how do principals improve student achievement

A large scale study found that every additional dollar spent on raising teacher quality netted greater student achievement gains than did any other use of school resources.2 These domains comprise practices that, when employed by principals, the state believes can raise student achievement. 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. vision? School administrators can take advantage of times of educational change by including strategies for increasing student motivation. 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. The four domains are strategic/cultural leadership, systems leadership, leadership for learning, and professional and community leadership (more on some of these later). 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. Publish guidelines (rubrics) for high-quality work, and have students evaluate performance against the guidelines. The issues that principals need to work on with teachers include (1) aligning instruction with a standards-based curriculum to provide a good measure of achievement and (2) improving both student learning and classroom instruction by effectively organizing resources. This video is But even if we set the research aside, questions remain: Do principals have the time and Principals are being asked to improve student learning by implementing mandated reforms that have consistently proven ineffective in raising student achievement. How Do Principals Influence Student Achievement? There is a new Best Evidence in Brief with – amongst others – this report: A new report from the Institute of Education Sciences has found that an intensive approach to helping principals improve their leadership practices did not improve student achievement or change principal practices as intended. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. 1. Principals are in a paradoxical position. principals and teachers need to work collaboratively to improve their situations, primarily as gauged by student achievement on standardized tests, the means to bring about such collaboration is uncertain and increasingly the focus of empirical research. A research-based approach to school reform would not define improvement solely as higher scores on an annual standardized achievement test. 3. Over the last few decades, more research studies have examined the effects of school and district leadership practices on student achievement (DuFour & Eaker, 1998; Marzano, McNulty, & Waters, 2005; Sergiovani, 2001).These studies have shown that principals must support teacher teams in order to facilitate a collective focus on student learning goals and promote a culture of achievement … Yet the role of the principal is complex, and there are many ways that principals might potentially influence classroom instruction and student learning. 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