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Beyond “Autopsy Data”

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    ARTICLE
    Beyond “Autopsy Data”

    Bolstering Teacher Leadership, Morale, and School Improvement

    William Sterrett and Eric Irizarry format_quote CITE © 2014 The University Council for Educational Administration https://doi.org/10.1177/1555458914551828Published inJournal of Cases in Educational Leadership PublisherSAGE Publications ISSN1555-4589 eISSN1555-4589 Volume18 Issue1 Pages3 - 13
    Abstract

    Teacher working conditions surveys provide biennial, comprehensive data regarding school leadership. This case describes how a Title I middle school principal proactively addresses end-of-year data to address identified needs and growth areas in a collaborative manner in her middle school. The principal works in a concerted manner with an assistant principal, district liaison, and teacher leaders to make a collaborative correction in her school to foster time in collaboration, increased teacher leadership, and enhanced professional development.

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    Outline

    Sections

    1. Abstract
    2. Case Narrative
    3. Strategies for Growth Areas
      1. School Culture and Context
      2. Roles and Relationships
      3. Structures
    4. Conclusion
    5. Teaching Notes
      1. The Role of Teacher Leadership
      2. The Use of Survey Data
      3. Collaborative Discussion
    6. Authors’ Note
    7. Declaration of Conflicting Interests
    8. Funding
    9. References
    10. Author Biographies
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    Figure 1. Identified conditions for teacher leadership. Source. York-Barr and Duke (2004). get_app

    subtitles Table 1.

    Item Question Percent agree
    2012 Jefferson Middle 2014 Jefferson Middle
    Time
     Q2.1 b Teachers have time available to collaborate with colleagues. 33 38
     Q2.1 f Teachers have sufficient instructional time to meet the needs of all students. 40 40
    Facilities and resources
     Q3.1 f The school environment is clean and well maintained. 42 88
     Q3.1 h The physical environment of classrooms in this school supports teaching and learning. 49 79
    Community support and involvement
     Q4.1 b This school maintains clear, two-way communication with the community. 55 68
     Q4.1 c This school does a good job of encouraging parent/guardian involvement. 43 70
    Managing student conduct
     Q5.1 b Students at this school follow rules of conduct. 55 72
     Q5.1 e School administrators support teachers’ efforts to maintain discipline in the classroom. 31 81
    Teacher leadership
     Q6.1 a Teachers are recognized as educational experts. 33 45
     Q6.1 c Teachers are relied on to make decisions about educational issues. 48 51
    School leadership
     Q7.1 a The faculty and staff have a shared vision. 45 55
     Q7.1 k The faculty are recognized for accomplishments. 22 46
    Professional development
     Q8.1 e Professional development is differentiated to meet the individual needs of teachers. 54 50
     Q8.1 j Professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices. 37 48
    Overall
     Q10.6 Overall, my school is a good place to work and learn. 43 68

    Summary Results Comparison. a

    aSelected items from North Carolina’s Teacher Working Conditions Initiative (n.d.).

    Table 1. get_app

    subtitles Table 2.

    2014 2013 2012
    Students total (Grades 6-8) 912 899 880
    Socioeconomically disadvantaged students 88% 84% 82%
    Language arts pass rates (all) 82% 74% 69%
    Math pass rates (all) 80% 72% 61%
    Teacher retention rate 88% 76% 62%

    Jefferson Middle School Summary Overview.

    Table 2. get_app video_library Media for this publication are not available for display. perm_media Supplementary materials for this publication are not available for display.
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