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Novice Principals Need Peer Mentoring, Rosalinda Hernandez, Velma D. Menchaca
Novice Principals Need Peer Mentoring, Rosalinda Hernandez, Velma D. Menchaca
Organization and School Leadership Faculty Publications and Presentations
In this era of accountability, principals are now responsible for student achievement on high-stakes state-mandated assessments and the No Child Left Behind Act. The novice principals who enter the profession today face a multitude of issues as they learn on the job. Skills necessary to lead highly complex schools are not learned in traditional principal preparation programs, therefore, it becomes essential to support and assist novice principals at the beginning of the principalship career with a peer mentor, a more experienced school leader. Peer mentoring allows the principals to be socialized into the profession they are about to embark on …
The District-Wide Sustainability Of A Professionallearning Community During Leadership Changes At The Superintendency Level, Jesus Abrego, Anita Pankake
The District-Wide Sustainability Of A Professionallearning Community During Leadership Changes At The Superintendency Level, Jesus Abrego, Anita Pankake
Organization and School Leadership Faculty Publications and Presentations
The purpose of this mixed methods follow-up single case study was two-fold: to determine if a school district was able to sustain a professional learning community (PLC) and to identify factors that enhanced, inhibited, or promoted the sustainability of a PLC from a district-wide perspective, with particular focus on how a change in leadership, i.e. a new superintendent, affected the sustainability of PLC attributes. In addition, the role of trust in influencing the sustainability of a professional learning community will be discussed in this paper.
A Study Of The Relationship Between Students' Anxiety And Test Performance On State-Mandated Assessments, Rosalinda Hernandez, Velma D. Menchaca, Jeffery J. Huerta
A Study Of The Relationship Between Students' Anxiety And Test Performance On State-Mandated Assessments, Rosalinda Hernandez, Velma D. Menchaca, Jeffery J. Huerta
Organization and School Leadership Faculty Publications and Presentations
This study examined whether relationships exist between Hispanic fourth-grade students' anxiety and test performance on a state-mandated writing assessment. Quantitative methodologies were employed by using test performance and survey data from 291 participants. While no significantly direct relationship exists between students' levels of anxiety and their performance on the TAKS (Texas Assessment of Knowledge and Skills) writing assessment, other findings indicate that greater time spent on the writing assessment, result in higher scores as well as greater levels of anxiety. (Contains 3 tables.)