This report gives an in-depth study of the relationship between effective school leadership and teacher retention. It reviews existing literature that establishes the connection between effective school leadership and lower rates of teacher turnover. The report then attempts to find the relationship among effective school leadership, teacher retention, and student achievement in New York City middle schools. The report also highlights the important processes and strategies that the New York City Department of Education employs in an effort to increase teacher retention. A closer look at The New Teacher Project’s 2012 Report, “The Irreplaceables,” redirects the report to recommend retention efforts that focus on retaining the city’s highest-performing teachers instead of using “blind” retention strategies. In the end, the report summarizes the political climate in New York City between the teachers’ union and the district and recommends four strategies that keep this relationship in mind. / text

Not available / text

Not available / text

<p> ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.</p><p> This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses. </p><p> This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.</p>

<p> The purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students&rsquo; perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, &amp; Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.</p>

<p> The transition process from elementary school to middle school has created numerous obstacles for all stakeholders. Early adolescents encounter emotional and physiological challenges as their bodies mature (Lester, Waters, &amp; Cross, 2013). These challenges have a major impact on the academic achievement of the students (Musoleno &amp; White, 2010). There is a direct connection between a student&rsquo;s successes in middle school and how well the student will do in high school, making the transition process even more important (Andrews &amp; Bishop, 2012). The purpose of this study was to identify predictors which could aid in easing the transition into middle school in order to improve student achievement. Data from the study were examined to evaluate if variance in curriculum, grading practices, and academic programs from Elementary School A, Elementary School B, and Middle School C had an effect on MAP Grade-Level Assessment performance and middle school readiness. The project also involved analysis of what impact other predictors such as student poverty, teacher-assigned grades, and student attendance had on student achievement during the transition process. This causal-comparative study was conducted to analyze the amount of discrepancy between variables of the study and MAP scores. The qualitative results of this study revealed some extreme differences in the percentages of students who raised MAP achievement levels when entering Middle School C from different elementary schools. This could be caused by the differences in curriculum and educational practices among the three schools. The statistical data revealed the other predictors in the study had an impact on student achievement.</p>

Through the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom. / text

<p> The purpose of the exploratory research study was to identify the practices that school principals in the state of Pennsylvania utilize to best support students, parents and school personnel before and during the transition to a middle level school. Research questions were designed to assist in determining what transitional practices schools are using, which practices principals&rsquo; rate most successful, to what extent transition program activities are aligned to the developmental needs (physical, cognitive, social-emotional) of young adolescents, how transitional practices compare between middle level schools that have and have not been identified nationally as a <i>School to Watch </i> and how practices vary by the grade configuration of middle level schools.</p><p> Quantitative and comparative coding qualitative analysis was used in the study and results indicated that transitional practice usage is valued by principals, yet implementation of transitional practices varies among schools. Time was reported as the most significant barrier to implementing transitional practices. The majority of practices used by schools are with students, yet practices lack in addressing students&rsquo; social-emotional needs. Practices aligned to cognitive needs of young adolescents are used more frequently and ranked most successful by principals. Principals indicated self-reported success and that the most common practice used with students prior to transition is an orientation day to the middle school and having an assembly about building rules, procedures and information is most successful and common during transition. Regardless of grade configuration, transitional practices used with school personnel remain the least frequently implemented by schools. Furthermore, student practices aligned to the physical developmental needs of young adolescents are more frequently implemented by schools that have been designated a <i> School to Watch.</i></p><p> I used a web-based survey to gather data to examine the extent to which the transitional practices were implemented in schools. A sample of 96 middle level principals in Pennsylvania responded to the survey. Results from the study support the use of transitional practices with students and parents and educating staff about transition to build a stronger school community and foundation of educational excellence. Implications for professional development and future research are offered.</p>

In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the responses, and generating findings that satisfied the research questions. I discovered that imagination is supported in my classroom but that I need to develop better strategies to show how dramatic skills affect the daily lives of students and the importance of empathy for this class as well as the others I teach.

Effective leadership is a key factor for productive organizations. In this era of educational accountability, starting primarily with the passage of the No Child Left Behind Act of 2001, there has been increased pressure on school leaders to perform a wide repertoire of leadership skills to increase the capacity of schools to meet or exceed national and state academic standards. Student accountability in Arizona began in 2002 when the state legislature passed A.R.S. §15-241 known as Arizona LEARNS. The Achievement Profile, Arizona LEARNS complied with national mandates to establish a research-based evaluation model for school accountability and is the cornerstone of Arizona's system of school accountability.The purpose of this study was to investigate the influence of NCLB (2001) and Arizona LEARNS (2002) on middle-school principal leadership responsibilities and behavior informed by the work of Marzano, Waters, and McNulty (2005). In addition, the relationship between the academic accountability measures and adherence to the middle-school philosophy was explored. The participants consisted of 56 Arizona middle-school principals. The participants completed a survey instrument.Pearson Product-Moment Correlations, Independent Sample t-tests, and ANOVA were used to investigate the effects of years of experience, annual yearly progress, Title I funding, and Arizona LEARNS performance label on the ability to execute specific leadership behaviors and responsibilities as a result of the influence of NCLB and Arizona LEARNS. Demographic data and responses from the open-ended questions of the survey provided depth to the quantitative analysis.Research results indicated NCLB (2001) and Arizona LEARNS (2002) have influenced the ability of middle-school principals in Arizona to execute specific leadership behaviors and responsibilities, such as Being a Change Agent and Being Visible. Research data also indicated a significant change in middle-schools as a result of the increased focus on academic achievement. In open-ended responses, middle-school principals noted multiple concerns with NCLB (2001) and Arizona LEARNS (2002), specifically a decrease in curricular offerings, less student support, and the public consequences of AYP and Arizona LEARNS labels.This study examines impact of academic accountability on middle-school leadership in Arizona and as such is valuable to practitioners in the current era of accountability.