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Dr. Brennon Sapp EdD

THE RIPPLE EFFECT OF PRINCIPAL BEHAVIOR: Improving Teacher Instructional Practices through Principal-Teacher Interactions. Dr. Brennon Sapp EdD. Origin of the Study.

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Dr. Brennon Sapp EdD

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  1. THE RIPPLE EFFECT OF PRINCIPAL BEHAVIOR:Improving Teacher Instructional Practices through Principal-Teacher Interactions Dr. Brennon Sapp EdD

  2. Origin of the Study Principals cannot directly control every aspect of their school, but they can directly affect the way they interact with teachers. • Summer 2007 • Consulting district personnel • Investigate interventions • Research interventions • Fall 2007 (Pilot Year) • Regular classroom visits by the principals • Data review of classroom grade distribution with teachers • Spring 2008 • Assess the execution, effect, and teacher perception of these interventions • An extensive review of the literature • Two additional teacher interactions added Page 7

  3. So. . . • We wanted to: • Change the way we interacted with teachers • Increase performance (Teachers & Students) • What we did: • Research, design, & define four specific principal-teacher interactions • Implement treatment with fidelity • Measure some performance indicators

  4. Goal of the Study To discover how a specific set of principal-teacher interactions affect: Teacher Instructional Practices Student Performance Frequency & Focus of Teacher Conversations Key Constructs Page 11

  5. Research Questions • RQ-1How will the treatment of principal-teacher interactions affect teachers’ instructional practices? • RQ-2 How will changes in teachers’ instructional practices, initiated by the set of principal-teacher interactions, affect student performance? • RQ-3How will changes in principal-teacher interactions affect the frequency and focus of teacher conversations with principals, students, and other teachers? Page 11

  6. Conceptual Framework Page 8-11, Figure 1

  7. Literature Review • The Role of Principal (Page 12-15) (Halverson, Kelley & Kimball, Cochran-Smith, Hirsch, Leithwood & Mascall, Marshall, Reeves, Wagner & Kegan, Whitaker, Zepeda) • Principal-Teacher Interactions(Page 16-19) (Frase &Hetzel, Halverson, Kelley, & Kimball, Marshall, Toch & Rothman) • High Quality Principal-Teacher Interactions (Page 20-24) (Downey, Ginsberg, Marshall, Ritchie and Wood) • Effective Ways to Measure the Quality of Teacher Instructional Practices (Page 33-38) (Danielson, Kelley & Kimball) • Student Performance (Page 33-38) (Adams, Ginsberg , Jimerson, O’Connor) • Frequency and Focus of Teacher Conversations (Page 33-38) (Danielson, Kelley &Kimball)

  8. Principal-Teacher Interactions(Treatment) • Snapshots • Principals visiting classroom regularly and becoming part of the educational process • Collaborating with teachers on instructional practices • Data Reviews • Grades (teachers, department, school) • Discipline (teachers, department, school) • One Hour Summer Meetings • Principal-Teacher discussion • Past/Future performance • Growth Plans • Teacher Self Reflection of Instructional Practices • Quality Instruction Rubric (Rubric based instrument to assess the quality of instructional practices) • Beginning of the year and at the end of the year Page 66-70

  9. Current Data on Snap Shots

  10. Teacher 1 Teacher 14

  11. Discipline Infractions – Most to Least

  12. Failures-Most to Least Back Treatments & Behaviors

  13. QIR-Likert Scale 1-Unsatisfactory 2-Beginning 3-Developing 4-Proficient 5-Exemplary

  14. Did Instruction Improve?

  15. How Did Teacher Ratings Compare to Principal Ratings?

  16. Grouping Teachers into Performance Levels

  17. High Performing Teachers (Change in the Quality of Instructional Practices)

  18. Medium Performing Teachers • (Change in the Quality of Instructional Practices)

  19. Low Performing Teachers • (Change in the Quality of Instructional Practices)

  20. How did Teacher Ratings Compare with Principal Ratings?

  21. Did Grades and Discipline Improve?

  22. Figure 6 Page 97

  23. d Figure 7 Page 100

  24. Figure 8 Page 101

  25. Figure 9 Page 102

  26. Conceptual Framework Page 8-11, Figure 1

  27. Did Teacher Conversations Change?

  28. Frequency and Focus of Teacher Conversations • According to teacher surveys, the frequency of principal-teacher conversations improved, but the focus remained unchanged. • According to teacher surveys, the frequency and focus of teacher-teacher conversations improved during the pilot year and maintained in the year of full implementation. • According to student surveys, the frequency and focus of teacher-student conversations remain unchanged. Pages 103-108 & 122

  29. Findings • Teacher instructional practices improved according analysis of QIR data. • Student performance increased according to the analysis of student grade distributions and discipline. • Freq & Focus of some teacher conversations changed according to analysis of teacher and student surveys. Pages 109

  30. Unintended Outcomes • Exiting Teachers • Principal-Student Relationships • Principal-Parent Discussions • Increased Job Satisfaction for the Principals Page 130-132

  31. Thank You Brennon Sapp Kim Banta www.bsapp.com

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