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Relevant bibliographies by topics / Mentoring in education School principals

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Academic literature on the topic 'Mentoring in education School principals'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Mentoring in education School principals"

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Gimbel, Phyllis, and Kristine Kefor. "Perceptions of a Principal Mentoring Initiative." NASSP Bulletin 102, no. 1 (January 24, 2018): 22–37. http://dx.doi.org/10.1177/0192636518754405.

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The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring “program.” Vermont requires new principals to be mentored for 2 years. Study participants discuss their mentor-mentee relationship and how that affects their leadership practices.

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Patrick M., Wambua,, Kalai, Jeremiah M., and Okoth, Ursula, A. "Principals’ Use of Student Mentorship Programmes and Students’ Discipline in Secondary Schools in Machakos County, Kenya." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 38. http://dx.doi.org/10.19044/esj.2017.v13n28p38.

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Studies have advocated for participatory governance in education (Kindiki, 2009, Tikoko& Kiprop, 2011). There is however a dearth of literature on use student mentoring in relation to discipline. The purpose of this study was investigating principals’ use of student mentorship programmes and students’ discipline in secondary schools in Machakos County, Kenya. The study sought to establish the focus of student mentoring and determine significant relationships existed between principals’ use of successful alumni, mentoring on ethical living and students’ discipline in secondary schools. The study used systems theory by Ludwig Bartalanffy which postulates that schools are part of the environment in which they operate and influence and get influenced by other systems. Questionnaires for principals and student leaders were used. Cross-sectional survey design was adopted with a target population of 354 secondary schools principals and 4602 student leaders. Probability sampling was employed and stratified proportionate random sampling was used. A sample of 118 secondary school principals and 1534 student leaders were sampled and the return rate consisted of 101(85.6%) principals, 100 teachers (100%) and 1433(93.4%) student leaders. Frequencies, percentages and Means were used to compare various forms of mentoring while correlation coefficients were used to determine the strengths of the association between the various participatory practices and establish if statistically significant or not. Student mentoring was practised in 66.3 per cent of schools with attendant reduced cases of indiscipline. There was a strong correlation between use of successful alumni, mentoring on academic excellence, mentoring on ethical living and student discipline.

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Service, Brenda, Gulay Erin Dalgic, and Kate Thornton. "Benefits of a shadowing/mentoring intervention for New Zealand school principals." Professional Development in Education 44, no. 4 (September 25, 2017): 507–20. http://dx.doi.org/10.1080/19415257.2017.1378705.

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Searby, Linda J., and Denise Armstrong. "Supporting the development and professional growth of middle space educational leaders through mentoring." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 162–69. http://dx.doi.org/10.1108/ijmce-06-2016-0054.

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Purpose – The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers. Design/methodology/approach – The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process. Findings – The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position. Research limitations/implications – The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts. Practical implications – This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves. Originality/value – This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.

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Bush, Tony. "Preparation and induction for school principals." Management in Education 32, no. 2 (March 21, 2018): 66–71. http://dx.doi.org/10.1177/0892020618761805.

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This article will examine different international approaches to leadership preparation and induction, linked to concepts of socialization and identity. Although leadership is widely understood to be the second most important factor influencing student outcomes, principal preparation is neglected in many countries. A teaching qualification and teaching experience are often considered to be sufficient attributes for new principals. The article will argue that being a principal is a different role from classroom teaching and requires specific preparation. This involves three phases of socialization. First, aspiring leaders require professional socialization, preparing to become a principal. Second, they need to change their identity, from teacher to principal – a process of personal socialization. Third, they need a period of organizational socialization, learning to lead in a specific school. The article will draw on international research and literature to consider the experience of new principals in different settings. It will also examine examples of preparation and induction in several settings to establish what works effectively and in what contexts. It will also consider the role of mentoring in successful principal preparation and induction, bearing in mind the need for induction to be an extended process, not a ‘one-off’ event. The article will conclude with a model for leadership preparation and induction, which could be applied in many places, subject to careful adaptation to fit the local culture and context.

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Hasan, Salim, Abdul Rahman, Andi Bunyamin, and Hasibuddin Hasibuddin. "Management of Character Education at Integrated Islamic Elementary School, Gowa and Al-Biruni Mandiri Makassar Integrated Islamic Elementary School: A Multi-Case Study." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (August 8, 2021): 677. http://dx.doi.org/10.18415/ijmmu.v8i7.2891.

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This study aims to determine, study and analyze character education management and its effectiveness at SDIT Al-Fityan School Gowa and SDIT Al-Biruni Mandiri Makassar. This research is a qualitative research with a phenomenological approach. The method of collecting data is through interviews with school principals, vice principals for curriculum affairs, students, homerooms and teachers. Other data sources are through observation and documentation. The data obtained were analyzed by data reduction steps, data presentation and conclusion drawing. The results of this study indicate that character education planning begins with establishing the school's vision, mission, goals and programs, as well as determining character values, designing a curriculum that integrates character values into an integrated syllabus and lesson plans based on Islamic education. The organization of character education is carried out by the principal through coordination between elements, division of tasks based on SOPs, controlling and evaluating. implementation. Implementation of character education through (1) integrating character values into Islamic values-based learning, (2) through apperception activities or morning briefings, (3) mentoring activities or Islamic Personal Development, (4) Al-Qur'an mentoring, outing class and outbound. Character education is also carried out through extracurricular activities, habituation of worship and Islamic etiquette, modeling and school culture. Supervision of character education from the principal, and homeroom supervision of students through mutaba'ah/scoring boards. The implementation of character education has formed students who are able to be religious, able to apply Islamic etiquette, very good in tolerance, speak politely, independently, help, socially care, honest, disciplined, confident, cooperative and responsible.

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Protik, Ali, Steven Glazerman, Julie Bruch, and Bing-ru Teh. "Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives." Education Finance and Policy 10, no. 4 (October 2015): 573–610. http://dx.doi.org/10.1162/edfp_a_00174.

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We examine behavioral responses to an incentive program that offers high-performing teachers in ten school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. We discuss behavioral responses to the program on high-performing teachers’ willingness to transfer (supply) and the effect of the transfer offer on the internal dynamics of the receiving schools (demand). We found low take-up rates among the 1,514 high-performing teachers who were offered the incentive, with minimal sorting on observable characteristics. Within the new schools, transfer teachers were less likely than their counterparts in a randomized control group to require mentoring and more likely to provide mentoring themselves. No significant differences occurred in school climate, collegiality, or the way in which students were assigned to teachers, but evidence indicates that principals may have strategically assigned existing teachers to grades in both treatment and control schools in response to the quality of the incoming teachers.

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Ganser, Tom, Melissa Freiberg, and John Zbikowski. "The perceptions of school principals about a mentoring program for newly hired urban school teachers." Teacher Educator 30, no. 2 (September 1994): 13–23. http://dx.doi.org/10.1080/08878739409555079.

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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.

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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.

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de Bruyn, Nicolette, and Raj Mestry. "Voices of resilience: Female school principals, leadership skills, and decision-making techniques." South African Journal of Education, no. 40(3) (August 31, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n3a1757.

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In this article we report on a qualitative study which explored the life narratives and career trajectories of female school principals, to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study reveal, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.

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Dissertations / Theses on the topic "Mentoring in education School principals"

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James, Donald C. "The Feasibility of Effective Online Mentoring of School Principals /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Jones, Marva Kay. "The Impact of Mentoring on First Year Principals." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.

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Kiley, Wendi J. "The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268470.

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This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals’ abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals’ decision making. I used the Defining Issues Test-2 (Bebeau & Thoma, 2003; Rest & Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg’s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.

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Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.

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Thesis (MEd)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced Certificate: School leadership that was introduced in 2007 by the National Education department as an entry qualification in the school principalship. The Advanced Certificate in Education: School Leadership is aimed at capacitating school leaders to address the challenges experienced by school principals. The primary objective of this study was to investigate whether the mentorship component of the course is experienced as a form of social learning by the candidates. To achieve this goal, open-ended questions were prepared and administered during semi-structured interviews with the school principals who have been mentored within the ACE programme. The interviews were conducted to ten (10) participants including principals, deputy principals and heads of departments (school level) within the Gert Sibande District (Mpumalanga Province). The investigation highlighted that principals do indeed experience mentoring as a form of social learning. This was confirmed by the statements given by the interviewed principals that their learning was based on learning from each other through observation and engagement as well as through their mentors. This learning is confirmed by Bandura’s Social Learning Theory (1977) which suggests that learning takes place through observation and positive behaviour of the mentor. Based on the findings, the main recommendations were that mentorship, as social learning, should be extended to all school leaders and ultimately to school educators, that a mentoring unit should be based at each district office, that the selection of mentors should be carried out carefully so that protégés could benefit maximally and that the period of mentoring should go beyond merely being a component of an academic course.
AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die uitdagings wat die posisie van Skoolhoof meebring aan te spreek. Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is. Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van die Gert Sibande distrik (Mpumalanga). Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle van mekaar geleer het deur observasie en braadslaging asook deur die modelering van mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van die mentor. Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.

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Gettys, Susan G. "The role of mentoring in developing beginning principals' instructional leadership skills." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4854.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Spear, Lorna L. "Mentoring the emotional dimensions of leadership : the perceptions of interns /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7785.

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Perkins, Arland Early. "School Principals’ Sources of Knowledge." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.

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The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program. The study first consisted of a preliminary data collection procedure. Ten of the school district’s principals completed a demographic questionnaire and list of survey questions developed from the 4 research questions and elements of the literature review. These data were reviewed by the researcher in order to categorize the respondents’ responses into meaningful demographic data. The final data collection procedure involved 6 principals chosen to complete face-to-face interviews consisting of open-ended questions developed from an initial interview protocol. Results indicated the principals’ examples of seeking knowledge and information from data sources, collegial professionalism, readings of research and literature, and professional development. The principals presented evidence that they embrace teaching and learning within their roles as school principals. The 2 areas on which the principals focused their concerns were time and the current state department educational reforms. The principals provided recommendations for a future district-wide principal mentoring program.

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Cobble, Martha M. "A descriptive study of relationships between assigned mentors and proteges in a preservice program for the preparation of school principals /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-145222/.

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Hall, Lorraine Weisser. "A study of mentoring and the acquisition of the elementary principalship." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1475.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 142 p. Includes abstract. Includes bibliographical references (p. 104-131).

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Swift, Candice E. Lugg Elizabeth T. "Impact of the Illinois Principals Association Administrator Mentoring Program on the professional practice of new administrators." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196675.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

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Books on the topic "Mentoring in education School principals"

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L, Krovetz Martin, ed. Powerful partnerships: A handbook for principals mentoring assistant principals. Thousand Oaks, Calif: Corwin Press, 2009.

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Principal mentoring: A simple and supportive approach. Thousand Oaks: Corwin Press, 2009.

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Education Alliance at Brown University. Making the case for principal mentoring. Providence, RI: Education Alliance at Brown University, 2003.

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Lovely, Suzette. Staffing the principalship: Finding, coaching, and mentoring school leaders. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.

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1950-, Playko Marsha A., ed. Leaders helping leaders: A practical guide to administrative mentoring. New York: Scholastic, 1993.

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Leaders helping leaders: A practical guide to administrative mentoring. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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Searby, Linda, and Susan K. Brondyk. Best practices in mentoring for teacher and leader development. Charlotte, NC: Information Age Publishing Inc., 2015.

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Student-centered coaching: A guide for K-8 coaches and principals. Thousand Oaks, Calif: Corwin Press, 2011.

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An administrator's guide to better teacher mentoring. 2nd ed. Lanham: Rowman & Littlefield Education, 2010.

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1950-, Matthews L. Joseph, ed. Finding one's way: How mentoring can lead to dynamic leadership. Thousand Oaks, Calif: Corwin Press, 1998.

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Book chapters on the topic "Mentoring in education School principals"

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Hayes, Sonya D., and Pamela S. Angelle. "Relational Mentoring for Supporting School Principals in Social Justice Leadership." In Handbook of Social Justice Interventions in Education, 1–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_98-1.

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Hayes, Sonya D., and Pamela S. Angelle. "Relational Mentoring for Supporting School Principals in Social Justice Leadership." In Handbook of Social Justice Interventions in Education, 283–302. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_98.

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Andreanoff, Jill. "School Mentoring Programmes." In Coaching and Mentoring in Higher Education, 141–48. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-45150-7_13.

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Png, Lay Hoon Jessie, and Woon-Chia Liu. "Mentoring and School Partnerships." In Teacher Education in the 21st Century, 217–32. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3386-5_12.

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Howells, Kristy. "Mentoring for physical education." In Mentoring Teachers in the Primary School, 171–89. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-18.

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Everley, Suzie. "Why mentoring?" In Mentoring Physical Education Teachers in the Secondary School, 20–34. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-3.

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Golder, Gill, Alison Keyworth, and Clare Shaw. "Models of mentoring." In Mentoring Physical Education Teachers in the Secondary School, 9–19. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-2.

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Punnachet, Kaetkaew, Boonraksa Sritrakul, and Atchara Supavai. "Mentoring for Catholic school leadership." In New Thinking, New Scholarship and New Research in Catholic Education, 215–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171553-21.

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Hongpu, Xiao. "Development and Practice of School Principals." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education, 31–37. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_4.

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Mellor, Peter. "Collaborative approaches to mentoring." In Mentoring Physical Education Teachers in the Secondary School, 95–108. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315163444-9.

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Conference papers on the topic "Mentoring in education School principals"

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Ferayanti, Medira, Sunardi, and Siswandari. "Mentoring Prospective School Principals in Indonesia." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453836.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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Yusuf Sobri, Ahmad, Ibrahim Bafadal, Ahmad Nurabadi, and Juharyanto. "Induction Model with Self Reflection Based Mentoring Module for Beginning School Principals." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.49.

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.

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Marin, Diana-Crina. "School Principals’ Opinion On The Strategies Of Strengthening School-Family Partnership." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.64.

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Kirliauskiene, Rasa. "School Principals’ Attitude Toward Music Education In Lithuania." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.9.

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Lam, T. "Mentoring high school students: Lessons learned." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525217.

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Abelha, Marta, Idalina Martins, Carlos Lopes, Manuela Barreto Nunes, and Eusébio André Machado. "SPECIFIC TRAINING NEEDS FOR SCHOOL PRINCIPALS IN ANGOLA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1000.

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Carvalho, Marisa, Helena Azevedo, and Carlos Vale. "LEADERSHIP FOR INCLUSION: PERSPECTIVES FROM PORTUGUESE SCHOOL PRINCIPALS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2004.

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Chikoko, Vitallis. "HOW SCHOOL PRINCIPALS USE TIME: EVIDENCE FROM SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0814.

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Reports on the topic "Mentoring in education School principals"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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