Leading School-Wide Improvement in Low-Performing Schools Facing Conditions of Accountability: Key Actions and Considerations

Autor/inn/en	Cosner, Shelby; Jones, Mary F.
Titel	Leading School-Wide Improvement in Low-Performing Schools Facing Conditions of Accountability: Key Actions and Considerations
Quelle	In: Journal of Educational Administration, 54 (2016) 1, S.41-57 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-08-2014-0098
Schlagwörter	Educational Improvement; Accountability; Leadership; Literature Reviews; Goal Orientation; School Administration; Educational Planning; Coordination; Teacher Evaluation; Curriculum Evaluation; Teacher Effectiveness; Capacity Building; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Verantwortung; Führung; Führungsposition; Zielorientierung; Zielvorstellung; Bildungsplanung; Koordination; Teacher appraisal; Lehrerbeurteilung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Purpose: The purpose of this paper is to advance a framework that identifies three key domains of work and a set of more nuanced considerations and actions within each domain for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. Design/methodology/approach: Review of literature. Findings: Drawing from the work of Robinson "et al." (2008), the authors identify and discuss a set of nuanced considerations and actions for school leaders seeking to improve school-wide student learning in low-performing schools facing conditions of accountability. These considerations and actions fall into three broad domains of leader work: first, goal setting and planning for goal achievement; second, promoting and participating in teacher learning; and third, planning, coordinating, and evaluating teaching and curriculum. Practical implications: This paper generates implications for school leaders, and school leader developers, school districts, and state departments' of education. The authors detail two key implications for school districts and/or state departments' of education as they seek to offer guidance and support to low-performing schools facing conditions of accountability. It also generates a testable framework that can be drawn upon to examine school improvement and the work of school leaders in low-performing schools facing conditions of accountability. Originality/value: The analysis reveals unique challenges and considerations situated within each of the three domains of leader work found by Robinson "et al." (2008) to have moderate to strong effects on student outcomes. These issues motivate an assortment of more nuanced leader actions and considerations in each of the three domains of leader work of consequence to student learning. The analysis provides an important accounting of an assortment of nuanced actions and considerations likely to be necessary if leaders are to support the improvement of student learning in these uniquely challenged settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01