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Reginal Green, Invited Guest Editor, National FORUM Journals

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Dr. Reginal Green, Invited Guest Editor, National FORUM of Applied Educational Research Journal. ...

Dr. Reginal Green, Invited Guest Editor, National FORUM of Applied Educational Research Journal.

Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, www.nationalforum.com

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    Reginal Green, Invited Guest Editor, National FORUM Journals Reginal Green, Invited Guest Editor, National FORUM Journals Document Transcript

    • Guest Editor’s Introduction Reginald Leon Green In Search of Proven Practices that Enhance Student Achievement in Underachieving Schools Over the past five decades, educators have been in search of academic programs, processes, and procedures for use in enhancing the academic achievement of students at all educational levels. However, during this period, the achievement gap between children of color and those of mainstream America has not decreased; rather, it has widened. Consequently, the most recent standards-based accountability movement is calling for school leaders to become instructional leaders in charge of the instructional program for all students (Lashway, 2002; Green, 2010). The overarching question that has come to the forefront is: What proven practices do school leaders functioning as instructional leaders in underachieving schools use to enhance the academic achievement of all students? In preparation for this special edition of National FORUM Of Applied Educational Research Journal, a call for proven research-based practices was issued in search of an answer to the above-stated question. Responses were solicited in three areas: 1) Leadership Practices for 21st Century Schools; 2) Instructional Models that Work in Underachieving Schools, and 3) Proven Practices for Educational Reform of Underachieving Schools. The submittal of manuscripts in these areas is the focus of this special issue of National FORUM Of Applied Educational Research Journal. The contributors are respected individuals in the field of educational leadership and write from a research perspective, as well as practical experience. The work of these individuals offers critical insights into programs, processes, and procedures that leaders of 21st century schools might use to enhance the academic achievement of all students. The opening article, penned by authors Weddle-West and Bingham, addresses the systemic nature of the problems that contribute to the achievement gap between students of color and white students from preschool to graduate school. Having highlighted the challenges, these authors provide evidence of an urgent need for a reversal in these trends and discuss best 1
    • practices and model programs that they have developed and implemented to enhance student success and diversity. Additionally, they cite recommendations others leaders in institutions of higher education might consider as they seek a reversal in the alarming rate of attrition and the low number of students of color who matriculate and graduate at every educational level. The Four Dimensions of Leadership The research work of the guest editor for this special issue centers around four dimensions of leadership: Understanding Self and Others; Understanding the Complexity of Organizational Life; Building Bridges through Relationships, and Engaging in Leadership Best Practices. Collectively, these dimensions establish a framework for leading change in 21st century schools (Green, 2010). They provide school leaders with an integrated approach to working collaboratively with others to solve complex school problems and to bring about sustained change in instructional programs. Consequently, the work of contributing authors to this special issue is used to identify and synthesize relevant research that solidifies the importance of each of the dimensions. This adds depth to how school leaders might use them to effectively enhance academic achievement of all students, especially students attending underperforming PK-12 schools and students of color attending institutions of higher education. Understanding Self and Others For ages, expectations and perceptions have played a major role in how educators have designed instructional programs to address the needs of students. Critical to the process are the attitudes, values, and behaviors of school leaders and other individuals who make decisions regarding programs and activities that serve students. What one believes contributes greatly to the behavior of that individual (Green, 2010). Therefore, understanding self and other individuals is critical in the leadership process. The importance of this dimension is addressed by three contributing authors, Cleveland, Watkins, and Moak. Collectively, they embellish this dimension, speaking to the advantages and disadvantages of self-understanding and engaging in a discourse regarding how school leadership and classroom instruction can be enhanced with self-understanding. With self- understanding individuals have the willingness and ability to recognize and deal with their emotions. By developing an understanding of self, individuals reach higher levels of self- understanding and enhanced performance. Greater self-awareness leads them to an understanding of why they behave in a particular manner (Green, 2010). Knowing and being able to predict what influences their behavior enables them to redirect impulsive behavior into positive responses. Cleveland addresses the importance of understanding self and others from a unique approach. He reports research that provides evidence of the damage that can occur when beliefs are formed around stereotypes that influence behavior that is not objective. Using findings from his research, he challenges teacher education candidates to assess their beliefs and behavior and to think about: 1) their own biases/stereotypes; 2) where stereotypes originate, and 3) how categorizing/stereotyping can affect children in the classroom. Specifically, he warns against allowing the power of bias and prejudice as a result of stereotyping to disempower children. 2
    • Leadership effectiveness is the result of interaction between the style of the leader and the characteristics of the environment in which the leader works (Gray & Stark, 1988). Given the multicultural make up of schools, it is clear that if individuals in charge of the instructional program function from a position influenced by stereotypes, knowledge of the beliefs and values that influence that behavior can be beneficial in the teaching and learning process. Consequently, educators serving in any position should examine their belief system and make a determination if they are stereotyping others. Cleveland provides a substantial body of evidence to support this line of reasoning. There are many issues in schools over which school leaders have no control. However, one issue over which they have control is self-efficacy. Authors Watkins and Moak, citing the work of Imants & DeBrabander, 1996; Hallinger & Heck, 1998; and Lucas, 2003, offer that the self-efficacy displayed by school leaders has some impact on teacher motivation and student achievement. They report that self-efficacy is a judgment of the leader’s ability to organize a course of action that will result in a desired outcome for the school (Bandura, 1997). Therefore, individuals charged with the responsibility of instructional leadership must eliminate stereotypical behavior and believe in their ability to lead and turn around an underachieving school. Understanding the Complexity of Organizational Life The importance of understanding the complexity of organizational life in schools is illustrated through the work of W. Sean Kearney and David E. Herrington. These authors explored 90/90/90 schools. The 90/90/90 school concept captures what goes on in schools comprised of at least 90% ethnic minorities, 90% of students qualifying for free and reduced lunch, and 90% of the students achieving passing percentages of 90% or higher on standardized tests (Reeves, 2004). Kearney and Herrington report that leaders of these schools agree that eight major themes should be considered by school leaders interested in enhancing the academic achievement of all students. The themes are: 1) a supportive structure; 2) building relationships; 3) principal longevity; 4) stability; 5) trust; 6) staff development based on identified needs; 7) refining the shared vision, and 8) sustaining a culture of learning and achievement. In one way or another, these themes continue to surface in the literature that addresses research best practices and procedures that meet the needs of students attending underachieving schools. Whereas they contribute greatly to the dimension of understanding the complexity of organizational life in schools, they also comprise a common strand that runs through the other three dimensions, supporting the importance of the combined effect of the four dimensions. Returning to the work of Cleveland, educators can benefit greatly from analyzing what they believe and value and how their beliefs and values influence their behavior. One factor that influences leaders’ behavior is their belief about what constitutes high performing or high achieving schools. Preconceived notions and stereotypical beliefs can distort reality. With the enactment of the No Child Left Behind Act of 2001, standardized testing has become a major focus in determining high performing or high achieving schools. The act assumes that standardized achievement scores are the most effective way to measure the academic achievement of students, as well as the effectiveness of schools (NCLB, 2002). However, the literature on school effectiveness is expanding with evidence that offers that standardize test scores alone are not sufficient to measure school effectiveness (Heyneman, 2005; Lee & Wong, 2004). 3
    • In determining what constitutes “High Performing or High Achieving Schools” and the achievement of students who attend those schools, consideration should be given to the influence of the demographic characteristics of the school, its leadership, as well as the background of students, their home, and the community in which they live. All of these lead to an understanding of the complexity of school organizational life. These sentiments are supported by authors, Gregory J. Marchant, Oscar Ordonez-Morales, and Sharon E. Paulson, who reported that when student demographic factors are controlled, a different picture of quality emerges. Additionally, they suggest that if student demographics are ignored when comparing schools, truly successful schools are more likely to be miss-identified than schools that are struggling. In determining schools that are effective in addressing the needs of all students, measures other that standardized achievement test scores must be taken into consideration. Consequently, given that demographics and background variables exert a significant role in predicating academic achievement, research attempts to determine school effectiveness must take into account the inherent characteristics of students. Building Bridges through Relationships A number of the contributing authors address the importance of relationships. This dimension underpins the other three dimensions. The primary focus of this dimension is the benefit to be derived by school leaders who establish and nurture relationships between and among individuals in the internal and external environments of the schoolhouse (Green, 2010). It offers evidence of the need for collaboration between individuals inside and outside of the schoolhouse. To enhance student achievement in underachieving schools, school leaders and members of their faculty must commit to daily, weekly, and monthly collaborative initiatives established around a common concise set of curriculum standards, as well as state and local assessments (King, 2008; Schmoker, 2006). Utilizing Best Practices The underlying purpose of dimension four is to identify proven practices, processes, and procedures that educational leaders can use to make a positive difference in the academic achievement of all students who attend 21st century schools, especially students attending underachieving schools. In search of answers to this quest, author, RoSusan D. Bartee, raises the question: What must we know and what must we be able to do to lead 21st century schools? Then, she proceeds to answer the question offering transformational leadership as the leadership style that is most effective. In Donavon’s Story, author Marie McCarther demonstrates instructional best practice strategies that focus on what students love and dislike about school. Author McCarther provides evidence that students can and will participate in their own learning and when they do, meaningful contributions are made to the teaching and learning process. At the higher education level, authors Weddle-West and Bingham share three effective processes: 1) to address social integration in the campus community; 2) to conduct climate surveys to determine how students feel about campus life, and 3) to ensure that top-level administrators accept responsibility for championing initiatives of diversity and setting the agenda for change. 4
    • Conclusion Schools at all levels can change and incorporate programs, processes, and procedures that will enhance student achievement in underachieving schools. However, to make substantial change, school leaders must give critical consideration to the four dimensions of leadership and the elements that make up each of the dimensions. Collectively, all of the contributing authors of this special issue inform proven practices, processes, and procedures that can be used by school leaders who seek to enhance student achievement in underachieving schools. In Search of Proven Practices that Enhance Student Achievement in Underachieving Schools, the pivotal ones appear to be: 1. The leader’s development of self-understanding. 2. Avoidance of stereotypical behavior. 3. The leader’s use of a transformational leadership style. 4. The avoidance of stereotypical behavior by individuals functioning in key roles. 5. A focused professional development plan for all individuals serving students. 6. Respect for diversity. 7. A strong sense of self-efficacy on the part of the leader. 8. Utilization of multiple forms of assessments to determine school effectiveness. 9. Involvement of students in their education. Quite clearly, these are the practices reported by the contributing authors to this special edition, and we express our gratitude to them for the time, effort, and dedication that they invested in contributing to the literature that informs proven practices that enhance student achievement in underachieving schools. References Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman. Green, R. L. (2010). The four dimension of principal leadership: A foundation for leading 21st century schools. Boston, MA: Allyn & Bacon. Heyneman, S. P. (2005, November). Student background and student achievement: What is the right question? American Journal of Education, 112, 1-9. Hallinger, P., & Heck, R. (1999). Can leadership enhance school effectiveness? In Bush et al. (Eds.) Educational Management: Redefining theory, policy and practice (pp. 178-190). London, England: Paul Chapman. Imants, J. G. M., & DeBrabander, C. J. (1996). Teachers’ and principals’ sense of efficacy in elementary schools. Teaching & Teacher Education, 12(2), 179-195. King, J. (2008). Turnaround schools: Creating cultures of universal achievement. Ramona: Turnaround School Publishing. Lashway, L. (2002, July). Developing instructional leaders. ERIC Digest, 160. Retrieved from http://eric.uoregon.edu/publications/digests/digest160.html Lee, J., & Wong, K. K. (2004). The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes. American Educational Research Journal, 41, 797–832. 5
    • Lucas, S. E. (2003). The development and impact of principal leadership self-efficacy in middle level schools: Beginning an inquiry. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. No Child Left Behind Act of 2001, 20 U.S.C. § 6311 (2002). Reeves, D. (2004). Accountability in action: A Blueprint for learning organizations. Englewood, CA: Advanced Learning Press. Schmoker, M. (2006). Results now. Alexandria, VA: Association for Supervision and Curriculum Development. Guest Editor Reginald Leon Green is Professor of Educational Leadership in the College of Education at the University of Memphis. Dr. Green teaches courses in educational leadership with a focus on instructional leadership, school reform, and models for turning around low performing schools. 6