Successful Leadership in Three High-Poverty Urban Elementary Schools

Autor/inn/en	Jacobson, Stephen L.; Brooks, Sharon; Giles, Corrie; Johnson, Lauri; Ylimaki, Rose
Titel	Successful Leadership in Three High-Poverty Urban Elementary Schools
Quelle	In: Leadership and Policy in Schools, 6 (2007) 4, S.291-317 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Report Cards; Elementary Schools; Poverty; Academic Achievement; Educational Change; Principals; Urban Schools; Instructional Leadership; Administrator Effectiveness; Case Studies; Safety; Educational Environment; Teacher Attitudes; Administrator Education; Accountability; New York + Suchen Sie Ihr Suchwort? Berichtszeugnis; Elementary school; Grundschule; Volksschule; Armut; Schulleistung; Bildungsreform; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Sicherheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Verantwortung
Abstract	This study examined the beliefs and practices of three principals during whose tenure their high-poverty urban elementary schools experienced improved student achievement. A two-stage, multiple case-study methodology was employed. First, New York State Education Department (NYSED) school report card data were analyzed to identify case-study sites. Three high-need elementary schools whose student achievement scores improved after the arrival of the current principal were selected for study. Next, a multiperspective interview protocol was utilized to triangulate the perceptions of the administrators, teachers, members of support staffs, parents, and students at each of the three sites to understand how their respective principal contributed to the school's success. Findings revealed that all three principals responded to the challenges of their high-poverty communities by establishing safe, nurturing environments for children and adults; setting high expectations for student performance, and holding everyone--students, faculty, staff, parents, and themselves--accountable for meeting those expectations. Although different in personal style, all three set clear directions for the school and then influenced members of the school community to begin moving in that direction, in great measure by modeling the behaviors and practices they desired. The article concludes with recommendations about the preparation and practices of school leaders who serve or aspire to serve in high-need communities. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10