Principals and student achievement : what the research says / Kathleen Cotton.

Includes bibliographical references (pages 77-106).

Print version record.

What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: . Communication and interaction . Classroom observation and feedback to teachers . Recognition of student and staff achievement . Dedication to a safe and orderly school environment . Support of professional development of staff . Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.

Cover -- Title Page -- Copyright -- Table of Contents -- Preface -- Introduction -- Part 1: Research Findings About Principal Behaviors and Student Achievement -- Safe and Orderly School Environment -- Vision and Goals Focused on High Levels of Student Learning -- High Expectations for Student Learning -- Self-Confidence, Responsibility, and Perseverance -- Visibility and Accessibility -- Positive and Supportive School Climate -- Emotional and Interpersonal Support -- Parent and Community Outreach and Involvement -- Rituals, Ceremonies, and Other Symbolic Actions.

Shared Leadership, Decision Making, and Staff Empowerment -- Collaboration -- Some General Findings about Instructional Leadership -- Ongoing Pursuit of High Levels of Student Learning -- Norm of Continuous Improvement -- Discussion of Instructional Issues -- Classroom Observation and Feedback to Teachers -- Support of Teacher Autonomy -- Support of Risk Taking -- Professional Development Opportunities and Resources -- Protecting Instructional Time -- Monitoring Student Progress and Sharing Findings -- Use of Student Progress Data for Program Improvement.

Recognition of Student and Staff Achievement -- Role Modeling -- What These Principals Don't Do -- Part 2: Other Key Research Finding About Principals -- The Leadership of Male and Female Principals -- Elementary and Secondary Principals -- Principals in High- and Low-SES Schools -- Principals' Impact on Student Outcomes -- Transactional and Transformational Leadership -- Effects on Principals' Leadership -- The Dearth of Instructional Leadership -- Developing and Improving Principals' Leadership -- Summary -- A Special Tribute -- Annotated References -- About the Author -- Related ASCD Resources.

eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - Worldwide