Report Roundup

Study Examines Leadership Needs

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints

A Mission of the Heart: Leaders in High Needs Schools Talk About What It Takes To Transform a School

Principals and superintendents from high-needs districts believe that higher salaries and signing bonuses could help entice higher-quality leaders into school administration, but few think that money alone will keep them there, a study concludes.

Produced by the New York City-based Public Agenda Foundation, the study draws on five focus groups with principals in urban districts and interviews with superintendents and other high-ranking education officials. All the principals held leadership positions in schools where more than half the students receive federally subsidized school meals.

Participants identified young teachers or vice principals already in the school as the best source of future leaders. Principals unanimously said the most important element in attracting and keeping top-notch talent is to provide the support needed to do their jobs. Nearly all complained about bureaucracy and paperwork.

The small-scale, exploratory study, funded by the New York City-based Wallace Foundation, was designed to capture what school leaders in high-needs schools say they do. It categorized most participants as either “transformers,” who had clear visions for their schools and focused squarely on working with teachers on academic problems, or “copers,” who were frequently overwhelmed by the demands placed on them.

Vol. 27, Issue 10, Page 4

Published in Print: October 31, 2007, as Study Examines Leadership Needs

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >