Effective Leadership Promoting Effective Change in Schools
| dc.contributor.author | El Cid, Caroline | |
| dc.contributor.supervisor | Wiebe, Michelle | |
| dc.contributor.supervisor | Milford, Todd | |
| dc.date.accessioned | 2018-04-12T20:22:33Z | |
| dc.date.available | 2018-04-12T20:22:33Z | |
| dc.date.copyright | 2018 | en_US |
| dc.date.issued | 2018-04-12 | |
| dc.degree.department | Department of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | In order for K-12 schools to operate successfully, the structure of leadership is vital in facilitating change that will ultimately foster positive growth in teaching and learning. With curriculum changes, innovative technology, evolving teaching methods, and a diverse classroom of abilities and needs, educators no longer face the traditional teacher directed classroom where students are expected to absorb everything; rather, there is an increasing demand to modify educator practices to compliment the 21st Century learner. This is not an easy transformation. As a result, the transition has presented an obstacle for many leaders in schools because they are facing a culture resistant to change. This project reviews nine qualities that should be adopted by all leaders in K-12 schools to foster their effectiveness in implementing and modifying teaching and learning practices that embody the characteristics of 21st Century learning and are inclusive for all types of learners. The findings suggest the degree of change is highly influenced by the qualities of leadership and the extent to which teachers are involved in building the school’s shared vision. This review will consider studies about leaders in school settings who may or may not have been successful at implementing effective change in their school practices. These findings, whether they profile effective change or not, may still be valuable to current school leaders, since they highlight potential areas of growth that educators may apply in their own school setting. Therefore, leaders would benefit from developing a comprehensive understanding of their school’s context and anticipating potential challenges they may face prior to implementing change. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/9215 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | lead teacher | en_US |
| dc.subject | instructional coaching/leadership | en_US |
| dc.subject | 21st Century learning | en_US |
| dc.subject | change agents | en_US |
| dc.title | Effective Leadership Promoting Effective Change in Schools | en_US |
| dc.type | project | en_US |