What matters most? Principals are often seen as the primary agents of change to improve student achievement in their schools. The four domains are strategic/cultural leadership, systems leadership, leadership for learning, and professional and community leadership (more on some of these later). believe are likely to raise student achievement. Create a culture that supports using data to change instruction and improve student achievement. Improve Student Achievement Harry K. Wong A. Quit Doing Stuff that Doesn’t Help Educational accountability has seen rapid growth over the last decades with educators at all levels being held responsible for student achievement. A research-based approach to school reform would not define improvement solely as higher scores on an annual standardized achievement test. School administrators can take advantage of times of educational change by including strategies for increasing student motivation. The National Association of Secondary School Principals (NASSP) cited the Wallace Foundation in asserting that principals bring together variables that, when combined, can demonstrate a powerful effect on student learning. This article from Educational Leadership is set in a US context, but it has relevance for New Zealand schools, and references research by New Zealanders.. At the start of the article DuFour and Mattos focus on issues particular to the US system in terms of what might “improve a school”, including whether principal “observations” of classroom practice have any value. With a myriad of issues, principals have been brought to the forefront of the discussion in their ability to improve overall school effectiveness. Student Achievement? Acknowledging that school restructuring is inevitable, Maehr (1991) challenges school leaders to ensure that "motivation and the investment in learning of students will be enhanced" as a result of school reform. 5. on student achievement” (Viadero, 2009). Discussions about the scope of the principal’s job too often focus on a to-do list: helping teachers improve their teaching, using data to review and refine the instructional program, and ensuring that the school is kept clean and safe. The growing interest in principal effectiveness as a means of improving teaching and student learning has led to a focus on the quality of principal preparation programs (PPPs) with calls for the adoption of PPP accountability systems similar to those of teacher preparation programs. Make sure guidelines are based on local standards for academic achievement, address content (not just format and mechanics) and are sufficiently challenging. More specifically, this investigation was designed to study the behaviors and practices of elementary principals as it relates to student achievement in elementary school students in a large urban school district. How do principals build the trust that contributes to improved student achievement? But even if we set the research aside, questions remain: Do principals have the time and In order to improve student achievement, we must have a deep and enduring knowledge of the components of GREAT instruction and then we, as school leaders, must develop the support, coaching, feedback, momentum and direction needed for teachers to consistently improve their practices toward GREAT instruction. Principals are being asked to improve student learning by implementing mandated reforms that have consistently proven ineffective in raising student achievement. How do you improve schools? Principals are in a paradoxical position. Use guidelines diagnostically—not just to assign grades. Districts must provide principals with the tools and flexibility they need to improve student achievement, including resources that enable them to staff their schools with highly effective teachers. ... emphasize coaching and mentoring instead of operations and administration could refocus school communities on improving student achievement, retaining more teachers, and strengthening school climate. Publish guidelines (rubrics) for high-quality work, and have students evaluate performance against the guidelines. NARRATOR On April 24th, 2019, Dr. Elaine Allensworth of the University of Chicago Consortium on School Research spoke to a convening of state education leaders on her research funded by the Institute of Education Sciences on how principals influence student achievement. 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