Elementary and Middle and Secondary Education Administration Commons^™

Examining Superintendent Turnover Intent: A Quantitative Analysis Of The Relationship Between Exchange Commitment And The Turnover Intent Of Public School Superintendents In Texas, Johnny R. O’Connor, Jr., Vance Vaughn

School Leadership Review

Quality leadership in a school district is critical to school improvement (Dunlap, Li, & Kladifko, 2015; Kersten, 2009; Leithwood, Seashore, Anderson, & Wahlstom, 2004). School leaders must be capable of providing vision, focus, and support to their staff, in order to facilitate a positive working culture, and achieve sustainable academic success. Given the competitive nature and complexities of building a quality workforce, when a quality leader is hired, it is typically in the best interest of an organization to retain this talent. However, planning for employee retention requires a detailed understanding as to why an individual desires to leave their …

Perceptions Of Beginning Teachers And Mentor Teachers: Case Study Of A Campus Mentor Program, Deborah F. Spoon, Ray Thompson, Paul Tapper

School Leadership Review

Attrition of teachers is a concern for leaders in education; teacher turnover is higher in education compared to many other occupations and professions, especially in the first years on the job (Ingersoll 2003; Ingersoll & Perda, 2010). Nearly half a million teachers leave the education field every year (Alliance for Excellent Education, 2014) while the recruitment and training of teachers is costing the United States about $2 billion each year (Rizga, 2015). The high turnover places a financial burden on districts resulting in decreased resources for books, materials, and staff development of teachers; additionally, replacing teachers can disrupt the instructional …

Principles And Principals: Leveraging K-12 Principal Training And Evaluation Standards To Support Environmental, Ecological, And Sustainability Education, Rodolfo Rincones-Delgado, Anthony D. Feig

School Leadership Review

Ecoliteracy is the pedagogical grouping of environmental science, ecology and sustainability studies. This paper is a policy analysis of how principal training and evaluation standards may support a principal’s building-level efforts to establish and sustain an ecoliteracy mission and curriculum in US public K-12 schools. A comparative case study of leadership standards in Texas and Michigan was conducted to support the argument that school administrator training and evaluation standards in both states can lend formal, codified support to a sufficiently determined school leader’s efforts to center the school’s mission on ecoliteracy. The limitations of this support are also discussed.

The Early Promise Of Tbri Implementation In Schools, Mark J. Reid, Angela M. Proctor, Thomas R. Brooks

School Leadership Review

The program known as Trust Based Relational Intervention® (TBRI®) began as an exploration into the detrimental behaviors of foster and adopted children placed in homes with unsuspecting caregivers who assumed their living environment would result in positive results rather than fear based emotions and behaviors. The researchers at the Karyn Purvis Institute of Child Development (KPICD) at Texas Christian University held summer camps for adopted children and through that work developed an intervention to meet the needs of children who had experienced trauma. KPICD identifies these young people as “children from hard places” (Purvis & Cross, 2005). Copeland et al …

Full Issue Summer 2018 Volume 13, Issue 2

School Leadership Review

No abstract provided.

Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal …

The Critical Need For Mental Health Education To Be Mandated In New Mexico's Public Schools, Bonnie L. Murphy

Shared Knowledge Conference

Based on a review of research and best practices in mental health awareness and skills, this inquiry project argues for state legislative policies that would require mental health awareness and skills in the K-12 curriculum. Mental health affects individual accomplishments in every stage of people’s lives beginning in early childhood and throughout the life cycle. Prevention and treatment of mental illness plays a key role in the ability of an individual to cope with loss and develop resiliency and perseverance in challenging times and to make better decisions that improve the individual’s life and the lives of those around them. …

Grade Span Configuration And Academic Performance For Students In Poverty: A Texas Multiyear Analysis, M. Chad Jones, John R. Slate, George W. Moore, Cynthia Martinez-Garcia

School Leadership Review

Grade-span configuration refers to the range of grades within a school (Coladarci & Hancock, 2002). The debate over the benefits of one grade span configuration over the other has ensued for decades (Howley, 2002). Specific questions in this debate are (a) Which grade span configuration is most cost effective?; (b) Which grade span configuration yields the best academic achievement?; and (c) Which grade span configuration best meets the social and emotional needs of middle level children? (Howley, 2002).

Rural Superintendents' Experiences In The Application Of Principle-Centered Leadership At The Personal And Interpersonal Levels, Shelby Davidson, Jennifer T. Butcher

School Leadership Review

Covey ( 1990) suggested that to achieve success in leadership, one must identify core values and principles and ensure that managerial and organizational systems are aligned with these values and principles. These values explained by Covey in principle-centered leadership are built upon the foundation principles of trustworthiness at the personal level and trust at the interpersonal level, which allows for empowerment at the managerial level and alignment at the organizational level. Covey explained that trust or the lack of trust is the foundation of success or failure both in relationships as well as business, industry, education, and government. Combs, Edmonson, …

Leading Through Following: Understanding The Intersection Of Followership, Leadership And Collaboration, Jonte' C. Taylor, Doris Hill

School Leadership Review

There is a popular saying around education that, "a bad principal can convince a teacher to leave a good school; while a good principal can convince a teacher to stay at a bad school." In a blog post titled Teachers Quit Principals, Not Schools, Barnes (2017) writes about teacher and administrator interactions and how those relationships effect personal decision-making and school climate. Both the popular educational saying and Barnes's writing, while not directly, speak to the relationship between leaders and followers and how that dynamic sometimes plays out in educational settings. Broadly speaking, the dynamic between leadership and followership is …

Metacognitive Awareness And Mindset In Current And Future Principals, Tara L. Beziat, Yvette Bynum, Erin F. Klash

School Leadership Review

Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should …

The Relationship Between School Climate And Teacher Self-Efficacy In A Rural Virginia School System, Paige Lacks, Scott B. Watson

School Leadership Review

School climate is one of the most significant factors in solidifying an effective learning environment. In today’s complex educational system, leaders face daily challenges in the world of high stakes testing and state accreditation that force them to ensure that they have implemented reforms that will provide sustained improvement in student achievement. As a result, school leaders and teachers must possess the ability to change and adapt to their conditions for continuous organizational improvement despite possible resistance from stakeholders. Moreover, with diverse teacher experience levels, leaders consistently assess and evaluate the instructional practices in their building to empower teachers to …

Full Issue Fall 2008 Volume 3, Issue 3

School Leadership Review

No abstract provided.

Full Issue Spring 2009 Volume 4, Issue 2

School Leadership Review

No abstract provided.

Full Issue Winter 2009 Volume 4, Issue 1

School Leadership Review

No abstract provided.

Full Issue Spring 2010 Volume 5, Issue 2

School Leadership Review

No abstract provided.

Full Issue Summer 2016 Volume 11, Issue 2

School Leadership Review

No abstract provided.

Full Issue Winter 2016 Volume 11, Issue 1

School Leadership Review

No abstract provided.

Full Issue Summer 2015 Volume 10, Issue 2

School Leadership Review

No abstract provided.

Full Issue Winter 2015 Volume 10, Issue 1

School Leadership Review

No abstract provided.