teacher leadership and student achievement essay

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Teacher Leadership and Its Relationship with Students’ Academic Achievement

International Journal of Academic Research in Business and Social Sciences

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Teacher Leadership in Teacher Development for School Improvement and Student Achievement

First Online: 19 March 2022

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teacher leadership and student achievement essay

Ashley Yoon Mooi Ng 3

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The impact of teacher leadership on teacher development and on their career trajectory is gaining much recognition. Studies on teacher leadership in addressing the complex changes in schools with its attending challenges are gaining momentum. This is reflected by a smorgasbord of empirical work on teacher leadership as a means of informing better governance and decision-making. There is consensus among researchers to redress the belief that principals are the key factor in school improvement and student achievement as principal leadership practices are only one side of the coin. Principal leadership—no matter how sophisticated—relies on teacher quality and how well principals work with them. Teacher quality is a direct factor in school improvement and student achievement. This chapter aims to contribute to the understanding of how teachers can develop their professional skills and impact on the development of learning and teaching in schools through their leadership practices—both formal and informal. This chapter has three broad aims: (1) to introduce teacher leadership; (2) to inform its impact on their profession and their professional skills; and (3) to assess its efficacy and challenges in educational systems which are hierarchical and bureaucratic.

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Ng, A.Y.M. (2022). Teacher Leadership in Teacher Development for School Improvement and Student Achievement. In: Khine, M.S., Liu, Y. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-9785-2_46

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What Does the Research Tell Us About Teacher Leadership?

Methodology.

The authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. The literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.

In this age of high accountability, teacher quality is receiving more attention than ever before. Research that investigates ways to increase teacher quality is much needed, making this study a timely addition to the literature. Although increases in student achievement related to teacher quality have yet to be adequately documented, the research is promising. The purpose of the research presented in the study is twofold: (1) to summarize findings through a comprehensive review of the teacher leadership literature and (2) to develop a conceptual framework based on that summary that can guide both current practice and future inquiry about teacher leadership.

Teacher leadership has been defined in a variety of ways during the past two decades, making distinct comparisons across the literature difficult. The authors suggest the following definition:

Teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. (pp. 287.288)

Teacher leaders are facilitators within the school and can be an important element in spreading and strengthening school reform and improvement. Educational improvement at the instructional level, for example, involves leadership by teachers in the classroom (p. 255). Tasks performed by teacher leaders include monitoring improvement efforts, selecting curriculum, and participating in administrative meetings. In addition, they often are called upon to participate in peer coaching , engage parent and community participation, and review research in their time away from the classroom. Typically, these leaders are teachers who have significant teaching experience, are known to be excellent educators, and are respected by their peers. They are learning and achievement oriented and willing to take risks and assume responsibility. These teachers use a variety of informal and formal channels to exert leadership, including acting as union representatives, department heads, and mentors.

The authors claim optimal conditions in three key areas can foster the growth of teacher leaders: school culture and context, roles and relationships, and structures.

School culture and context can facilitate leadership when the following characteristics are present:

A schoolwide focus on learning, inquiry, and reflective practice.
Encouragement for taking initiative.
An expectation of teamwork and shared responsibility, decision making, and leadership.
Teaching professionals being valued as role models.
A strong sense of community among teachers that fosters professionalism.

Teacher leadership also is nurtured through roles and relationships when:

Colleagues recognize and respect teacher leaders who have subject-area and instructional expertise.
High trust and positive working relationships exist both among teacher peers and with administrators.
Teacher leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned.
Teacher-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities.
Interpersonal relationships between teacher leaders and the principal flourish.

Lastly, structures can foster the growth of teacher leaders by providing adequate access to materials, time, and space for activities that facilitate teacher leadership (e.g., professional development).

Suggestions for school improvement

The authors offer a conceptual framework (see Figure 1) for improving or expanding a teacher leadership program in schools. The framework (p. 289) is comprised of six major components that build a pathway to the final outcome of high student achievement. The first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: (1) they are respected as teachers, want to learn leadership skills, and have the capacity to develop such skills; (2) their work as leaders is valued by their peers, visible in the school, continually negotiated through feedback and evaluation, and shared among teachers; and (3) the culture within the school supports teacher leaders, supervisors and colleagues encourage leadership, and teachers are provided the time, resources, and opportunities to develop leadership skills.

When teacher leaders emerge in this grounded setting, they (4) maintain “a focus on teaching and learning and establish trusting and constructive relationships” (p. 290). They build influence in both formal and informal situations, honing their skills through collaborating routinely with peers and administrators.

The author’s conceptual framework identifies the kinds of work that teacher leaders engage in, what they call (5) the “targets of leadership influence.” For example, they concern themselves with making sure there is adequate ongoing professional development, work on establishing a collaborative team structure within the school, or focus on organizational capacities (such as policies and allocation of resources) that contribute to improved teaching and learning in the classroom. Enhanced teacher leadership produces (6) intermediary outcomes that improve teaching and learning “such as creating positive learning relationships between teachers and students and among students, establishing classroom routines and expectations that effectively direct student energy, engaging the student in the learning process, and improving curricular, instructional, and assessment practices,” which ultimately result in high levels of student learning and achievement (p. 290).

The authors also point out challenges and obstacles to the development of teacher leaders. Inadequate time for collaboration, learning, and leading as well as a lack of incentives for engaging in leadership activities have been shown empirically to impede the development of teacher leaders. In addition, cultural norms of isolation and individualism within the teaching profession and the worst case scenario “crab bucket culture” can slow the progress of school improvement. The authors cite Daniel L. Duke’s metaphor of crabbing: Crab fishermen do not need to place a lid on their buckets because if a crab tries to escape, the others grab it and pull it back down into the bucket. Duke, in the 1994 book Teachers as Leaders: Perspectives on the Professional Development of Teachers, likens crabbing to the discord that many teachers are faced with in their own schools. In such a culture, or even milder varieties, the authors say teachers may be reluctant to “advance” and violate egalitarian norms (p. 294).

Other challenges include overly hierarchical relationships with peers, where teacher leaders exercise authority instead of working collaboratively. The appointment of a teacher leader by an administrator without teacher input, uncertainty about teacher leader versus principal domains of leadership, and inadequate communication and feedback among teacher leaders, principal, and staff can all contribute to conflict. Traditional top-down leadership structures, the authors suggest, may also stand in the way of developing teacher leaders and a structure to support them (p. 276).

Such challenges can impede school improvement because they detract from allowing qualified teachers to act as facilitators in reform efforts. The crux of the necessity for teacher leadership is that such teachers help in the administration of school reform. Elements of school structure and culture that stand in the way of teachers being able to facilitate improvement may prove detrimental to the sustainability of improvement efforts.

Bottom line

The answer to the question “What do we know about the effectiveness of teacher leadership?” is, in short, somewhat lacking. Due to a dearth of high-quality research and consistent definitions of teacher leadership, the findings presented in two decades of literature are inconclusive. There does, however, seem to be an intersection within the divergent literature demonstrating that traditional top-down management structures impede the development of teacher leaders and, consequently, school improvement. What is clear from this study is that traditional forms of management must be modified to be more horizontal and less hierarchical for teacher leadership to flourish. In a time that demands a higher standard of annual progress for all students, it seems prudent to encourage and foster teacher leadership by providing the resources, culture, and structures it needs to thrive. Drawing on the resourcefulness of experienced teachers and allowing them to facilitate school improvement is one way to ensure the sustainability of school reform efforts.

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The principal effect: How school leaders affect students and schools

Research and common sense suggest that teachers are the biggest school-based factor influencing student learning. A landmark study conducted in 2004 shows that principals matter hugely, too, concluding that “leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” But how has the principal workforce and role evolved since this seminal study was conducted nearly twenty years ago? And to what extent do principals affect student achievement and the schools they oversee today?

An extensive new report explores these questions and more, drawing on two decades of data. Specifically, it asks: How has principalship evolved over the past twenty years, in terms of the policy landscape and workforce composition? How much do principals contribute to student achievement and other school outcomes, such as absenteeism and teacher turnover? And finally, what are the principal characteristics, skills, and behaviors that best promote student learning?

In terms of the shifting policy context, researchers explain that changes in federal policies in recent decades, such as No Child Left Behind and the Every Student Succeeds Act, placed greater emphasis on school accountability, student achievement, and testing. This facilitated the collection of more and better student data. But as the researchers explain, it also “changed how they focused time and other resources on tested subjects and grade levels. Principals also experienced higher levels of job stress and a higher turnover rate.” The study also finds that at state and local levels in recent decades, principals have spent more time in classrooms and away from other managerial responsibilities. In particular, “the widespread implementation of educator evaluation systems based on multiple measures of performance has represented perhaps the largest shift in school principals’ roles.”

Next, researchers explore principal composition and find that, based on nationally representative data collected by the U.S. Department of Education, principals today are more likely to be female and racially diverse, but are less experienced than their predecessors, especially those working in high-need schools. They also have not kept pace with changes in student demographics in recent decades, leading to “growing racial and ethnic gaps between principals and the students they serve,” with Hispanic and Black students being the least likely to attend a school led by a principal of their same race or ethnicity.

As to the burning question of how principals impact students, researchers analyzed six studies with data for over 22,000 principals across four states (North Carolina, Pennsylvania, Tennessee, and Texas) and two districts (Chicago and Miami-Dade), and estimate that the impact of replacing a principal at the 25th percentile of effectiveness with a principal at the 75th percentile would “increase annual student learning in math and reading by almost three months.” As the researchers stress, this is almost as large as the effect of having a similarly effective teacher. They also contend that principals’ effects “are larger in scope because they are averaged over all students in a school, rather than a classroom.”

Based on their analysis of prior studies, researchers also find that principal effects extend beyond student achievement, positively impacting student attendance, suspension rates, and teacher satisfaction and retention. While not nationally representative, this analysis confirms what many of us working in the education world have long suspected: Principal quality matters, and it matters a good deal.

Finally, in terms of what drives principals’ contributions, they conclude that the most effective principals don’t just engage instructionally with teachers, they also foster a productive school climate, facilitate productive collaboration and professional learning communities, and manage personnel and resources strategically. Given the big focus on instructional leadership in recent years, this finding has big implications for leadership development and professional development programs.

As Will Miller, president of the Wallace Foundation that funded this report, underscores in the study’s foreword, “Principals do not create value directly. They deliver results indirectly, by enabling others to achieve more.... This [study] suggests that, rather than thinking in terms of either/or, we need a balance of investments in developing great principals and great teachers.”

Indeed, for parents, advocates, and policymakers seeking to accelerate student achievement, strengthening principal leadership, diversifying the principal workforce, and figuring out how to retain top principals is a great place to start. And as our nation continues to face myriad educational challenges posed by the ongoing Covid-19 pandemic, there’s never been a more pressing time to do so.

SOURCE: Jason A. Grissom, Anna J. Egalite, and Constance A. Lindsay, “ How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research, ” Wallace Foundation (February 2021).

Victoria McDougald is the chief of staff at the Thomas B. Fordham Institute, where she manages external partnerships, leads strategic initiatives and projects, and oversees Fordham’s outreach and messaging to outside audiences, including policymakers, educators, the media, and others in the education-policy world. She previously served as Research Manager on Fordham's research team, where she helped develop and conduct…

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Relationship between Teachers’ Leadership Styles and Academic Achievement of their Students

Introduction.

Leadership is unique to a particular person to another. The skills adopt by leaders can be from experience, training or formal education. Adaptations of type of leaders are also unique and the ways the leaders lead are reflection of themselves. For instance, if a person is a visionary person, when he or she becomes a leader, they will become a visionary leader.

Provided this, leaders must also equip themselves with other style of leadership that are able to ensure towards the academic achievements of students. Apart from that, training, Inservice trainings, seminars and workshops held by the education department government can drive attention towards the effective leadership style that will lead to better learning environment students’ academic achievement in an institution or school.

Order custom essay Relationship between Teachers’ Leadership Styles and Academic Achievement of their Students with free plagiarism report

According to Balcon (year) , teachers has the role of leadership in the school as an autocratic leader, democratic, participatory and laissez faire. Autocratic leaders implied as leader that has no confidence and trust to subordinates and never delegates, motives by treats, little communication and teamwork. Next, the democratic leaders have complete confidence and trust to subordinates and allowing them to make decisions.

The motives are by setting goals, participation and sharing ideas Please give reference support. While laissez-faire acts upon the policy of non-interference and subordinates are free to do their work in pre-planned criteria and this leadership normally do not enjoys authority Please give reference support. According to Balcon , the types of leadership stated are Transformational, Transactional or Laissez Faire Leadership. There are factors that lead a school towards success and one of the most mportant factor that brings about the success is better and motivating learning environment for better students academic achievement. Student academic achievement is very crucial to be address at every level, from a perspective of an individual, a family, an organization like school and nation as a whole. Student academic achievement must be achieved successfully together with non-academic area like co-curriculum. Nevertheless, the academic achievement is still a core business for a school to meet successfully. It is also the among the objectives of any school.

Based on leadership theories, there are eight type of leadership theories theorist; there are Great Man Theory, Trait Theory, Behavioural Theories, Participative Leadership, and situational Leadership, Contingency Theories, Transactional Leadership and Transformational leadership give the name of the writer with year not web address. . Teachers are the respondents because this research will find out the relationship between teacher leadership styles and students academic achievement.

Why teachers are the suitable respondents?

Because, for instance, when a leader initiates a strategy, to be specific, academic strategy to increase students’ academic achievement in a school examination, leader is only initiating the strategy and instructing, but the teachers who are going to execute it. So, based on teacher’s perception as an executer for school’s strategy, they are the suitable respondents to find out which are the leadership style that promotes student academic achievement based on their perception.

Here write full reference like you write at the end in references The concept and practice of teacher leadership have gained omentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership style develops and about its effects on school and students. In addition, the construct of teacher leadership is not well defined, conceptually or operationally.

Therefore, this study will focus to find out the relationship between the teachers’ leadership styles and their students’ academic achievements

Statement of the Problem

For last three decades, psychologists and sociologists have been studying the effects of teacher leadership styles on pupil attitudes, achievement, and behaviors (White and Lippit, 1960; Ryans, 1960; Anderson, et al, 1946; Franders, 1965; and Herman, et al. ,1946). Although these and other studies have made awareness about various kinds of influences teachers have made on their pupils, an important aspect of teacher leadership styles has been overlooked.

Also future research has focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. Hence this study will Since this research will particularly focus on the effects of relationship between teachers’ leadership styles and students’ on academic achievements of 10th grade school students. in order to identify either any relationship exists between them or not.

Significance of the Study

It is worth studying topic. It would be fruitful for the teachers as well as for students. This study is significant as the results of this study would be applicable to the advancement of the concept of teacher leadership and effect of different styles on the student’s performance. This study would add in existing knowledge and will provide recommendations for further researches in the area of Teacher Leadership Style. These findings will may be unique to the locality of the school teachers, students and head teacher as the area is quite lacking behind in the field of research. There This ould be hardly any research being conducted in the area. The study may also recommend the most effective teacher leadership style for high academic achievements of students. The research findings will may help school leaders(principals) and head teachers to have a guidelines on the effective leadership styles that will prove to be helpful in betterment of school culture and increasing students academic achievements; directly or indirectly. Teachers as leaders who are servicing the institutions or schools come from different background in terms of education, demographic and culture.

The research findings will may assist teachers to establish their own leadership style best suited to their own personality, knowledge and situations affecting their roles to meet needs of the local context and at the same time to increase students academic achievements apart from formal training or education in the exposure of leadership styles. To go even further, this study will may conclude which leadership style show higher relationship as compared among them. Therefore, teachers would be able to make the findings as guidelines in practicing the leadership style accordingly.

Objectives of the study are as follows: To identify the leadership styles being used by teachers in the classroom * To find out the most effective teacher leadership style for students of subject English at secondary level * To find out the academic achievement of the students of the focused teachers. To point out the relationship between the teacher leadership styles and academic achievements of their secondary students

H01: There is no significant leadership style of secondary school teachers. There is no Teacher leadership styles has no significant relationship with academic performance of secondary school students in subject of English
H02: There is no significant relationship between leadership style of teachers and students’ academic achievement. Effect of democratic style of teacher leadership role on student’s performance in subject of English
H03:There is no significant effect of autocratic style of teacher leadership role on student’s performance in subject of English
H04:There is no significant effect of laissez-faire style of teacher leadership role on student’s performance in subject of English
H05:There is no significant effect of participatory style of teacher leadership role on student’s performance in subject of English Initially two hypothesis are sufficient after data collection you may formulate the others

Delimitations of the Study

Please write the reasons of delimitations; why AJK, why Out of two districts of AJ & K, only district Mirpur will be included in the study. Due to accessibility problem, time and financial constraints, District Muzaffarabad will not be the part of the study. The study will include only secondary level students schools as at secondary level same Annual Exams is held by the Board of Intermediate and Secondary Education Mirpur AJ & K. Only public secondary schools will be included selected, as separate schools for boys and girls in private sector are not available. Academic achievements of students are delimited to scores obtained in English subject in Annual SSC Examination 2011, as it is a compulsory subject and it will increase the generalizability of the research. All boys and girls public schools are included in the population of the study All rural and urban public secondary schools are included in the study. Teacher leadership styles would be delimited to autocratic, democratic, participatory and laissez faire.

Methodology

The study is correlational in nature as it sought to establish relationship among two various variables i. . leadership styles and students’ academic achievement of the study. The statistical analysis will be conducted with the help of statistical package for social sciences (SPSS). This study is Correlational research as the study is aimed at identifying and investigating the relationship between leadership styles of secondary school teachers and students' academic achievements. Independent variable is leadership styles (autocratic, Democratic, laissez-Faire) of secondary school teachers and dependent variable is students' academic achievements.

The stepwise method of study is as follows: Population: How Mirpur is selected please describe here. Generally and particularly in Mirpur District no research study is available had been ever conducted (it is sweeping statement) on Teacher Leadership Styles, though there is plethora of research studies related to Head Teacher Leadership styles. Therefore, District Mirpur will be selected as a population of the study But how selection is made. It is a district in Azad Kashmir, Pakistan, which is part of the larger disputed region of Jammu and Kashmir.

The district is named after the main city, Mirpur. The District of Mirpur has a population of 371,000 and covers an area of 1,010 km2 (390 sq mi). This area share the diverse culture diversity and they are approximately consisting of people with lower level to higher-middle income family Please write the source name with year not web address, this should be in references . The district is administratively subdivided into three tehsils: Chakswari Dadyal Mirpur District Mirpur comprise of total 105 public secondary schools for boys and girls. . Please write the source name with year not web address, this should be in references Participants of the study are teachers and students of Government Secondary Schools focusing the area of District Mirpur AJ & K. Two populations of the study are: 1. All the Secondary School teachers from boysgirls public schools of rural and urban areas of District Mirpur 2.

All the Secondary School students from boysgirls public schools of rural and urban area of District Mirpur Table 2: Showing number of public secondary schools in urban and rural areas of District Mirpur Area| Number of secondary schools available(private & public).

Out of three Tehsils, Tehsil Mirpur is selected as sample of study by simple random sampling comprising of 30 villages. Total 97 public secondary schools are available in Tehsil Mirpur; 14 schools in urban and 83 schools in rural areas, for boys and girls | Secondary schools for boys| Secondary schools for Girls| By proportionate sampling, Boys schools included in study are(20%).

All available secondary school teachers for English subject will be taken as sample of the study. 0 secondary schools will be selected for sample of the study by proportionate random sampling. Students will be selected from each sample school by simple random sampling to ensure the chance of participation for every student. Relevant DEO office will be visited for any relevant information. So the sample of the study would be as under: 20 Secondary public schools in rural and urban areas of Tehsil Mirpur including 9 boys Secondary Schools (2 from urban and 7 form rural area), ten Girls Secondary schools (1 from urban and 10 from rural area). All available secondary school teachers of English subject in the selected schools of Tehsil Mirpur 5 (Too less take at least 20 better to take all students of the English teacher) students of grade 10 will be selected from each school by simple random sampling and total of 100 students will may be the sample of the proposed study.

Instrument of the Study

It is better to use two instruments one rating scale for the teachers to assess their leadership style and the other for the students. In the study, researcher will use rating scale as an instrument of the study.

The instrument will gather data and answer the research objectives. The instrument of the study would be consisted of two parts; one will be for teachers and one will be for students. Rating scale for teachers would be adopt from Kreitner & kinicki, A (2001), modified and made it comprehensive according to need of the study after due permission. There would be ten questions about teacher leadership styles refer source writer with year not the web address .

Along with this, another rating scale for students regarding teacher leadership styles, a five point scale will be developed by the researcher; some items of the rating scale will be adapted from Sage Publications refer source writer with year not the web address . Result sheet ; marks obtained in English subject in Annual SSC Examination 2011, will be used as the academic achievement of 10th graders (2010-11). Result sheet data will be collected through school records, the relevant DEO offices, and the relevant BISE.

Validation of the Study

After the initial and required modification of the instrument, A pilot study will be conducted to test validity and reliability of the instrument in the local context and gather information prior to a larger study, in order to improve the latter’s quality and efficiency.

The respondents for pilot study will be similar, comparable and selected from the target population but they will not be included in the a part of sample of the actual study. Instruments will be administered by the researcher personally. This pilot study will reveal the validity and reliability of the instruments in the local context. To estame the reliability of the instruments Chroback Alpha will be calculated. Keep it at first and pilot study at second Also peer review and experts opinion would be considered for any further modifications in the instrument in order to make it more reliable and valid for the actual study.

This procedure will highlight the deficiencies in the proposed procedure of the study and these could then be addressed, to save time and resources expended on large scale study.

Administration of Instrument

Researcher will approach the principals of secondary schools with a permission letter from whom? And will explain the purpose of the study. With the consent of teachers the questionnaire will be administered among the students. All the respondents would be provided with detailed information about the purpose of research and rating scale.

Additional information would be provided in case of any complication regarding the understanding of questionnaire. A letter will be written to the Education Secretary of AJ & K in order to get official permission to obtain the relevant data of English’ results in Annual Exams 2011 by the secondary school students held by the Board of Intermediate and Secondary Education Mirpur AJ & K. It will take minimum period of one-two months in order to complete data collection phase.

Data Analysis

Following steps will be followed to analyze the data: Test of significance will be applied in order to check whether there is a significant difference between the responses provided by the teachers and students on the rating scale designed to identify the leadership style * The variables of this study will be analyzed by applying parametric technique the Pearson-Product Moment Correlation Coefficient in order to test null hypotheses. Two way ANOVA will be applied to find out the effect of Teacher leadership styles on academic achievements of their secondary school students.

As levels of independent variable in the study are four, i. e. autocratic, democratic, participatory and laissez-faire. Keep this at the first All computations will be made by utilizing SPSS-10 software package. The alpha value used would be at 0. 05 level of significance in all tests of hypotheses

Bibliography

Please go through APA style of referencing on internet Anderson, H. H. , J. E. Brewer, and F. N. Freeman. 1946. " Studies of Teachers Classroom Personalities, II. "Applied Psychology Monographs No. 8. Palo Alto: Stanford Uni Press.
Chitiavi, M. J. , 2002. Guidance and Counseling Series - School administration. Nairobi: Kenya Pavement Publishers. Lydiah, L. M. and Nasongo, J. W(2009). Role of the Headteacher in Academic Achievement in Secondary Schools in Vihiga District, Kenya. Current Research Journal of Social Sciences 1(3): 84-92. Maxwell Scientific Organization. Masinde Muliro University of Science and Technology, Kenya Lakin, W. R. , 1973. Contextual Influences on Teacher Leadership Styles. Sociology of Education Vol. 46, No. 4, 471-479. American Sociological Association.
Retrieved from: http://www. jstor. org/stable/2111900 Barr, Y. J. and Karen Duke,K. (2004) What Do We Know about Teacher Leadership? Findings from Two Decades of Scholarship. Review of Educational Research Vol. 74, No. 3 , 255-316. American Educational Research Association. Retrieved from: http://www. jstor. org/stable/3516026 Kreitner, R. , and Kinicki, A. (2001). Organizational Behavior (5th ed. , 774 pages). Burr Ridge, ILL: Irwin/McGraw-Hill. Flanders, N. A. "Teacher Influence, Pupil Attitudes, and Achievement. " Cooperative Research Monograph No. 12.
Washington: U. S. Printing Office. Retrieved from website: http://www. jstor. org/stable/2111900? seq=8 Ryans, D. G. 1960. Characteristics of Teachers. Washington, D. C. : American Council on Education. White, R. K,. and R. Lippit. 1960. Autocracy and Democracy. New York: Harper. Herman, W. L. , J. E. Potterfield, C. M. DayTon, and K. G. Amercheck. 1969. "The Relationship of Teacher Centered Activities and Pupil Centered Activities to Pupil Achievement and Interest in 18, fifth Grade Social Studies Classes. " American Educational Research Journal 6: 227-240

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'Biggest obstacle to student achievement': Some IPS teachers want stricter cellphone policy

A group of Shortridge High School teachers and students would like to see the Indianapolis Public Schools administration adopt stricter policies on students’ cellphone use at school.

The teachers are urging the district to take advantage of a new law passed earlier this year that bans “any portable wireless device” from being used during class time. The law gives school districts discretion on how to implement the ban and also allows some exceptions for cellphone use in schools.

IPS's current “ personal technology device” policy says students may have cellphones at school but the devices must be turned off and put away during school hours. The policy also gives principals the choice to allow cellphone use in their schools for “educational purposes.”

But a number of teachers and students who spoke at Tuesday's IPS meeting would like to see the policy go one step further and include consequences for students who do not comply.

The teachers said they feared that the pervasive use of cellphones during class interferes with students' academic success and their mental health.

Jonathan Bernardi, a math teacher at Shortridge High School, said that since he started teaching nine years ago he has seen the negative academic and emotional impacts of cellphones on students.

“On that first week as a teacher nine years ago I realized that the cellphones were the biggest obstacle to student achievement and student progress,” Bernardi told board members. “And over the last nine years, it has only gotten worse.”

More IPS news: IPS changes student discipline policy to promote more equitable treatment for students

In a follow up interview, Bernardi told IndyStar that Shortridge tried to implement a tiered system of consequences for students who broke the rules. If a student repeatedly failed to comply, the plan allowed teachers to confiscate the student's device for a week. IPS administration told the school, however, that they could not keep the phones for that length of time.

“I think what is essential is that there has to be consequences,” Bernardi said. “I can spend anywhere from two minutes to 35 minutes of a class telling kids to put their phones away, but if they refuse, there isn’t much I can do.”

At Shortridge, Bernardi said most teachers have a policy that allows students to use their cellphones for educational purposes, but the problem arises when students don't follow directions to put the phone away.

Shortridge biology teacher Gladys Murage told board members students constantly use headphones during class, which prevents them from learning effectively.

“No matter how great the lesson plan you plan for the day, no matter how much excitement you have, they are already shut down,” Murage said.

More Ed News: Teachers across the state share anger over new literacy licenses requirement

Bernardi said he understands the desire from parents to have contact with their child and doesn't think phones should be banned from schools entirely, but his main concern is phone use during class time.

A group of Shortridge students also spoke at Tuesday’s meeting to voice their support for more regulations for cellphones in class.

Noa Kaufman-Nichols, a rising senior at Shortridge High School, told IndyStar she’s not sure what policy could be 100% effective but she would like to see the administration develop better rules to help teachers do their job more effectively.

“I have amazing teachers, so I feel like they really deserve the best policy possible,” Kaufman-Nichols said. “Like if they're teaching me so well while having to fight the phones, imagine how well they could teach me if they didn't constantly have to fight the phones.”

IPS school board commissioner Nicole Carey, who spearheaded work on modifying many other district policies in recent months, said on Tuesday that the board opted to delay looking at cellphones since the state legislature was making changes to state law.

“This is definitely something we’ll have to revisit,” Carey said.

Contact IndyStar reporter Caroline Beck at 317-618-5807 or [email protected] . Follow her on Twitter: @CarolineB_Indy .

Caroline’s reporting is made possible by Report for America and the John S. and James L. Knight Foundation .

Report for America is a program of The GroundTruth Project, a nonpartisan, nonprofit organization dedicated to strengthening local newsrooms. Report for America provides funding for up to half of the reporter’s salary during their time with us, and IndyStar is fundraising the remainder. To learn more about how you can support IndyStar’s partnership with Report for America and to make a donation, visit indystar.com/RFA .

Five Washington Students Named 2024 U.S. Presidential Scholars

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Katy Payne she/her 360-764-0201

Every year since 1964, the U.S. Department of Education (ED) selects high school seniors from across the country for recognition as U.S. Presidential Scholars, one of the nation’s highest honors for high school students.

U.S. Presidential Scholars demonstrate exceptional talent in career and technical education (CTE) fields, in the visual, creative, and performing arts, or on academic assessments. Today, ED announced that five Washington students have earned the distinction.

The Scholars are:

Ashwin Joshi, Southridge High School, Kennewick School District
Lexi J. Molnar, Goldendale High School, Goldendale School District (Presidential Scholar in CTE)
Siddhartha Dylan Pant, Lakes High School, Clover Park School District (Presidential Scholar in CTE)
Jacob J. Scrupps, Odessa High School, Odessa School District (Presidential Scholar in CTE)
Kosha Upadhyay, Bellevue Senior High School, Bellevue School District

"While most states had three scholars earn the recognition, Washington has five from across our diverse state––and we couldn't be prouder," said State Superintendent Chris Reykdal. “Washington’s students have worked hard and their accomplishments in academics, leadership, and service speak for themselves. I look forward to their success in the careers and pathways that they choose.”

Up to 161 students are selected for the honor each year. As directed by Presidential Executive Order, the 2024 U.S. Presidential Scholars are comprised of two students from each state, the District of Columbia, and Puerto Rico, as well as U.S. students living abroad. The recognition is also extended to 15 scholars chosen at-large, 20 scholars in the arts, and 20 scholars in CTE.

Of the more than 3.7 million students expected to graduate from high school this year, more than 5,700 qualified for the 2024 awards. There are three paths for selection as a candidate for the award:

General program: Candidates are selected based on outstanding performance on the SAT or ACT exams.
Arts program: Candidates must participate in YoungArts , a national program identifying and recognizing young people demonstrating excellence in visual arts, performing arts, and creative writing. YoungArts nominates students who meet the U.S. Presidential Scholars candidacy requirements.
CTE program: Candidates are selected based on their accomplishments in CTE fields. Chief state school officers nominate students who meet the candidacy requirements.

Once selected as candidates, students complete essays and self-assessments, as well as submit school evaluations and transcripts. A review committee, comprised of experts in secondary and postsecondary education, evaluates candidates on their academic achievement, personal characteristics, leadership and service activities, and an analysis of their essay. The White House Commission on Presidential Scholars then selects the students who will receive the award.

Scholars are invited to name a teacher they consider to be the most influential in their knowledge, skills, and impact on the school community. These teachers are recognized as Distinguished Teachers as part of the U.S. Presidential Scholars Program. The teachers that Washington’s awarded students selected are:

Valentina Craciunoiu, Bellevue Senior High School, Bellevue School District (Nominating Scholar: Kosha Upadhyay)
Heather Gallagher, Goldendale High School, Goldendale School District (Nominating Scholar: Lexi J. Molnar)
Terri King, Odessa High School, Odessa School District (Nominating Scholar: Jacob J. Scrupps)
Jannette Salisbury, Southridge High School, Kennewick School District (Nominating Scholar: Ashwin Joshi)
Randall Wilson, Lakes High School, Clover Park School District (Nominating Scholar: Siddhartha Dylan Pant)

Since the U.S. Presidential Scholars Program was created in 1964, more than 8,200 of the nation’s students have received the honor. The program was expanded in 1979 to recognize students who demonstrate exceptional talent in the arts. The program was expanded again in 2015 to recognize students who demonstrate ability and accomplishment in CTE fields.

This year marks the 60th anniversary of the U.S. Presidential Scholars Program. The 2024 Scholars will be recognized for their outstanding achievement this summer with a U.S. Presidential Scholars medallion and an online recognition program.

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FILE PHOTO: Minnesota Governor Walz speaks in St Paul about a change in charges to the officers involved in the death in M...

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Copy URL https://www.pbs.org/newshour/politics/fact-checking-tim-walzs-past-statements

Looking back at Tim Walz’s record and past statements

This fact check originally appeared on PolitiFact .

Vice President Kamala Harris has tapped Minnesota Gov. Tim Walz as her running mate, capping a historically compressed vice presidential search.

Walz rocketed up the list of finalists on the strength of his folksy relatability, gubernatorial experience and congressional record representing a conservative-leaning district.

READ MORE: Harris selects Minnesota Gov. Tim Walz as running mate

“I am proud to announce that I’ve asked @Tim_Walz to be my running mate,” Harris posted on X Aug. 6. “As a governor, a coach, a teacher, and a veteran, he’s delivered for working families like his. It’s great to have him on the team. Now let’s get to work.”

Walz rose to the rank of command sergeant major over 24 years in the U.S. Army National Guard and worked as a teacher and football coach. He was elected to the U.S. House of Representatives by ousting a Republican incumbent in a heavily rural district in 2006. Walz was elected governor in 2018 and was reelected in 2022.

“He’s a smart choice if they deploy him in two specific ways,” said Blois Olson, a political analyst for WCCO radio in Minneapolis-St. Paul. “Send him to rural areas to counter the polarization and the idea that only Republicans can win there. And have him keep the deep left base satisfied, which could be an issue with a very moody voting bloc.”

Olson said Walz’s rural experience and regular-guy vibes might be able to shave 2 to 4 percentage points off GOP electoral performance in rural Michigan, Pennsylvania and Wisconsin — three states considered crucial to a Democratic victory in November.

WATCH LIVE: Harris holds first rally with Minnesota Gov. Tim Walz after choosing him as running mate

“The most recent Survey USA poll taken last month for KSTP-TV had Walz’ job approval at a healthy 56 percent,” said Steve Schier, a political scientist at Carleton College in Minnesota. “That said, Minnesota is quite a polarized state, and Republicans in the state despise him. He initially campaigned as a moderate in 2018 but has governed as a progressive.”

Walz was one of several potential vice presidential options floated since President Joe Biden announced he’d cede the nomination and endorsed Harris. Other frequently cited names were Gov. Josh Shapiro of Pennsylvania, Arizona Sen. Mark Kelly, Kentucky Gov. Andy Beshear and Transportation Secretary Pete Buttigieg.

Now that he is Harris’ running mate, we are on the lookout for claims by and about Walz to fact-check — just as we are for Harris and former President Donald Trump and his vice presidential pick, Sen. J.D. Vance, R-Ohio. Readers can email us suggestions to [email protected].

READ MORE: Fact-checking JD Vance’s past statements and relationship with Trump

Republicans have already begun to question Walz’s handling of the rioting following the murder of George Floyd while in Minneapolis police custody. Walz clashed with Minneapolis Mayor Jacob Frey over how to handle the unrest, but he sent the Minnesota National Guard to aid local law enforcement.

Who is Tim Walz?

Walz grew up in Nebraska but moved with his wife, Gwen, to Minnesota in 1996 to teach high school geography and coach football; his teams won two state championships.

He was 42 when he ran for Congress, a decision sparked by a 2004 incident at an appearance by President George W. Bush. “Walz took two students to the event, where Bush campaign staffers demanded to know whether he supported the president and barred the students from entering after discovering one had a sticker for Democratic candidate John Kerry,” according to the Almanac of American Politics. “Walz suggested it might be bad PR for the Bush campaign to bar an Army veteran, and he and the students were allowed in. Walz said the experience sparked his interest in politics, first as a volunteer for the Kerry campaign and then as a congressional candidate.”

Walz’s ideological profile is nuanced. The other highest-profile finalist for Harris’ running mate, Shapiro, was pegged as somewhat more moderate and bipartisan than Walz. An Emerson College poll released in July found Shapiro with 49 percent approval overall in his state, including a strong 46 percent approval from independents and 22 percent from Republicans.

When he was elected to Congress, Walz represented a district that had sent Republicans to Washington for 102 of the previous 114 years, according to the Almanac of American Politics. Representing that constituency, Walz was able to win the National Rifle Association’s endorsement and he voted for the Keystone XL pipeline — two positions that have become highly unusual in today’s Democratic Party.

During his first gubernatorial term, Walz worked with legislative Republicans, which produced some bipartisan achievements, including $275 million for roads and bridges, additional funds for opioid treatment and prevention, and a middle-income tax cut.

In 2022, Walz won a second term by a 52 percent to 45 percent margin. Democrats also flipped the state Senate, providing him with unified Democratic control in the Legislature. This enabled Walz to enact a progressive wish list of policies, including classifying abortion as a “fundamental right,” a requirement that utilities produce carbon-free energy by 2040, paid family leave and legalizing recreational marijuana. He also signed an executive order safeguarding access to gender-affirming health care for transgender residents.

After Harris’ announcement, the Trump campaign attacked Walz’s legislative record in a campaign email: “Kamala Harris just doubled-down on her radical vision for America by tapping another left-wing extremist as her VP nominee.”

Olson noted that Walz “only has one veto in six years. He doesn’t say ‘no’ to the left, after being a moderate. That’s a reason he’s now beloved by the left.”

Democrats have controlled the Minnesota state Legislature’s lower chamber during Walz’ entire tenure. However, Republicans controlled the state Senate for his first four years in office.

Walz’s meteoric three-week rise on the national scene stemmed after calling Trump, Vance and other Republicans in their circle “weird.”

In a July 23 interview on MSNBC, Walz predicted that Harris would win older, white voters because she was talking about substance, including schools, jobs and environmental policy.

“These are weird people on the other side,” Walz said. “They want to take books away. They want to be in your exam room. That’s what it comes down to. And don’t, you know, get sugarcoating this. These are weird ideas.”

Days later on MSNBC , Walz reiterated the point: “You know there’s something wrong with people when they talk about freedom. Freedom to be in your bedroom. Freedom to be in your exam room. Freedom to tell your kids what they can read. That stuff is weird. They come across weird. They seem obsessed with this.”

Other Democrats, including the Harris campaign, amplified the “weird” message, quickly making Walz a star in online Democratic circles.

Walz also attracted notice for being a self-styled fix-it guy who has helped pull a car out of a ditch and given advice about how to save money on car repairs . He staged a bill signing for free breakfast and lunch for students surrounded by cheering children .

Schier said he expects Walz to be a compatible ticket-mate who won’t upstage the presidential nominee. “Walz will be a loyal companion to Harris,” Schier said.

One thing Walz does not bring to the table is a critical state for the Democratic ticket. In 2024, election analysts universally rate Minnesota as leaning or likely Democratic. By contrast, Shapiro’s state of Pennsylvania is not only one of a handful of battleground states but also the one with the biggest haul of electoral votes, at 19. Another finalist, Kelly, represents another battleground state with nine electoral votes, Arizona.

Fact-checking Walz

We have not put Walz on our Truth-O-Meter. However, days after Floyd’s murder, we wrote a story about how a false claim about out-of-state protestors was spread by Minnesota officials, including Walz, and then national politicians, including Trump.

At a May 2020 news conference, Walz said he understood that the catalyst for the protests was “Minnesotans’ inability to deal with inequalities, inequities and quite honestly the racism that has persisted.” But there was an issue with “everybody from everywhere else.”

“We’re going to start releasing who some of these people are, and they’ll be able to start tracing that history of where they’re at, and what they’re doing on the ‘dark web’ and how they’re organizing,” Walz said. “I think our best estimate right now that I heard is about 20 percent that are Minnesotans and about 80 percent are outside.”

The statistic soon fell apart.

Within hours, local TV station KARE reported that Minneapolis-based police tallies of those arrested for rioting, unlawful assembly, and burglary-related crimes from May 29 to May 30 showed that 86 percent of those arrested listed Minnesota as their address. Twelve out of 18 people arrested in St. Paul were from Minnesota.

Confronted with these numbers, the officials walked back their comments that evening or did not repeat them. In a news conference, Walz did not repeat his earlier 80 percent assertion. KARE-TV wrote that Walz said the estimate was based in part on law enforcement intelligence information and that the state would monitor developments.

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The Relationship Between Teacher Leadership and Student Achievement
The major finding of this research study was that individual levels of teacher. leadership do not predict increased levels of student achievement for students under their. care. In fact, the relationship between student achievement and teacher leadership was. statistically significant and a slight negative one.
PDF Teacher Leadership: Leading the Way to Effective Teaching and Learning
Leading the Way to Effective Teaching. 1. Teachers' leadership and collective expertise are tightly linked to student achievement. A sophisticated new study has found that schools staffed by credentialed and experienced teachers who work together over an extended time generate the largest student achievement gains.
The association between teacher leadership and student achievement: A
1. Introduction. Teacher leadership is "the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement" (York-Barr & Duke, 2004, p. 288).Teacher leaders are teachers who seek to accomplish the goal of school ...
The association between teacher leadership and student achievement: A
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overcome the challenges of becoming an instructional leader.ConclusionInstructional leaders establish and communicate a clear vision and goals for their sc. ools that center on high student achievement and excellent instruction. They manage resources for their schools and ens. that teachers have access to every.
The association between teacher leadership and student achievement: A
DOI: 10.1016/j.edurev.2020.100357 Corpus ID: 225158376; The association between teacher leadership and student achievement: A meta-analysis @article{Shen2020TheAB, title={The association between teacher leadership and student achievement: A meta-analysis}, author={Jianping Shen and Huang Wu and Patricia L. Reeves and Yunzheng Zheng and Lisa Ryan and Dustin Anderson}, journal={Educational ...
The effect of educational leadership on students' achievement: a cross
In this meta-analysis study, different leadership approaches were combined, and the relationship between educational leadership and student achievement was analyzed. In the literature review, 151 research articles/dissertations, independent from one another, were brought together, and 131,498 study subjects were included in the sample group. The results of the analyses performed with a random ...
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ABSTRACT. Empirical research suggests that school leaders' instructional leadership can make a difference in improving student achievement. We explored this issue in a mixed-method study that sought to verify whether or not, from participants' perspectives, school principals enact this type of leadership and whether or not they feel that it affects student outcomes.
A Review of the Literature on Teacher Effectiveness and Student
Teacher experience refers to the number of years that a teacher has worked as a classroom teacher. Many studies show a positive relationship between teacher experiences and student achievement (Wayne and Youngs 2003).For example, using data from 4000 teachers in North Carolina, researchers found that teacher experience was positively related to student achievement in both reading and ...
PDF School Leadership, Teachers' Roles in School Decisionmaking, and
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PDF Figure 2. Teacher Leadership and Student Achievement
conduct policies, students learn more. Teacher leadership is also strongly related to student achievement. The results of the analyses clearly show that teacher leadership and the amount of influence teachers have in school decision-making processes are significantly related to student achievement. This is true both for mathematics and ELA ...
Teacher Leadership and Its Relationship with Students' Academic Achievement
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How Leadership Influences Student Learning
It found that school leadership was second only to classroom instruction in school-related impacts on student learning. A research synthesis published in 2021— How Principals Affect Students and Schools —updated this 2004 review. Another key finding in the report is that schools in the most difficult circumstances benefit the most from ...
Relationship Between Teachers Leadership Styles and Students Academic
Relationship Between Teachers' Leadership Styles and Students' Academic Achievement Vol. IV, No. IV (Fall 2019) 361 Instructional Leaders concentrate on the inspiration of students and direct them to the best path to improve their inner abilities through an efficient teaching-learning process. Leadership of teachers promotes an engaging process that influences student behavior and provides ...
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Teacher Leadership in Teacher Development for School Improvement and
Teacher leadership is a subset of the larger phenomenon of educational leadership. There is no consensus on the definition of teacher leadership (Wenner & Campbell, 2017; York-Barr & Duke, 2004).Bush et al. study on master teachers in Malaysia and Philippines agree with Barth that teacher leadership can be enacted from both formal and informal positions.
Teacher leadership: A systematic review, methodological quality
This article systematically reviews 93 theoretical and empirical articles and books on the topic of teacher leadership. The included studies are analyzed on the basis of the following themes: (1) definitions of teacher leadership, (2) antecedents of teacher leadership, (3) outcomes of teacher leadership, and (4) methodological quality of studies on teacher leadership.
What Does the Research Tell Us About Teacher Leadership?
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The Effect of Principal Behaviors on Student, Teacher, and School
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Relationship between Teachers' Leadership Styles and Academic
Essay on Relationship between Teachers' Leadership Styles and Academic Achievement of their Students Introduction Leadership is unique to a particular person to another. The skills adopt by leaders can be from experience, training or formal education.
PDF Teacher Leadership and Its Relationship with Students Academic Achievement
shows that schools with teacher leadership manage to increase the students' academic achievement. Keywords: Teacher Leadership, Academic Achievement, Under-enrolled Schools Teacher's Role as Leader Hallinger and Murphy (2005) stated that teacher leadership is often associated with the school's performance.
'Biggest obstacle to student achievement': Some IPS teachers want
Jonathan Bernardi, a math teacher at Shortridge High School, said that since he started teaching nine years ago he has seen the negative academic and emotional impacts of cellphones on students. "On that first week as a teacher nine years ago I realized that the cellphones were the biggest obstacle to student achievement and student progress ...
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Looking back at Tim Walz's record and past statements
"As a governor, a coach, a teacher, and a veteran, he's delivered for working families like his. It's great to have him on the team. Now let's get to work."