<p> This study was focused on the perceptions of teachers and administrators from southwest Missouri high schools regarding the impact of Active Shooter Intruder Response Training (ASIRT). Perceptions of school safety, school climate, and preparedness for an active shooter were collected through focus group interviews. Participants for this study included four teachers and four principals randomly selected from a stratified cross-section of southwest Missouri high schools, based on enrollment. Also interviewed was Senator Dan Brown, primary sponsor of Missouri Senate Bill 75 (2013). Missouri Senate Bill 75 was signed into law by the Governor of Missouri in 2013 and mandates intruder training for Missouri school districts. The findings of this study were that teachers and administrators reported greater feelings of safety, climate, and preparedness for an intruder after participating in ASIRT. According to Senator Brown, the bill was originally authored to allow each school district the opportunity to determine how to best train staff for the event of an active shooter. Findings revealed that ASIRT was designed primarily to better provide safe learning environments for students and school staff, allowing higher levels of teaching and learning. Maslow&rsquo;s (1954) theory of motivation&ndash;hierarchy of needs was the theoretical framework of this study, which states all humans must have the basic need of safety met before further development can take place. This theory paralleled the literature reviewed for this study, which indicated students perform at higher levels when they have a greater sense of safety.</p>

<p> Collaboration in Professional Learning Communities and development of teacher efficacy and trust in Alabama schools was studied. The purpose of the study was to examine how Professional Learning Communities are used in North Alabama schools to foster collaboration and to develop teacher efficacy and trust within school settings. The participants in the study were kindergarten through fifth grade educators employed in North Central Alabama schools. The methodology consisted of the <i>Teachers&rsquo; Sense of Efficacy Scale</i> (TSES), a survey by Tschannen-Moran and Woolfolk Hoy (2001) and researcher-developed interviews. The surveys were used to identify patterns and themes about teachers&rsquo; beliefs. Purposeful interviews were conducted to assess the perceived levels of trust and effectiveness gained as a result of participating in collaborative activities. Data from the <i> Teachers Sense of Efficacy Scale,</i> a survey used to assess teacher efficacy in student engagement, teacher efficacy in instructional strategies, and teacher efficacy in classroom management, were analyzed and paired with themes that emerged from interviews surrounding the establishment of trust. Interviewees viewed these emerging themes as being a result of their participation in collaborative activities in professional development settings. Results indicated that teachers who were involved in ongoing, job-embedded professional development centered on dialogue and collaboration reported a higher sense of efficacy and were more willing participants in dialogue on teaching and learning in perceived risky environments.</p>

This study compared the findings from the literature review in the area of schools as professional learning communities, using specifically Toole and Louis’ (2002) definition of a professional learning community, with the perceptions of twelve Manitoba school principals of the normative imperative to develop their schools as professional learning communities and their perceptions of the reality of administrative practice. Toole and Louis propose that a professional learning community is a concept composed of three interdependent domains, namely a school culture that emphasizes professionalism is client centered and knowledge based, additionally it emphasizes learning by placing a high value on teacher inquiry and reflection, and finally it is communitarian insofar as it emphasizes personal connections. Furthermore, this definition is built on the notion that there are preconditions, structural supports and human and social resources, necessary for professional learning communities. Grounded theory served as both the theoretical structure and research design to gain an understanding of principals’ thinking (Strauss & Corbin, 1998). principals participated in this study in two focus groups (six principals in each focus group), and twelve interviews. Each focus group and interview was transcribed, and content analysis was employed to identify commonalities and differences in the data (Gall, Gall & Borg, 2003). Using open, axial, and selective coding eight themes were identified based on the responses to the research questions (Johnson & Christensen, 2004; Strauss & Corbin, 1990). This study revealed some consistency between the information cited in the literature, with specific focus on Toole and Louis’ (2002) definition, and principals’ perceptions of their schools as professional learning communities. The participants perceived of a professional learning community as being comprised of three interdependent domains, which are professional, learning and community, and as requiring necessary structural supports and human and social resources as preconditions. They identified time, teacher empowerment, interconnected teacher roles, school plans and institutional identity as structural supports. They also viewed trust and respect, and supportive principal leadership as human and social resource preconditions for schools striving to become professional learning communities. The study revealed conflict between the beliefs of the principals and conceptions of professional learning communities as theoretically constructed in the literature. The participants perceived that while a professional learning community is multidimensional, its effectiveness is not necessarily tied to measures of student achievement. There appeared to be few differences between the participants’ perceptions when separated by gender, school type (public or private) and school size (small, medium or large). The participants appeared to have limited notions of professional learning communities and as a result it is hard to make a case that professional learning communities exist in these schools. Additionally, they saw the duty to evaluate teachers as fostering the development of a professional learning community. Finally, while professional learning communities may hold the best promise for sustaining school improvement efforts (Hord, 2004), the efforts associated with nurturing one will lack results if principals do not possess the clarity of what is required for a school to become a professional learning community.

<p> Principals and superintendents serving in four suburban school districts in Wisconsin experiencing significant increases in the numbers of students who identify as Hispanic or African American were studied to identify how these leaders were working to meet the needs of all learners in increasingly diverse public school contexts. This study aimed to answer three primary research questions: What resources, supports and strategies are employed by principals in suburban school districts experiencing significant demographic changes related specifically to increases in the number of students who identify as African American or Hispanic that helped them be successful in their roles? What do these school leaders need from their superintendents in order to successfully deliver on the promise of creating school environments within which all students succeed? How are superintendents in these suburban contexts increasing their competencies and supporting principals in proactively leading through racial demographic shifts in a society that has typically marginalized such groups of students? Leadership dispositions, knowledge, skills, and resources identified by building administrators necessary to successfully meet the challenge of actualizing success for all students are discussed and include growth mindset, a deep understanding of change management, a willingness to confront and disrupt, and a reliance upon peer collaboration. The superintendent/principal relationship is analyzed for relevance and impact on principal effectiveness and issues currently faced by district administrators serving in increasingly diverse suburban school districts are outlined. Results of this study illuminate opportunities for future research and implications on current practice in the field of educational administration.</p>

This study compared the findings from the literature review in the area of schools as professional learning communities, using specifically Toole and Louis’ (2002) definition of a professional learning community, with the perceptions of twelve Manitoba school principals of the normative imperative to develop their schools as professional learning communities and their perceptions of the reality of administrative practice. Toole and Louis propose that a professional learning community is a concept composed of three interdependent domains, namely a school culture that emphasizes professionalism is client centered and knowledge based, additionally it emphasizes learning by placing a high value on teacher inquiry and reflection, and finally it is communitarian insofar as it emphasizes personal connections. Furthermore, this definition is built on the notion that there are preconditions, structural supports and human and social resources, necessary for professional learning communities. Grounded theory served as both the theoretical structure and research design to gain an understanding of principals’ thinking (Strauss & Corbin, 1998). principals participated in this study in two focus groups (six principals in each focus group), and twelve interviews. Each focus group and interview was transcribed, and content analysis was employed to identify commonalities and differences in the data (Gall, Gall & Borg, 2003). Using open, axial, and selective coding eight themes were identified based on the responses to the research questions (Johnson & Christensen, 2004; Strauss & Corbin, 1990). This study revealed some consistency between the information cited in the literature, with specific focus on Toole and Louis’ (2002) definition, and principals’ perceptions of their schools as professional learning communities. The participants perceived of a professional learning community as being comprised of three interdependent domains, which are professional, learning and community, and as requiring necessary structural supports and human and social resources as preconditions. They identified time, teacher empowerment, interconnected teacher roles, school plans and institutional identity as structural supports. They also viewed trust and respect, and supportive principal leadership as human and social resource preconditions for schools striving to become professional learning communities. The study revealed conflict between the beliefs of the principals and conceptions of professional learning communities as theoretically constructed in the literature. The participants perceived that while a professional learning community is multidimensional, its effectiveness is not necessarily tied to measures of student achievement. There appeared to be few differences between the participants’ perceptions when separated by gender, school type (public or private) and school size (small, medium or large). The participants appeared to have limited notions of professional learning communities and as a result it is hard to make a case that professional learning communities exist in these schools. Additionally, they saw the duty to evaluate teachers as fostering the development of a professional learning community. Finally, while professional learning communities may hold the best promise for sustaining school improvement efforts (Hord, 2004), the efforts associated with nurturing one will lack results if principals do not possess the clarity of what is required for a school to become a professional learning community.

<p> <b>Purpose.</b> The purpose of this qualitative study was to examine the resiliency of African American males who have obtained principal positions in K-12 education. Using open-ended questions, the researcher interviewed 10 African American males to learn from their experiences of obtaining leadership positions. Their experiences of resilience will provide helpful information to those who pursue leadership positions in K-12 education. </p><p> <b>Theoretical Framework.</b> Resilience theory was used as a theoretical framework to study the resiliency of African American males as they defy the statistical odds against them to obtain leadership positions in K-12 education. Resilience theory focuses on the ability to overcome challenges or adapt in the midst of adversity. This theoretical framework was used to highlight the success stories of resilient African American male principals. </p><p> <b>Findings.</b> Commonalities related to each research question are presented in the study. Participants identified the opportunity to network or have a mentor/advisor as an important factor to obtaining leadership positions. Participants also identified their family and church as support systems and sources of encouragement. Faith, strong work ethic, persistence, and the ability to not view challenges as a barrier were factors that led to their success. </p><p> <b>Conclusions.</b> The researcher found common themes or factors that have contributed to the success of the 10 African American male principals. Despite their differences in experiences, years of service, and career paths, all participants identified common factors that were consistent with literature related to resilience theory. Understanding these commonalities is helpful for creating support systems for aspiring African American male leaders in K-12 education. </p><p> <b>Recommendations.</b> The study revealed several findings consistent with literature regarding resilience. In order to increase the presence of African American males in K-12 education, it is important to share stories of resilience. When considering recruiting, promoting, and supporting African American males in leadership, aspiring administrators should seek other African American male mentors or advisors to provide guidance and support as they choose their career path. Organizations should also create opportunities for aspiring administrators to network with current administrators to gain insight to what has helped them succeed. Furthermore, this study should expand beyond school-level administrators to include other leadership positions within education.</p><p>

<p> The purpose of this study was to garner the perceptions of superintendents and school resource officers in regard to district preparedness for multi-hazard events. Nationwide, schools are facing dramatic changes in the area of safety and security due to natural disasters, and more commonly, manmade hazards (Schaffhauser, 2013). Routinely, school personnel do not have the mindset, nor are they equipped, to respond to a major crisis (Trump, 2012). Recent mass murders and natural disasters in the United States have prompted districts to reach beyond the walls of their schools and into local communities for support (Gereluk, Donlevy, &amp; Thompson, 2015). To identify how districts have fostered partnerships within the community and have collaborated to form an all-hazards team, three research questions were answered. Findings revealed perceptions regarding school district preparedness were less than favorable, while those related to having multi-jurisdictional, all-hazards teams were promising. Furthermore, data collected exposed limited knowledge of the National Incident Management System (NIMS) as a common tool for managing all threats and hazards. By failing to adequately prepare for a major crisis event by utilizing free models and resources available, those responsible for emergency management within schools are jeopardizing the safety and security of all stakeholders.</p><p>

abstract: no / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

<p> Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous districts across Long Island and nationwide. While many districts have incorporated various models of social media such as Facebook, Twitter, and Instagram into their standard communication practice, many more are hesitant to venture into this type of contact with the school community for a variety of reasons. Historically, school leaders relied on letters to parents sent home either by US mail or in their child&rsquo;s backpacks to convey times and locations of meetings and to send important messages (including, but not limited to school practice and policies and dates for upcoming events). In the past ten years, school leaders have begun using websites and email to send important messages out to the school community. This study involved an in-depth examination of the literature surrounding the importance of the home-school connection and how school leaders are using the social media platform of Twitter in an effort to strengthen this relationship. Further discussion included how the ideals of branding a business are beginning to emerge in the school setting in order for the leader to have the ability to tell their own school&rsquo;s story rather then having others tell it for them. Three school leaders currently engaged in the daily use of Twitter were interviewed, as well parents and teachers in the school community. Pertinent documents were reviewed, including school district policy on the use of social media and an analysis of the &ldquo;tweets&rdquo; sent out by the school leader. The findings of this study revealed how school leaders use Twitter to engage the school community and &ldquo;brand&rdquo; their school by having the ability to control the information that is shared with the public</p><p>

<p> The higher education setting is a unique environment in which individuals are tasked with facilitating change. Numerous internal and external factors are causing institutions to need to change how they perform tasks and deliver educational opportunities to students. Therefore, institutional leaders must explore techniques for facilitating change. Within institutions, the people are the ones who lead change initiatives. However, there is limited empirical research on how personnel within institutions perceive change management programs. </p><p> This study provides empirical research regarding how personnel in higher education institutions perceive change management initiatives. More specifically, this study was a program evaluation of personnel at a single institution with a Six Sigma change management program. Document analyses as well as one-on-one and focus group interviews were used to evaluate the Six Sigma program. The interviews were used to understand how personnel perceive the Six Sigma program in the higher education setting and its ability to prepare them to facilitate change.</p><p> The themes developed from the interviews allowed for the conclusion to be drawn that Six Sigma does help prepare individual to facilitate change. Although, participants found the program in its entirety to help prepare them to facilitate change, they also acknowledged many shortcomings of the program. The helpful aspects included: the training program, the trainer(s), providing a process to follow, started the change conversation, knowledge can change, and confidence to lead change. The challenges included were rigidity of the program, statistical calculations, ability to influence change, and scope of the program. Additionally, participants did not perceive Six Sigma to align with the types of problems found in the higher education setting. </p><p>