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NASSP Bulletin4765
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Rose, Amanda L.; Sughrue, Jennifer A. – NASSP Bulletin, 2020
Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders' knowledge of the challenges of these teachers, the support provided in light of that knowledge,…
Descriptors: Alternative Teacher Certification, Faculty Development, Teacher Persistence, Barriers
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Shapira-Lishchinsky, Orly – NASSP Bulletin, 2020
The study aimed to elicit a universally accepted meaning of "ethical practice in school" from teachers' codes of ethics formulated by educational leaders including school principals, the nation's government, and teachers' union representatives. Analysis was based on a random sample of 30 codes of ethics in various countries using a…
Descriptors: Teacher Attitudes, Ethics, Principals, Administrator Attitudes
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Dandalt, Ed; Brutus, Stephane – NASSP Bulletin, 2020
This article uses an analysis of the language used in the Teacher Performance Appraisal Technical Requirements Manual in Ontario to highlight some procedural issues. Arguably, the existence of flaws in the teacher evaluation system is not only limited to evaluation practices but is also embedded in evaluation regulations. Furthermore, the article…
Descriptors: Foreign Countries, Teacher Evaluation, Language Usage, Guides
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Walk, Meghann – NASSP Bulletin, 2020
This history examines the relationship between 21st century early college high schools and a longer tradition of adolescents attending college, uncovering powerful roots, distinctive breaks, and reforged alliances. Why did these schools, designed so students earn up to an associate's degree before graduation, come into being when and where they…
Descriptors: Educational History, High Schools, Higher Education, Acceleration (Education)
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Tran, Henry; Smith, Douglas A. – NASSP Bulletin, 2020
Many school employers struggle with teacher turnover challenges despite their use of wide-ranging teacher retention initiatives. Emphasizing a new Talent Centered Education Leadership approach, this article relies on a theory-building methodology that leverages the theories of career choice and Herzberg's motivation-hygiene, empirical literature…
Descriptors: Teacher Persistence, Faculty Mobility, Human Resources, Personnel Management
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Sears, Julie A.; Driscoll, Lisa G.; Sughrue, Jennifer A. – NASSP Bulletin, 2020
Whether principals are required to allow service animals in the public schools is not entirely clear in law, policy, or practice. The matter is further complicated when the alleged harm caused by denying a request for a service animal is not clearly related to the educational program. The purpose of this article is to inform principals about the…
Descriptors: Principals, Animals, Elementary Secondary Education, Public Schools
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Gordon, Stephen P. – NASSP Bulletin, 2020
The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples…
Descriptors: Principals, Professional Development, Professional Continuing Education, Stakeholders
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Lawrence, Ashley; Stone, Carolyn – NASSP Bulletin, 2019
This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal's hiring practices. Results indicated that principal's value TSC candidates because they: (a) have effective…
Descriptors: Principals, Administrator Attitudes, School Counselors, Counselor Training
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Lomascolo, David J.; Angelle, Pamela S. – NASSP Bulletin, 2019
This quantitative study examined perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from…
Descriptors: Tenure, Public School Teachers, Principals, Administrator Attitudes
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Dahir, Carol A.; Cinotti, Daniel A.; Feirsen, Robert – NASSP Bulletin, 2019
The New York State Education Department recently passed legislation that requires school districts to implement a programmatic, data-driven approach to school counseling. This change moves the state toward comprehensive school counseling and away from traditional "guidance"; however, these policy changes often do not translate into…
Descriptors: School Counseling, Administrator Attitudes, Compliance (Legal), Expectation
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Rainbolt, Stacey; Fowler, Elizabeth Sutton; Mansfield, Katherine Cumings – NASSP Bulletin, 2019
Disproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school's adoption of a restorative practices discipline program with a focus on teachers' perceptions of their experiences and the efficacy of the program.…
Descriptors: High School Teachers, Teacher Attitudes, Discipline, Program Implementation
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Koonce, Michael; Pijanowski, John C.; Bengtson, Ed; Lasater, Kara – NASSP Bulletin, 2019
The purpose of this study was to identify factors that served as barriers to principal engagement in the professional development process, and identify what resources or supports were needed to increase engagement. The 249 survey participants were drawn from 112 different school systems. From that group 20 principals were purposefully sampled for…
Descriptors: Principals, Administrator Role, Participation, Professional Development
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Hitt, Dallas Hambrick; Meyers, Coby V.; Woodruff, Dennis; Zhu, Guorong – NASSP Bulletin, 2019
Building upon the prior development of a model of turnaround principal competencies, we investigated the extent to which the identified principal competencies correlate with student achievement. Participants met rigorous selection criteria for having effectively turned around their schools during their first 2 years as principal. We conducted…
Descriptors: Competence, Principals, School Turnaround, Correlation
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Farnsworth, Shane J.; Hallam, Pamela R.; Hilton, Sterling C. – NASSP Bulletin, 2019
Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal,…
Descriptors: Principals, Administrator Role, Academic Achievement, Trust (Psychology)
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Blaum, Brian; Tobin, Kerri – NASSP Bulletin, 2019
While much has been written about how principals motivate their teachers, there is a surprising paucity of research on what motivates principals themselves. Because a principal significantly impacts the academic achievement of students and because principal turnover disproportionately impacts low-income schools, it is imperative that we find a way…
Descriptors: Administrator Attitudes, High Schools, Principals, Success
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