Female Principals Leading in 21st Century Urban Schools: Instructional Leadership, Supervision and Evaluation in the Era of Accountability

Lavetta Henderson, Sheila D. Moore

Abstract


Abstract

This study examined the leadership practices of female principals in a 21st century urban school district.  The purpose of this study was to describe the present status of instructional leadership, teacher supervision and evaluation in the era of No Child Left Behind (NCLB) as experienced by ten female school principals in a Florida school district.  The study compared the findings from the literature in the areas of instructional leadership, supervision and evaluation.  The literature cited focused on the ways that female principals enacted the role of an instructional leader when supervising and evaluating teachers.

The study took the form of a case study in order to provide a detailed description of the leadership practices of female principles in a single school district in the state of Florida.  Interview questions were constructed based on the research question.  Each interview was transcribed and content analysis was employed to identify commonalities in the data.  Common themes were identified for the research question based on the responses of the principals.

The study revealed profound consistency between the information cited in the literature and the information reported by the ten principals in the areas of instructional leadership, supervision and evaluation.  The study also revealed the potential conflicts between the beliefs of the principals and the NCLB legislation and the effects of NCLB on the practices of the principals.


References


References

American Institutes For Research (2011). Florida’s Value-Added Model. Retrieved from www.fldoe.org/committees/pdf/air-intro-valueaddedmodel.pdf.

Beck, L. G. (2004). Reclaiming educational administration as a caring profession. New York, NY: Teachers College Press.

Beerens, D. R. (2010). Evaluating teachers for professional growth: Creating a culture of motivation and learning. Thousand Oaks, CA: Corwin Press.

Blasé, J., & Blasé, J. (2007). Empowering teachers: What successful principals do. Thousand Oaks, CA: Corwin Press.

Bogdan, R.C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Boston, MA: Allyn and Bacon.

Danielson, C., & McGreal, T.L. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Drago-Severson, E. (2004). Helping teachers learn: Principal leadership for adult growth and development. Thousand Oaks, CA: Corwin Press.

Florida Department of Education. 2012–13 Florida Teacher Evaluation Instructional Practice Models. Retrieved from http://www.fldoe.org/profdev/adpes.asp

Florida Department of Education. Approved District Performance Evaluation Systems. Retrieved from http://www.fldoe.org/profdev/adpes.asp.

Florida Statutes, 1012.34 (2011). Personnel evaluation procedures and criteria. Retrieved from http://www.flsenage.gov/laws/statutes/2011/1012.34

Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Alexandria, VA: ASCD.

Grimmett, P. P., Rostad, O. P., & Ford, B. (2002). The transformation of supervision. In C. Glickman (Ed.), Supervision in transition: 1992 yearbook of the Association for Supervision and Curriculum Development (pp. 185–202). Alexandria, VA: ASCD.

Growe, R., & Montgomery, P. (2001). Women and the leadership paradigm: Bridging the gender gap. National Forum. Retrieved http://www.nationalforum.com/12growe.htm

Kaplan, L. S., & Owings, W. A. (2004). Introduction to special issue: Teacher effectiveness. NASSP Bulletin, 88(638), 1–4.

Kennedy, K., Peters, M., & Thomas, M. (2012). How to use value-added analysis to improve student learning: A field guide for school and district leaders. Thousand Oaks: CA: Corwin.

McBride, M., & Skau, K. G. (1995). Trust, empowerment, and reflection: Essentials of supervision. Journal of Curriculum and Supervision, 10(3), 262–277. Retrieved from http://www.ascd.org/otb/cs/95spring/mcbride.htm

McMillan, J.H. & Schumachu, S.S. (1997). Research in education: A conceptual introduction. New York: Longman

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.

Nolan, J., & Francis, P. (2008). Changing perspectives in curriculum and instruction. In C. Glickman (Ed.), Supervision in transition: 2008 yearbook of the Association for Supervision and Curriculum Development (pp. 44–60). Alexandria, VA: ASCD.

RAND Corporation (2012). Teachers matter: Understanding teachers’ impact on student achievement. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.

Sanders, W. L. (2004, June). A summary of conclusions drawn from longitudinal analysis of student achievement data over the past 22 years. Paper presented to Governors Symposium, Asheville, NC.

Shakeshaft, C. (1989). Women in educational administration (2nd ed.). Newbury Park, CA: Corwin Press.

Shakeshaft, C., & Nowell, I. (2000). Gender and supervision. In The Jossey-Bass reader on educational leadership (pp. 257–266). San Francisco, CA: Jossey-Bass.

Shautz, D. (2005). Women supervisors have a greater understanding of what takes place in classrooms than men. Education, 116(2), 210–214.

Smith, W. F., & Andrews, R. L. (2008). Instructional leadership: How principals make a difference. Alexandria, VA: Association for Supervision and Curriculum Development.

Springer, S. J. (2006). Teacher perceptions of principal behavior related to student achievement. University of Nevada, Las Vegas. UMI ProQuest Digital Dissertation #9700419.

Stanley, R. B. (2002). Relationships between gender and teachers’ perceptions of principal effectiveness in Georgia schools. Georgia Southern University. UMI ProQuest Digital Dissertation #3053925.

Weber, R.P. (1990). Basic content analysis. Newbury Park, CA: Sage Publications.

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performances. Education Policy Analysis 10(12).

Wiles, J., & Bondi, J. (2000). Supervision: A guide to practice (5th ed.). Upper Saddle River, NJ: Merrill.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.

Zepeda, S. J. (2003). Instructional supervision: Applying tools and concepts. Larchmont, NY: Eye on Education.

Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purposes: What do teachers need, want, and get from supervision? Journal of Curriculum and Supervision, 14(1), 68–87. Retrieved from http://www.ascd.org/otb/jcs/98fall/zepeda.html


Full Text: PDF

Refbacks

  • There are currently no refbacks.