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Findings are summarized as a timeline of leadership activities and aligned with established research frameworks on directing, developing people, and redesigning organizational structures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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James Ward  \nSan Diego State University  \nIn the following study, the researcher, an experienced leadership coach and former principal, observed the leadership practices of a first-year principal over the course of one year as student achievement at his school increased dramatically. Employing participant observation, document analysis, interviewing, and administration of a teacher survey, the researcher gathered and analyzed data in an effort to identify those leadership strategies that could be replicated at other school sites. Findings are summarized in a timeline of leadership activities that may have contributed to the successful efforts at this particular elementary school site.  \n.  \nIn our current climate of data-driven school assessment, school administrators are held accountable for student performance on standardized measures of academic achievement. In California, cumulative scores on Content Standards tests and soon the Common Core Assessments are tabulated, compared within and among districts, and published for public access. School rankings impact funding decisions, staff retention, and community perceptions of how well the school is serving the educational needs of children and youth (Fiore, 2011) . In this climate, school administrators are experiencing increasing pressure to increase student achievement.  \nSchool climate research findings have shown that principals are a critical component in school efforts to improve student outcomes (Cotton, 2003; Gurr, Drysdale, & Mulford, 2006; Hallinger & Heck, 1996; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Marzano, Waters, & McNulty, 2005; McGough, 2003; Mullen, Gordon, Greenlee, & Anderson, 2002; Spillane, 2006), and that principals impact student performance through influencing the purposes and goals of the school, the culture, the school structure, the social networks, and the people (Copland, 2003; Smylie & Hart, 1999) . Leithwood et al. (2004) argued that of all the factors that contribute to student achievement, leadership’s effect is second only to classroom instruction.  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 24, January 2013  \nISSN 1532-0723 © 2013 California Association of Professors of Educational Administration  \nWhile there is general recognition of the importance of school leadership, an action plan that identifies components and recommends sequencing has proven more elusive for researchers. In this article, the author, an experienced leadership coach and former principal, summarizes an opportunity to observe the leadership practices of a principal over the course of a single year as student achievement at his school increased dramatically. Through participant observation, document analysis, interviews, and a teacher survey, the researcher gathered and analyzed data in an effort to create a template of replicable leadership strategies that could be utilized at other school sites.  \nREVIEW OF THE LITERATURE  \nThis study builds upon the findings of previous researchers: Leithwood et al. (2004); Marzano et al. (2005); and Robinson, Lloyd, and Rowe (2008) . In their meta-analysis of 70 empirical studies, Marzano et al. (2005) studied a variety of principal leadership components, including building a sense of community, establishing school routines, providing teachers with necessary resources, and advocating for school stakeholders. This research indicted the average effect size of school leadership on student achievement to be approximately 0.25. Robinson et al. (2008) analyzed the results of 12 studies and inductively identified five leadership dimensions in which instructional leadership significantly affected student outcomes: (a) establishing goals and expectations; (b) resourcing strategically; (c) planning and coordinating, and evaluating teaching and the curriculum; (d) promoting and participating in teacher learning and development; and","cbCaih1gpZN1Rh4o","https://ap.wps.com/l/cbCaih1gpZN1Rh4o","pdf",44236,13,"English","# Overview\n## Research focus and context\n# Educational leadership framework\n## Prior findings on principal impact\n# Review of the literature\n## Leadership dimensions and effect sizes\n# Methodology\n## Case study approach and sampling\n# Study site","[{\"question\":\"How did the study investigate the principal’s leadership practices?\",\"answer\":\"It used participant observation, document analysis, interviews, and a teacher survey, then gathered and analyzed data to identify replicable leadership strategies.\"},{\"question\":\"What broader context shaped the study’s focus on leadership?\",\"answer\":\"Data-driven school assessment and standardized test accountability created increasing pressure for administrators to improve student achievement, influencing how leadership is evaluated.\"},{\"question\":\"Which leadership dimensions were emphasized in prior research and used as a framework?\",\"answer\":\"Prior meta-analyses highlighted leadership dimensions such as setting goals and expectations, resourcing strategically, planning and coordinating instruction and curriculum, promoting teacher learning, and ensuring an orderly and supportive environment.\"}]","Why Leadership Matters - One School’s Journey to Success | PDF",1792094722,33]