Principals as Teacher Leaders in the Kentucky Education Reform Act Era: Laying the Groundwork for High-Achieving, Low Income Schools.Reportar como inadecuado




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This research examined how three elementary school principals conceptualized within the Kentucky Education Reform Act (KERA) of 1990 the development of teacher leaders. Two major criteria were used to select these principals: (a) their schools had continuous student achievement for three consecutive biennia despite high levels of student poverty; and (b) principals had a minimum of 3-year tenures. The design of the study was the case study. Data were collected through observation, interviews, and document mining. Three individual case studies were followed by a cross-case analysis. Three key findings emerged. Principals: (1) established a clear communication system around common goals; (2) embedded a culture of professionalism; and (3) institutionalized the basic tenets of KERA by modeling collegial partnerships. There were several individual findings specific to the three schools. The focus of this paper is to present the key finding involving the institutionalization of the basic tenets of KERA. Principals in the schools studied here clearly recognized and endorsed teacher leadership. Shared leadership countered student poverty, facilitated accountability, and exploited the autonomy provided by KERA comprehensive school reform. Pacesetter status was a byproduct. Appendices contain a description of Kentucky accountability methods, and principal and teacher-leader interview questionnaires. (Contains 66 references.) (RT)

Descriptors: Academic Achievement, Educational Improvement, Elementary Education, Instructional Leadership, Leaders, Poverty, Principals











Autor: McDonald, Deborah Halcomb; Keedy, John L.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5397&id=ED466031







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