scholarly journals District superintendents as instructional leaders

2017 ◽  
Author(s):  
Joyce Susan Edwards
Keyword(s):  
Instructional Leaders ◽  
District Superintendents

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Principals Can Be Effective Managers and Instructional Leaders

1990 ◽  
Vol 74 (525) ◽  
pp. 20-29 ◽  
Author(s):  
Robert Donmoyer ◽  
Juanita Garcia Wagstaff
Keyword(s):  
Instructional Leaders

Public Sector Compensation—School District Superintendents

2017 ◽  
pp. 135-152
Author(s):  
Christopher Stream ◽  
Ashok E. M. Sudhakar ◽  
Antonio Gutierrez
Keyword(s):  
Public Sector ◽  
School District ◽  
District Superintendents

scholarly journals Leadership Coaching and Mentoring: A Research-Based Model for School Partnerships

2018 ◽  
Vol 13 (12) ◽  
Author(s):  
Julie Anne Gray
Keyword(s):  
School Leadership ◽  
Leadership Preparation ◽  
Instructional Leaders ◽  
University Faculty ◽  
District Leaders ◽  
Preparation Programs ◽  
School Partnerships ◽  
New School ◽  
School District Leaders ◽  
Mentoring Support

This conceptual article proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. This study offers a new construct, which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support, with university faculty and school district leaders and mentors working collaboratively to support novice leaders. University faculty would provide leadership-focused coaching while prospective leaders are completing coursework and later once they are placed in school leadership positions. Further, school districts would provide mentoring support by experienced instructional leaders.

scholarly journals Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Erin B Kirkland ◽  
Scott C Bauer
Keyword(s):  
Special Education ◽  
Instructional Leaders ◽  
Thought Processes ◽  
Structured Interviews ◽  
Special Education Eligibility ◽  
Special Education Administrator ◽  
Private Practitioners ◽  
School Based ◽  
Education Administrator ◽  
Using Data

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.

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