Citation

Supporting Leaders in Urban Schools: The Case of New Leaders for New Schools

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Abstract:

New Leaders for New Schools (“New Leaders”) is an organization that aims to ensure high levels of student achievement by developing and supporting outstanding school leaders to lead learning in urban schools. The organization is currently partnering with several districts across the U.S. and has placed principals in both traditional public schools and charter schools. New Leaders is one of several organizations that offers an alternative preparation training program for principals, (Campbell & Grubb, 2008) and its experiences are likely to be of interest to others who are involved in efforts to improve the quality of school leadership in urban schools.

RAND is conducting a formative and a summative evaluation of the New Leaders program, its theory of action, and its implementation, as well as the effects of the program on student achievement. As part of this evaluation, RAND surveyed 190 New Leaders principals. 78 percent of New Leaders principals responded to the surveys, which gathered information about their leadership activities, the challenges they face in their schools, the support they receive from districts and New Leaders, and their plans for the future. In addition, RAND examined a variety of materials provided by New Leaders and interviewed key staff in the central office as well as in each participating district.

This paper draws on the survey results to examine the conditions that can support or hinder effective urban school leadership. The findings suggest that even among a group of leaders who have expressed a strong commitment to improving the achievement of all students in their schools, external conditions can create barriers. We examine the factors that principals view as the most significant hindrances, and we explore how principals’ perceptions about these hindrances vary as a function of experience as well as school and district context. We also examine the sources of support principals receive, and the extent to which they draw on supports outside their own districts. The presentation will examine the implications of the findings for understanding what kinds of supports and conditions are likely to be essential for promoting improved instructional leadership in urban schools.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378505_index.html
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MLA Citation:

Hamilton, Laura., Gates, Susan. and Ikemoto, Gina. "Supporting Leaders in Urban Schools: The Case of New Leaders for New Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378505_index.html>

APA Citation:

Hamilton, L. , Gates, S. and Ikemoto, G. S. "Supporting Leaders in Urban Schools: The Case of New Leaders for New Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378505_index.html

Publication Type: Symposium Paper
Abstract: New Leaders for New Schools (“New Leaders”) is an organization that aims to ensure high levels of student achievement by developing and supporting outstanding school leaders to lead learning in urban schools. The organization is currently partnering with several districts across the U.S. and has placed principals in both traditional public schools and charter schools. New Leaders is one of several organizations that offers an alternative preparation training program for principals, (Campbell & Grubb, 2008) and its experiences are likely to be of interest to others who are involved in efforts to improve the quality of school leadership in urban schools.

RAND is conducting a formative and a summative evaluation of the New Leaders program, its theory of action, and its implementation, as well as the effects of the program on student achievement. As part of this evaluation, RAND surveyed 190 New Leaders principals. 78 percent of New Leaders principals responded to the surveys, which gathered information about their leadership activities, the challenges they face in their schools, the support they receive from districts and New Leaders, and their plans for the future. In addition, RAND examined a variety of materials provided by New Leaders and interviewed key staff in the central office as well as in each participating district.

This paper draws on the survey results to examine the conditions that can support or hinder effective urban school leadership. The findings suggest that even among a group of leaders who have expressed a strong commitment to improving the achievement of all students in their schools, external conditions can create barriers. We examine the factors that principals view as the most significant hindrances, and we explore how principals’ perceptions about these hindrances vary as a function of experience as well as school and district context. We also examine the sources of support principals receive, and the extent to which they draw on supports outside their own districts. The presentation will examine the implications of the findings for understanding what kinds of supports and conditions are likely to be essential for promoting improved instructional leadership in urban schools.


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