Colleen's+Page

Colleen's Page Hi Pelican, Tell me what you think? Colleen

Hickory High School Large urban school 1,800 students Student Demographics: 46 % white 40% African-American 12% Hispanic 15% Exceptional 2 % Asian Assessment Test scores improving 45th to 49th Changing needs Faculty, staff, parents and business partner work together Teachers participate in activities Mission and Vision Statement New developed New reform guidelines not being met Faculty Demographics Sex Males – 35% Females – 65% Age Under 26 -40 years 44.4 % 41 – 50 years old 41% 51-61 or more years 34.3% Race/Ethnicity African-American, Hispanic, Native American 24.4% Whites – 75.6% Highest Academic Degree Bachelor’s Degree 38.3% Master’s Degree 56.9% Advance Degree 4.8% Technology Computers advanced

Hi all, I tried all last night to put on my work but the wiki was down. Colleen

Hi All,

The climate and culture are the critical problems with this school. Therefore, maybe we should think of different models to use to change both the climate and the culture around. The facts provided in the make-up of the teaching staff at the Hickory Ridge High School table show that many are getting older and several of the teachers have been working in the teaching field for over 20 years, which might indicate they may not be up to data with the newest curriculum. In my opinion, in general being in the field over 20 years is way too long to go without professional development training. Jim O'Conner, the principal has also been the assistant principal for over a total of twenty-one years. I would like to know if he has had any professional staff development in the last years? What about his education in leadership classes? Has he kept himself updated? What models of leadership is he working with? What about data analysis? Does he know anything about research based management? As a group, we need to start working on constructing ideas. What do you all think?

Hi, I have many new articles on leadership plus references. Does anyone else have any new ones? colleen

Hi All, Take a look at this great article. It is a neat study. Here is the abstract. Abstract (Summary) In this study the relationship between school leadership and teachers' organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers' organizational commitment and contextual variables of teachers' perceptions of the quality and the source of the supportive and supervisory leadership function, participative decision making, and cooperation within the leadership team are examined. A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the present study have an inherent hierarchical structure, that is, teachers are nested into schools, hierarchical linear modeling techniques are applied. The analyses reveal that 9% of the variance in teachers' organizational commitment is attributable to differences between schools. Teachers' organizational commitment is mainly related to quality of the supportive leadership, cooperation within the leadership team, and participative decision making. Who performed the supportive leadership function plays only a marginally significant positive role. The quality of the supervisory leadership function and the role of the leadership team members in this function were not significantly related to teachers' organizational commitment. The implications of the findings are that to promote teachers' organizational commitment teachers should feel supported by their leadership team and that this leadership team should be characterized by group cohesion, role clarity, and goal orientedness. Recommendations for further research are provided. __The Relation Between School Leadership From a Distributed Perspective and Teachers' Organizational Commitment: Examining the Source of the Leadership Function __

Hester Hulpia, Geert Devos , Hilde Van Keen . Educational Administration Quarterly . Thousand Oaks:Dec 2011. Vol. 47, Iss. 5, p. 728

Hi All, Just an update on our meeting (recorder) 1. Talked about meeting next Monday at 3:00- 5:00 2. Divided the project up into parts 3. Michelle- 2nd part, Lindsay 3rd, Jonas and Mark end part, me (Colleen) 1st part 4. Discussed different ideas (APA etc.) <span style="color: #2a2a2a; font-family: 'Segoe UI',sans-serif; font-size: 10pt;">5. I will share more research articles on leadership (transformation etc.) <span style="color: #2a2a2a; font-family: 'Segoe UI',sans-serif; font-size: 10pt;">6. We will be putting a power point together once all the data is done. <span style="color: #2a2a2a; font-family: 'Segoe UI',sans-serif; font-size: 10pt;">Thanks, Colleen

Here is a great ABSTRACT/Reference we can use in our PBL <span style="color: black; font-family: 'Segoe UI','sans-serif'; font-size: 22px;">Testing a Conception of How School Leadership Influences Student Learning

<span style="color: #2a2a2a; font-family: 'Segoe UI','sans-serif'; font-size: 13px;">This article describes and reports the results of testing a new conception of how leadership influences student learning (“The Four Paths”). **Framework:** Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple variables with more or less powerful effects on student learning. Leaders increase student learning by improving the condition or status of selected variables on the Paths. **Research Methods:** Evidence includes teacher responses to an online survey (1,445 responses) measuring distributed leadership practices in their schools (//N//= 199) and variables mediating leaders’ effects on students. Grade 3 and 6 math and literacy achievement data were provided by the province’s annual testing program. The 2006 Canadian Census data provided a composite measure of school socioeconomic status. Path modeling techniques were used to test six hypotheses. **Results:** The Four Paths model as a whole explains 43% of the variation in student achievement. Variables on the Rational, Emotions, and Family Paths explain similarly significant amounts of that variation. Variables on the Organizational Path were unrelated to student achievement. Leadership had its greatest influence on the Organizational Path and least influence on the Family Path. **Implications:** School leaders and leadership researchers should be guided much more directly by existing evidence about school, classroom, and family variables with powerful effects on student learning as they make their school improvement and research design decisions. //<span style="color: #2a2a2a; font-family: 'Segoe UI','sans-serif'; font-size: 13px;">Testing a Conception of How School Leadership Influences Student Learning by Kennith Leithwood, Sarah Patten, Doris Jantzyy //<span style="color: #2a2a2a; font-family: 'Segoe UI','sans-serif'; font-size: 13px;">Educational Review,31(2)

<span style="color: #2a2a2a; font-family: 'Segoe UI','sans-serif'; font-size: 13px;">Thanks,Colleen

I have the first part of the powerpoint done. Colleen

Hi Everyone, I hope to meet you on Monday at 3:00, I just finished the pp. Colleen

Hi Again, I am recorder. We meet today at 3:15 - 5:00 I had first part of my power point done for the PBL project. I (Colleen) doing the Introduction and Leadership Level, problem in school, culture and climate etc. Lindsay is going to do the technology, Michelle is doing the professional development. Jonas doing the conclusion and Mark is doing the planning. We worked very hard on this project as a group. Colleen the Recorder..