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Shaked, Haim; Schechter, Chen – NASSP Bulletin, 2016
As instructional leadership involves attempts to understand and improve complex systems, this study explored principals' perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following…
Descriptors: Systems Approach, Instructional Leadership, Holistic Approach, Principals
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Hallam, Pamela R.; Smith, Henry R.; Hite, Julie M.; Hite, Steven J.; Wilcox, Bradley R. – NASSP Bulletin, 2015
Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of…
Descriptors: Communities of Practice, Teacher Collaboration, Trust (Psychology), Teamwork
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Young, Anita Antoinette; Millard, Tanganyika; Kneale, Marcy Miller – NASSP Bulletin, 2013
Many educational models emphasize that best instructional practices are effective when working collaboratively with stakeholders. Professional learning communities focus on learning, collaborative endeavors, and shared accountability. The purpose of this article is to introduce an effectual framework for developing school counselor instructional…
Descriptors: Instructional Leadership, School Counselors, Program Implementation, School Counseling
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Woodland, Rebecca H.; Mazur, Rebecca – NASSP Bulletin, 2015
Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…
Descriptors: Integrated Curriculum, Faculty Development, Communities of Practice, Instructional Improvement
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Taylor, Matthew J.; Hallam, Pamela R.; Charlton, Cade T.; Wall, D. Gary – NASSP Bulletin, 2014
Professional Learning Communities (PLCs) have become increasingly popular in schools. PLCs are groups of teachers, administrators, parents, and students who collaborate to improve their practices and focus on results (DuFour, 2004). Grade-level and department teachers participate in regularly scheduled collaborative team meetings; however, many…
Descriptors: Cooperation, Teamwork, Interprofessional Relationship, Communities of Practice
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Kilbane, James F., Jr. – NASSP Bulletin, 2009
School change efforts to develop schools as learning communities result in schools that are constantly learning and thus changing. This collective case study of four schools involved in a 4-year reform effort begins to examine the ongoing sustainability of a learning community. The study draws insights about the sustainability of learning…
Descriptors: Educational Change, Professional Development, Learning Activities, Discourse Communities
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Hallam, Pamela R.; Chou, Po Nien; Hite, Julie M.; Hite, Steven J. – NASSP Bulletin, 2012
Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a…
Descriptors: Beginning Teachers, Elementary School Teachers, Teacher Persistence, Research Methodology
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Wells, Caryn; Feun, Lindson – NASSP Bulletin, 2007
The transformation of a high school to a learning community is a slow and challenging process. This study tracked the efforts of teacher and administrative leaders from six high schools who worked to develop professional learning communities. Qualitative and quantitative analyses of interviews with school leaders revealed that the early days of…
Descriptors: High Schools, Organizational Change, Educational Environment, School Surveys
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Huffman, Jane – NASSP Bulletin, 2003
Defining a vision based on shared values is a crucial step that administrators must consider as they lead their schools through reform efforts. This article reports findings from a national study of creating professional learning communities in schools and how an organizational framework helped to explain vision development in 18 schools.…
Descriptors: Educational Objectives, Educational Change, Teacher Collaboration, Cooperative Planning
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Childs-Bowen, Deborah; Moller, Gayle; Scrivner, Jennifer – NASSP Bulletin, 2000
Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results-driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and…
Descriptors: Administrator Responsibility, Definitions, Elementary Secondary Education, Principals
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DuFour, Richard P. – NASSP Bulletin, 1999
According to a former principal, the best strategies for improving schools are to delegate authority, enlist faculty in critical decisions, impose questions instead of solutions, and create an environment where teachers can continually grow and learn together. Principals must be focused on the future, but grounded in reality. (MLH)
Descriptors: Administrator Role, Educational Improvement, Elementary Secondary Education, Goal Orientation