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Saturday, November 19 • 12:20pm - 1:30pm
District Support for Principal Effectiveness

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District-Principal’s Decision-Making Power Relationship at Regular Public Schools: A National Study Based on Principals’ Perceptions. Jiangang Xia, University of Nebraska- Lincoln; Jianping Shen, Western Michigan University; Jingping Sun, University of Alabama

This study examines district’s and principal’s influences on school decisions and their power relationship. By applying HLM methods to national 2007-08 Schools and
Staffing Survey data, we found that the three technical core or related areas (standards, curriculum, and professional development program) were more likely to be characterized as win-win situations, while the personnel (hiring and evaluating teachers) and budget areas presented a zero-sum relationship. No significant association was identified in the area of setting discipline.

Assessing Impact: The Role of Leadership Competency Models in Developing Effective School Leaders. Jennie Christine Welch, Georgia Leadership Institute for School Improvement; Meriem Hodge, California State University, Fullerton

The purpose of this case study is to examine the impact of a research-based framework that captures the leadership dispositions essential for school and student success on the development of aspiring leaders in a one school system. This research seeks to illuminate the utility of the framework for defining leadership competency models and aligning professional learning for aspiring leaders to the competencies and dispositions required for leadership success.

Principal Supervisors: Boundary Spanners of Systemic Reform Efforts Aimed at Promoting Equity. Daniel D. Spikes, Jason Deric Salisbury, Isaiah Clarence McGee (Iowa State University)

This study is part of a larger qualitative case study that examined the role of the
school district central office in advancing equity. This study focused on the role of the principal supervisor in the district’s reform efforts intended to promote equity. Utilizing a conceptual framework developed from the literature on principals as street-level bureaucrats/boundary spanners, the roles of principal supervisors, and districts as institutional actors, we found that principal supervisors played an integral role.

Central Office Effect: Investigation Into the Influence of Principal Supervisor Professional Development on Principals’ Effectiveness. Michelle C. Farmer, Georgia State University

Sociocultural learning theory draws attention to interplay between individual and social learning in public and private settings. Guided by a sociocultural model, Vygotsky Space, this qualitative, comparative case study examines the nature of learning through the internalization of social interactions. Thematic coding of data uncovers relationships between learning and capacity building. Initial findings suggest creation of collaborative cultures of learning for leaders at all levels of an organization may improve teaching and learning opportunities for students.

Saturday November 19, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Richard A

Attendees (10)