The Big Picture        

A study of how specific principal behaviors affect teacher and student performance

 


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Introduction
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Context
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Treatments
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A "One Liner":

Measure teacher and student performance. . . change and align principal behavior to become a consistent part of the educational process (an instructional leader) while collaborating teachers to increase awareness of their own performance as well as the performance of their students. . .monitor teacher and student performance for change.

 

Why is what we are doing so different?

  • Each principal and teacher have the same amount of information and access information.  This information is utilized to aid all educators in reflection for the purpose of improving instruction (use it with the teachers, not against them)

  • Principals do not "skulk through rooms" trying to "catch" teachers doing a poor job.  Instead, the principals become part of the classroom helping students learn and partnering with teachers to improve instruction.  (don't blame them, collaborate with them)

  • One hour summer meetings:  We meet with each teacher one on one for a full hour during the summer.  This sets a tone of honest communication and collaboration.

  • Each teacher evaluates their own instructional practices with the exact same instruments the principals will use to evaluate them.

 

The Basics

  • Collect some meaningful measures of teacher instructional practices

    • Observations

    • Walkthroughs (we call ours snapshots)

    • Grade distribution

  • Collect some meaningful measures of student performance

    • Standardized test scores
    • Grade Distribution
    • Discipline Reports
  • Drop buy each room often to see what is going on in the classroom, help teach, and collaborate on instructional practices (snapshots-treatment 1)
  • Provide teachers with performance data which allows them to compare themselves to other teachers within the school, distinct, state, and nation (data reviews -treatment 2)
  • Meet with each teacher one on one for an hour during the summer (treatment 3)
  • Allow teachers to evaluate themselves using the same tools which the administration will use to evaluate them during the year (treatment 4)
  • Talk with the students.  If real change is taking place, they will be the first to know.
  • Adjust and repeat with the use of teacher-teacher, student- principal, teacher-principal, and principal-principal, principal-consultant collaboration.

     

 

 

  

 

 

 

 

 

 

 

 

 

 


Home | Dissertation Defense | Introduction | Significant Quotes | Context | Origin of Study | Conceptual Framework | Literature Review | Research Design | Measures & Insturments | Treatments | Data & Analysis | Support Documents | Results | Discussion | About Authors | Contact Information

 This research project is sponsored by the University of Louisville, The Kenton County School District, & the head research (Kim Banta/Brennon Sapp)
For problems or questions regarding this Web site contact bsapp@bsapp.com or kim.banta@kenton.kyschools.us
Last updated: 07/09/10.