen	Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org/main/Publications/catalog/srebcatalog.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10