Search Results: (1-13 of 13 records)
|NCES 2020321||2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|NCEE 20200002||The Effects of a Principal Professional Development Program Focused on Instructional Leadership
Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program.
|NCES 2019132||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report (the first of two volumes) provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching. The second volume was released on March 23, 2020.
|NCES 2017156||2015-16 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2015-16 National Teacher and Principal Survey (NTPS) restricted-use data files. The 3 files (Public School Principal, Public School, and Public School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|REL 2017201||Principals' time, tasks, and professional development: An analysis of Schools and Staffing Survey data
The purpose of this study was to examine how public school principals allocate their time to various job-related tasks and investigate the types of professional development they attend. This report summarizes a secondary analysis of data from the 2011/12 school year collected through the Principal and School Questionnaire forms of the Schools and Staffing Survey by the National Center for Education Statistics. Descriptive analyses were conducted to examine principals’ reported time spent on job-related tasks and professional development by school grade level, poverty level, and within poverty level, by school adequate yearly progress status. The sample for the analysis of time spent on job-related tasks included 5,950 principals; the sample for the analysis of professional development participation included 6,360 principals. Results indicate that, of the average 59 hours per week spent on the job, principals at regular public schools spent more than half of their time on internal administrative tasks and curriculum- and teaching-related tasks. Attendance at conferences and workshops was the most commonly reported type of professional development and the least frequently reported was attendance in university courses. These results suggest that principals balance a wide range of tasks within an average week and that their time is often divided between tasks that are administrative in nature and those that are focused on the teachers and students. The report will be useful to state and local leaders making decisions about principal training and providing the necessary support to meet the demands of the position. The findings may also inform discussions around additional staffing and mentoring supports for school principals.
|NCES 2016115||Supplemental Tables to Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12
These tables are supplemental to the Statistics in Brief that examines the trends in principal demographics and other characteristics. The study is based on data from seven administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States from 1987-88 until 2011-12. To view the full report, please go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016189
|NCES 2016189||Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12
This Statistics in Brief examines the trends in principal demographics and other characteristics. The study is based on data from seven administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States from 1987-88 until 2011-12.
|REL 2015068||A Descriptive Analysis of the Principal Workforce in Florida Schools
This report describes the results of a REL Southeast study using the Florida Department of Education staffing database to describe the demographic make-up, Florida Educator Certificate coverages, career paths from 2001/02 to 2011/12, and evaluation ratings of Florida's educational leaders (i.e., assistant principals and principals) in the 2011/12 school year. The sample consisted of 4273 assistant principals and 2979 principals. The study consists of a cross-sectional component and a longitudinal component. The cross-sectional component analyzed the demographic characteristics of the 2011/12 school year educational leaders. The longitudinal component utilized a retrospective cohort analysis to track the certification coverages and career paths of the educational leaders from 2001/02 to 2011/12. Analyses of frequencies, measures of central tendency and distribution, and cross tabulations were examined to provide insight into the demographic characteristics, training, professional experiences, performance, and career paths of Florida's educational leaders in the 2011/12 school year.
|NCES 2014356||2011-12 Schools and Staffing Survey (SASS) Restricted-Use Data Files
This DVD contains the 2011-2012 Schools and Staffing Survey (SASS) restricted-use data files. The 8 files (Public School District, Public School Principal, Public School, Public School Teacher, Public School Library Media Center, Private School Principal, Private School, and Private School Teacher) are provided in multiple formats. The DVD also contains a 6-volume User's Manual, which includes a codebook for each file.
|REL 2012023||How California's Local Education Agencies Evaluate Teachers and Principals
This REL West Technical Brief, How California's local education agencies evaluate teachers and principals, summarizes the results of a statewide survey of teacher and principal evaluation practices across school districts and direct-funded charter schools in California. Key findings include:
|REL 2012135||A Descriptive Analysis of the Principal Workforce in Wisconsin
National and state policymakers are concerned that the principal workforce is aging, that fewer new principals are joining the workforce, and that fewer female and racial/ethnic minority educators are entering and remaining in the principal workforce. This study describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009.
|WWC QRNY0210||WWC Quick Review of the Report "The New York City
Aspiring Principals Program: A School-Level Evaluation"
The study examined whether schools with novice principals trained through the Aspiring Principals Program had higher student achievement than schools led by other novice principals.
The study included schools in New York City led by principals who were hired in 2004 or 2005 and had served as principal for three consecutive years. The analysis included 86 schools that were assigned a principal trained through the program and 319 schools whose principals did not participate in the program.
The study measured the effect of having a principal who participated in the Aspiring Principals Program by comparing the change in achievement of schools where a participating principal was placed to the change in achievement of comparison schools—in which a non-participating principal was placed—controlling for school characteristics.
|REL 2010084||School-site Administrators: a California County and Regional Perspective on Labor Market Trends
This study explores the differences among California's counties and regions in their needs for new school-site administrators in the coming decade, as driven by a combination of projected administrator retirements and projected student enrollment changes. The projected need for new school-site administrators, based solely on these combined factors, ranges from 9 percent to 71 percent of counties' 2007/08 administrator workforce, with the highest need counties generally in the Central Valley and Inland Empire regions.
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