The NCLB (2001) mandated that each state to adopt academic standards for all students in core academic content areas of reading/language arts, math, and science, with directions that required all states to implement a statewide assessment system aligned to content expectations in reading/language arts, math, and science (Leithwood & Mascall, 2008). In order to receive federal funding, one requirement of NCLB is that school districts must disclose accountability plans to the U.S. Department of Education. Such plans must define the procedures in place to hold leaders of districts and schools’ principals accountable for improving student achievement.
The main intention of the NCLB (2002) is to improve academic performance for all students, …show more content…
The contribution of principal leadership is viewed as a key variable in research associated with effective schools and effective school principals (Edmonds, 1979; Weber, 1979; Brookover and Lezotte, 1979; Rutherford, 1985; Hallinger and Murphy, 1986). Effective school principals contribute to student academic achievement by being a leader of instruction. Today’s effective principals “know what good and effective instruction looks like so they can provide feedback to guide teachers” (p. 20). A seminal 2004 study, How Leadership Influence Student Learning, asserted that effective principal leadership is one, if not the most important school-based factor in children’s academic success, and noted that it is the principal leadership contribution that is found to be the key element in “turnaround schools” (Leithwood, Louis, Anderson, & Wahlstrom, 2004, p. 45). What exactly is it that effective principals do that influence classrooms’ instructions and impact learning, especially in failing schools? Many researchers, have tried to answer this question. A recently published study by the Wallace Perspective Foundation reported that there are five practices in particular that seem central to effective school leadership (The Wallace Foundation, 2012):
1. Shaping a vision of academic success for all students, one based on high standards.
2. Creating a climate hospitable to education …show more content…
Focus was on extending educator’s understanding of the types of goals selected by instructionally effective schools and activities of principals in schools that were successful in promoting the academic achievement levels of students. The results of this research suggested that all schools use multiple goals. One goal, to insure academic excellence, was statistically significant. The results also provided evidence about the kinds of activities that principals should engage in if they are to be instructional
The main intention of the NCLB (2002) is to improve academic performance for all students, …show more content…
The contribution of principal leadership is viewed as a key variable in research associated with effective schools and effective school principals (Edmonds, 1979; Weber, 1979; Brookover and Lezotte, 1979; Rutherford, 1985; Hallinger and Murphy, 1986). Effective school principals contribute to student academic achievement by being a leader of instruction. Today’s effective principals “know what good and effective instruction looks like so they can provide feedback to guide teachers” (p. 20). A seminal 2004 study, How Leadership Influence Student Learning, asserted that effective principal leadership is one, if not the most important school-based factor in children’s academic success, and noted that it is the principal leadership contribution that is found to be the key element in “turnaround schools” (Leithwood, Louis, Anderson, & Wahlstrom, 2004, p. 45). What exactly is it that effective principals do that influence classrooms’ instructions and impact learning, especially in failing schools? Many researchers, have tried to answer this question. A recently published study by the Wallace Perspective Foundation reported that there are five practices in particular that seem central to effective school leadership (The Wallace Foundation, 2012):
1. Shaping a vision of academic success for all students, one based on high standards.
2. Creating a climate hospitable to education …show more content…
Focus was on extending educator’s understanding of the types of goals selected by instructionally effective schools and activities of principals in schools that were successful in promoting the academic achievement levels of students. The results of this research suggested that all schools use multiple goals. One goal, to insure academic excellence, was statistically significant. The results also provided evidence about the kinds of activities that principals should engage in if they are to be instructional