Middle Level Leadership Center presentations (MU)
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Items in this collection represent public presentations made by the Middle Level Leadership Center and Research faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format. Items may contain more than one file type.
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Item Transformational Leadership: Principals, Leadership Teams, and School Culture(2002-04) Valentine, Jerry; Lucas, Stephen Earl, 1960-The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture. Twelve middle schools composed the sample population. Three surveys were used, each one focusing on collecting data related to principal leadership, team leadership, and school culture. Data were analyzed using correlational and regression statistics. Results show that the principal seems to be the primary source of identifying and articulating a vision and providing an appropriate model. Leadership teams seem to be the primary source of providing intellectual stimulation and holding high expectations. There is a mix of principal and leadership-team influence as sources of fostering commitment to group goals and providing individualized support. School culture factors reveal that the leadership team, rather than the principal, seems to exert the greatest influence upon collaborative leadership and learning partnership. The principal, rather than leadership teams, seems to exert the greatest influence upon teacher collaboration and unity of purpose. These and other findings are supportive of the current movement in education toward collaborative forms of school leadership. This study serves as a start for further exploration of principals, leadership teams, transformational leadership, and school culture.Item Performance/Outcome Based Principal Evaluation: A Summary of Procedural Considerations(1986-10) Valentine, JerryPerformance evaluation is designed to assist principals in better accomplishing their leadership role. Performance/Outcome Based Principal Evaluation (PBPE) is defined as "a process for the professional development of principals through the identification of job-related expectations, documentation of skills regarding those expectations, feedback regarding skill level, opportunity to improve skill, and job-related decision making." The first two phases of the evaluation, developmental and preparatory, involve the construction of an evaluation committee and the training of the evaluators on that committee, respectively. The formative phase outlines the two-dimensional approach to evaluation: (1) procedures for assessing and improving specific skills (criteria) and (2) procedures for improving the ability to provide direction for the school (goals). Associated with effective implementation are these considerations: (1) the onsite observations of the principal by an evaluator, (2) the post observation conference between principal and evaluator, (3) the professional development plan developed by the principal and the evaluator, (4) the goal statement representing a direction for the school, and (5) the improvement of evaluative skills. Included in the paper is a figure representing the PBPE procedural outline.Item Audit of Principal Effectiveness: A Process for Self-Improvement(1989) Valentine, JerryFeedback data provide an avenue to improved perceptions; in the educational setting, improved perceptions translate into personal growth and more positive organizational culture. To provide a valid, reliable, and practical instrument for faculty feedback regarding administrative skill, the Audit of Principal Effectiveness was developed in 1982. Over the next 4 years the instrument was statistically anaylzed, used in research and schools, refined, reanalyzed, and shortened; since 1986 it has been used in numerous research studies and in hundreds of schools across the country. The revised instrument provides the principal with teacher insight on 80 items of principal effectiveness. In addition, teacher perceptions are provided regarding three domains: (1) organizational development containing the factors of organizational direction, linkage, and procedures; (2) organizational environment containing the factors of teacher and student relations, and interactive and affective processes; and (3) the educational program containing the factors of instructional and curricular improvement. Factor scores within the three domains provide the principal with an understanding of personal administrative skills beyond the scope of each individual instrument item. Suggestions for use of the audit include providing anonymity for persons completing the instrument and summarizing and sharing the findings from the assessment with the faculty.Item School Improvement Surveys(1986) University of Missouri-Columbia. Middle Level Leadership CenterThis is a collection of four school improvement surveys developed by the Middle Level Leadership Center. The Audit of Principal Effectiveness (APE) provides information about the effectiveness of principals in dealing with personnel inside and outside the school setting, nurturing school climate, and serves as the educational leader of the school. The Instructional Practices Survey (IPS) provides information about the teaching practices in the middle level school. The School Culture Survey (SCS) provides information about the shared values/beliefs, the patterns of behavior, and the relationships in the school. The Middle Level Student Survey provides information about the students in the middle level school.Item Instructional Practices Inventory Documents(2007) Valentine, Jerry; Painter, Bryan A. (Bryan Ashley), 1970-Hundreds of Instructional Practices Inventory Level I workshops are conducted throughout the United States each year. The workshops are led by an IPI certified trainer and require a minimum of 7 hours to complete. The workshops include opportunities to develop competence in using the IPI instrument to collect observation data and develop IPI profiles, as well as discussions and strategies about how to facilitate the faculty analysis and collaborative problem-solving activities once the profiles are developed. The IPI workshops include hands-on learning, collaborative verbal learning conversations, authentic practice in a school setting, and a reliability assessment so each participant is clearly aware of their level of competence with the instrument.