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The big jobs of small-town principals
Rural school leaders have some of the most complex roles in education — and some of the highest attrition
by CAROLINE PRESTON December 6, 2018
The big jobs of small-town principals
Rural school leaders have some of the most complex, multifaceted jobs in education. They also have some of the highest turnover. Half of all new principals quit their jobs within three years, according to a 2014 study. A national survey released in July found that principals in rural school districts are even less likely than their urban and suburban counterparts to stay at their school the following year and more likely to leave the profession altogether. The schools they preside over, meanwhile, often struggle with persistent poverty, low college-going rates and extreme racial disparities in student outcomes.
more on principals in this IMS blog
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 1st Edition
Why Shouldn’t Teachers Become Principals?
more on ed leadership in this iMS blog
Link to this blog entry: http://bit.ly/principaledad
Fri, Feb. 2, 2018, Principalship class, 22 people, Plymouth room 103
Instructor Jim Johnson EDAD principalship class
The many different roles of the principals:
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
- broadcasting information: PR, promotions, notifications etc.
- two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
- staff: teachers, maintenance etc.
Ärlestig, H. (2008). Communication between principals and teachers in successful schools. DIVA. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
- parents: involvement, feeling of empowerment, support, volunteering
- board members
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
So, how do we organize and exercise communication with these audiences and considering the different content to be communicated?
- How do you use to do it at your school, when you were students 20-30 years ago?
- How is it different now?
- How do you think it must be changed?
- paper-based memos, physical boards
- phone, Intercom, email, electronic boards (listservs)
21st century electronic tools
- Electronic boards
- Internet telephony and desktopsharing
- Adobe Connect, Webex, Zoom, GoToMeeting, Teamviewer etc.
- Skype, Google Hangouts, Facebook Messenger
- Electronic calendars
- Doodle, MS Offce365, Google Calendar
- Social media / The Cloud
- Visuals: Flickr, YouTube, TeacherTube, MediaSpace
- Direct two-way communication
- Management tools
Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck
Manage control of your passwords and logons (Password Managers)
- Centrify Application Services.
- Zoho Vault.
class discussion Feb 2.
PeachJar : https://www.peachjar.com/
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
>>>>>>>>>>> Word of the day: blockchain credentialing <<<<<<<<<<<<<<<<<<<<<
>>>>>>>>>>> K12 Trends 4 2018 <<<<<<<<<<<<<<<<<
Kate Pound, a professor with St. Cloud State U did research in Antarctica: email@example.com
View this post on Instagram
Experience Sir Ed’s Antarctica…through virtual reality! Antarctic Heritage Trust is honoured to care for Sir Edmund Hillary’s Antarctic legacy. Over the 2016–2017 summer Antarctic Heritage Trust’s team on the Ice spent more than 5700 hours carefully restoring Hillary’s (TAE/IGY) Hut and conserving more than 500 artefacts. And now, as part of celebrating Sir Ed’s centenary, the Trust has partnered with Auckland University of Technology (AUT) to create a virtual reality experience based around the expedition base. The Trust is delighted to be giving people a glimpse into what life was like for Hillary and the men of his expedition on the ice. This fully immersive experience will be the closest thing possible to exploring the expedition’s base without actually going to the hut itself. The experience will be free and available at a range of locations across New Zealand as well as online. It is a ground-breaking project in terms of its scale and approach. Professor Barbara Bollard from AUT, who helped collect the data to build the virtual reality, says: “The experience is unique in that it allows you to experience special places without leaving a footprint. It opens up a long and rich history of Antarctic exploration to a wide audience who may never have the opportunity to visit in person.” Enjoy this brief teaser that showcases some of the graphic ‘look and feel’ of the experience, and look out for details to come on how you can experience Hillary’s Hut in virtual reality yourself. With thanks to project partner AUT, principal sponsor Ryman Healthcare Ltd, Antarctica New Zealand (logistics) and Staples VR (technical). #edmundhillary #antarctica #antarctic #antarcticadventure #expedition #conservation #antarcticlegacy #kiwilegend #scottbase #rossisland #explore #discover #southpole #virtualreality #virtualrealitytour #restoration #duluxpaint @staples_vr @antarctica.nz @duluxnz @autuni @rymancareers
more on VR in this IMS blog
CIA Offers Proof Huawei Has Been Funded By China’s Military And Intelligence
Zak Doffman Cybersecurity
the Times reported that such evidence exists, it has just not been openly published.
Joy Tan, Huawei’s chief global communicator, told methat “the assumption that the Chinese government can potentially interfere in Huawei’s business operation is completely not true. Huawei is a private company. The Chinese government does not have any ownership or any interference in our business operations.”
The CIA has now directly refuted this.
Tan insisted that “China does not have any law to force any company or business to install a back door. Premier Li Keqiang said that openly several weeks ago, the Chinese government would never do that, make any company spy.”
According to the Times source, “only the most senior U.K. officials are believed to have seen the intelligence, which the CIA awarded a strong but not cast-iron classification of certainty.” But the newspaper also reports a separate U.S. course as saying that there is a view within the U.S. intelligence community that “the Chinese ministry of state security — its principal security and espionage organization — had approved government funding for Huawei.”
Harper, A. (2019, April 2). Reducing teacher stress may require multiple strategies. Retrieved April 2, 2019, from Education Dive website: https://www.educationdive.com/news/reducing-teacher-stress-may-require-multiple-strategies/551604/?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202019-04-02%20K-12%20Education%20Dive%20Newsletter%20%5Bissue:20185%5D&utm_term=Education%20Dive:%20K12
- In the face of mounting testing pressures, rapidly changing reform efforts and student circumstances over which teachers feel little control, more than half of teachers consider their jobs to be highly stressful, which is affecting teacher absenteeism rates, retention and student achievement, according to The Hechinger Report.
- There is a growing trend to address teachers’ mental health through stress-reduction and resiliency-building exercises. These include yoga and programs such as those offered by the Center for Resilience, Breathe for Change and mindfulness training offered through Cultivating Awareness and Resilience in Education. However, these efforts are mere triage and only offer short-term solutions, some experts say.
- Education leaders can offer longer-term solutions that address root issues by providing mentoring support in schools rather than bringing in outside experts, rolling out new initiatives in a more teacher-centered way, and involving teachers in discussions about what works best for students.
But principals also need to build relationships with teachers themselves to create a sense of trust and more open and honest lines of communication. Good teachers are hard to find and losing them to stress is not a good option. Finding ways to solve the issues that are causing them stress and helping them deal with the inevitable pressures along the way is well worth the effort in the long run.
more on stress
Study: Schools with principals from New Leaders program show higher student learning gains
K-8 students with the same principal, who was trained by the nonprofit, for at least three years get higher math and English language arts scores than those with other leaders.
Linda Jacobson@lrj417 Feb. 25, 2019
Principals trained and supported by New Leaders — a New York City-based nonprofit — are contributing to higher student achievement and staying in their jobs longer than those hired through other preparation programs, a new RAND Corp. study shows.
Students attending K-8 schools that have had a New Leaders principal for at least three years score at least 3% higher in math and roughly 2% higher in English language arts (ELA) than students with school leaders prepared in other ways.
The RAND researchers found that specific aspects of being a leader — specifically competencies related to instruction, and adult and team leadership — were more closely associated with increases in student achievement.
What New Leaders calls “cultural capital,” which includes skills related to “cultural leadership” and “operational leadership,” was more closely linked to retention.
A 2017 Stanford University study showed that academic growth among CPS students in grades 3-8 was increasing at a faster rate than in most districts in the nation.
more of EDAD in this IMS blog
What Educators Really Think About Innovation (Infographic)
January 8, 2019
In October 2018, the Education Week Research Center conducted a nationally representative online survey of nearly 500 K-12 teachers, principals, and district leaders to learn more about their views on innovation—a common buzzword that was defined in the survey as “the introduction and/or creation of new ideas or methods.”
- See the full survey results (downloadable PDF)
- Read a related essay, “Education Has an Innovation Problem”
- Read more from the 10 Big Ideas in Education special report
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