Five Critical Practices for Middle Grades Leadership: A Framework for School Improvement

Autor/inn/en	Nash, Ruth C.; Richardson, Yvette M.; Hodge, Patricia H.; Connell, Peggy H.; Green, Zebbra P.
Titel	Five Critical Practices for Middle Grades Leadership: A Framework for School Improvement
Quelle	In: Alabama Journal of Educational Leadership, 1 (2014), S.12-33 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle Schools; Middle School Teachers; Instructional Leadership; Educational Practices; National Competency Tests; Leadership Training; Educational Objectives; Alignment (Education); Academic Standards; Consortia; Accountability; Professional Development; Educational Improvement; Program Evaluation; Models; Academic Achievement; Program Implementation; Pilot Projects; Evidence Based Practice; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Führungslehre; Educational objective; Bildungsziel; Erziehungsziel; Vereinigung; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Analogiemodell; Schulleistung; Pilot project; Modellversuch; Pilotprojekt
Abstract	Based on current research, many students in the middle grades (6-8) have not performed at their highest academic levels. In 2011, more than one-half of eighth graders in 16 Southern states scored basic or below basic on the National Assessment of Educational Progress (NAEP). Alternatively, effective principal-leaders strategically demonstrated practices transforming schools into institutions of learning and improved student performance. To support the development and refinement of middle grades leadership expertise, educational leaders in the state collaborated to design a Middle Grades Leadership Academy (MGLA). The following Five Critical Practices synthesize the research findings and are critical to increased student learning: Focus on the direction, build a powerful organization, give life to data, ensure student-focused vision and action, and lead learning. In addition, educational leaders correlated and aligned the Five Critical Practices with the standards of the Mid-continent Research for Education and Learning (McREL), Interstate School Leaders Licensure Consortium (ISLLC), National Association of Elementary School Principals (NAESP), Southern Regional Education Board (SREB), Alabama Standards for Instructional Leaders, and State Department of Education: Alabama Plan 2020. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01