Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
Browse
4 results
Search Results
Item An evaluation of selected supervisory services as perceived by teachers and principals(Montana State University - Bozeman, 1967) Ryti, Robert GaryItem Administrators' and teachers' perceptions of the formative assessment process used to evaluate students' level of proficiency and ongoing instruction in reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Miller, Natalie Boren; Chairperson, Graduate Committee: Arthur W. BangertAdministrators commonly lead the implementation of one universal reading screening assessment three times per year to formatively compare student progress. Frequently, this same screening tool is facilitated by principals and implemented by teachers one time per month to monitor students' progress. With the increased attention on testing, educators report that they are fearful they are not using all of the data wisely that they are collecting (Peverini, 2009). Furthermore, it is not enough to know whether students are performing proficiently or below grade level standard; it is important to diagnose the type of learning difficulty that is standing in the way of mastery so that teachers can appropriately plan ongoing instruction (Chappuis, 2014). The motivation for this study is the notion that principals who lead in transformational and collaborative ways that focus on high-impact instructional methods experience grade level proficiency that is three to four times greater than when limiting instructional leadership to that of promoting only a focus on the implementation of the school's mission and vision (Buffum et al., 2012; Robinson, Lloyd, & Rowe, 2008). The purpose of this quantitative and qualitative multimethods study was to identify administrators' and teachers' perceptions of the overall formative assessment process in reading and to determine their perceptions of effective formative assessment practices commonly used to indicate students' level of proficiency with reading standards and to plan ongoing instruction. Overall, teachers and administrators shared similar perceptions of the formative assessment process and its use. Teachers and administrators agreed that classwork and observations are essential for identifying a student's zone of proximal development, essential for planning ongoing instruction, and effective evidence of student progress toward standard mastery. Moreover, during reading instruction, teachers and administrators indicated that encouraging and corrective feedback should be provided for students against clear learning goals. To lead the formative assessment process in reading effectively, it is critical for administrators to be high-impact transformational and instructional leaders.Item The influence of principal leadership responsibilities on professional learning communities : perspectives of high school teachers and principals(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Hehn, Jeril Lyn; Chairperson, Graduate Committee: Jayne DowneyThis study investigated teacher and principal perspectives regarding how principal leadership responsibilities influence the functioning of Professional Learning Communities (PLCs). PLCs are a concept and a structure through which schools can address and respond to the myriad social, political, and technological forces that educators face today. By utilizing principal leadership responsibilities associated with second order change as a basis for identifying the needs of PLCs, data was gathered to analyze and inform principals in how to determine the needs of their PLCs. Such information can then be used to develop a school improvement plan to meet PLCs at their current level of functioning, and focus on addressing the specific needs of each PLC in a targeted manner that employs differentiated leadership designed by principals to positively impact teaching and learning. The purpose of this embedded case study was to examine how teachers and principals describe the influence of principal leadership responsibilities on PLCs. The case study was conducted at a class AA high school in Montana consisting of five principals, 95 teachers, and approximately 1830 students in the initial years of PLC implementation. The primary sources of data collection were: teacher and principal focus group interviews, document analysis, researcher's journal, and the use of archival collective efficacy data. Findings suggest the importance of clear ideals and beliefs; an emphasis on the need for principals to support teachers in differing ways; varying interpretations of principal leadership responsibilities between PLCs as well as between principals and teachers; and various levels of PLC functioning. As principals seek to develop and implement continual school improvement plans to enhance teaching and learning, they must understand the needs identified by their PLCs and develop a differentiated leadership plan to utilize principals' time, talents, and resources to meet those needs and support positive PLC functioning. Recommendations are made for further research.Item Transforming educational paradigms : a case study of two different schools on the path toward implementing personalized mastery practices(Montana State University - Bozeman, College of Education, Health & Human Development, 2014) Anderson, Travis James; Chairperson, Graduate Committee: Arthur W. BangertThis embedded, multiple-case study was conducted to investigate perceptions of academic optimism and transformational leadership behaviors in two schools implementing personalized mastery educational paradigms. Personalized mastery educational paradigms require that students demonstrate mastery of established standards prior to moving onto more complicated concepts. This model represents a dramatic departure from traditional models of education where student progress through the curriculum is primarily determined by seat time. Teacher perceptions of academic optimism have been shown to have a positive effect on student achievement (Hoy, Tarter, & Woolfolk Hoy, 2006) and transformational leadership behaviors have been linked to second-order change required for successful implementation of new educational models (Leithwood & Jantzi, 2006). Academic Optimism and Transformational Leadership were examined in two schools at different stages of implementing a personalized mastery model of education. The case is bound by the system of personalized mastery education, bound by place in terms of one school in Wyoming and one in Montana, and bound by time during February and April of 2014. This research was framed by the following central question: How do teachers at two high schools at different stages of implementing personalized mastery learning describe their perceptions of transformational leadership, academic optimism, and the organizational change process? The School Academic Optimism Scale (SAOS) (Hoy, 2005) was used to assess teachers' perceptions of Academic Optimism and the Multifactor Leadership Questionnaire (MLQ) (Avolio & Bass, 2004) was used to assess their perceptions of Transformational Leadership. In addition, semi-structured teacher interviews were conducted to obtain a richer and deeper understanding of perceptions related to academic optimism and transformational leadership during the organizational change process. Finally, a critical incident analysis was performed on principal journal entries describing principal perceptions of transformational leadership behaviors and teacher academic optimism during the organizational change process. Findings suggest increased perceptions of academic optimism and transformational leadership behaviors within both schools. Additionally, teachers in the school where the personal mastery model was implemented over a longer period of time suggested the school was recultured to accept this new educational model and felt a greater sense of collective leadership.