Perceptions, attitudes, beliefs, and values of students, teachers, staff, and administrators that influence customs, traditions, and social expectations within a school building.
Published in Chapter:
How School Leaders Can Support Teachers With Program Implementation
Christina Boyle (Monmouth University, USA), Maria Wills (Monmouth University, USA), Lauren E. Jackson (Monmouth University, USA), Nicole Kammer (Monmouth University, USA), and
Tracy Mulvaney (Monmouth University, USA)
Copyright: © 2021
|Pages: 24
DOI: 10.4018/978-1-7998-5557-6.ch009
Abstract
Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.