2012 UCEA Convention

Keys to Sustainable Communities? Principals’ Longitudinal Influences On Their School-wide Professional Communities. Jason Taylor Huff, University of Tennessee; Xiu Cravens, Peabody College Vanderbilt University
Researchers agree school leaders should focus on improving teaching and learning in schools. However, studies examining how principals create broader conditions for learning have identified indirect links between leadership and student achievement. Using HLM, we examine the longitudinal relationship between changes in principals’ practices and school-wide professional community. Results link principals’ instructional leadership practices and professional community; they suggest principals developing professional communities will have higher in-school collaboration. We discuss our findings and future research.
The Role of Principals in Implementing Professional Learning Communities. Joan L. Buttram, University of Delaware; Elizabeth Farley-Ripple, University of Delaware
Research and practice suggests the power of professional learning communities (PLCs) in sustaining instructional improvement. This paper examines how principals influenced implementation of a mandate for 90-minute weekly PLCs in four elementary schools in a mid-Atlantic state. Qualitative and survey data reveal that principals’ understandings and expectations, as well as actions in structuring time and providing support influence school implementation. Findings are discussed in terms of creating and sustaining meaningful professional communities.
The Role of State-Wide Leadership in Sustaining a Professional Development Initiative. Liz Hollingworth, University of Iowa/ UCEA; Sarah G. Hale, University of Iowa
This case study explores a state-wide school improvement policy implemented by a department of education. The study examines results of an electronic survey to a cohort of schools who used the state’s on-line training models for formative assessment. The researchers used the results of the survey to examine the conditions surrounding the fidelity and extent of the program’s implementation. Results indicate sustained school reform requires leadership from SEAs, AEAs, and LEAs.