This qualitative descriptive case study addressed elementary teachers' perceptions of trauma-informed teaching practices, acknowledging the problem which is that many elementary teachers lack an understanding of why trauma-informed teaching strategies are considered best practices and how to utilizes these strategies in the classroom to contribute…

This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school…

Background/Context: School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these…

This report derives its findings from Summer/Fall 2023 phone interviews with 22 facilitators and eight administrators following their participation in Math for All during the 2022-23 school year. The findings, summarized below, provide insight into the implementation experience, including challenges, areas of success, and plans for sustaining and…

This qualitative study developed a preparation series to prepare principals in the approach of Cognitively Guided Instruction (CGI) to support teachers in implementation. The series included six virtual sessions that prepared principals in understanding the "Why" behind CGI, the connection to the state standards, number sense routines,…

Systems, structures, and practices perpetuate disparities because they reinforce barriers that sort and separate students based on assumed success or failure. When students are disadvantaged in this way, the implicit message is that their learning doesn't matter. The counterpoint to these discriminatory systems is an asset-based approach, which is…

Now more than ever, school principals play a critical role in the effective implementation of inclusive education programs in their schools, as inclusive practices are becoming tightly embedded in a school's culture (Sailor, 2016; Shogren et al., 2015). The success of inclusive education programs has been primarily supported by school principals'…

To help promote a culture of innovation, the Ministry of Education and the Ministry of Science, Technology, and Telecommunication of Costa Rica established a national executive decree requiring all public schools in the country participate in the National Program of Science and Technology Fairs (NPSTF). This case study examines the role of five…

This case study followed the implementation of the co-principal leadership model in a K-8 school district for three years. A district superintendent implemented the co-principal model to (1) resolve issues around merging existing schools with well-established principals; (2) provide leadership stability and succession planning; and (3) serve as a…

In the "top-down" reform of the teacher personnel system, the principal is the core of policy implementation, who also serves as the secretary of the Party organization. We focus on which type of leadership should principals choose to maximize his impact on teachers' professional ability and work stress. The HLM method was used to…

As a response to accountability and pressure from the No Child Left Behind Act of 2002, the South Dakota Department of Education informed school administrators of a state-wide transformation of the way districts measure teacher effectiveness in their schools. In 2011, "The Framework for Teaching Evaluation Instrument" (Danielson, 2002)…

For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale…

In 2014, The Wallace Foundation launched the Principal Supervisor Initiative (PSI), a four-year, $24 million-dollar effort to redefine principal supervision in six urban school districts. The initiative sought to help districts transform a position traditionally focused on administration, operations, and compliance to one dedicated to developing…

Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…

Strong collaborative partnerships are critical to the ongoing success of any urban or metropolitan university in its efforts to build the science, technology, engineering, and mathematics (STEM) career pathways so critical to our nation. At the University of Nebraska at Omaha, we have established a faculty leadership structure of "community…