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16 Mar 2017

Measuring Distributive Leadership Practices

Measuring Distributive Leadership Practices

The Strategic Education Collaborators diagnostic review processes include assessing our client’s existing distributive leadership culture perceptions and practices through the collection of a multitude of data collection points.  These data points relate to researched based and vetted effective distributive leadership practices. The researched based and applied methodology used by Strategic Education Collaborators has proven results.

Methodology:

We implemented a mixed-methods approach to better understand the quality of activities contributing to school-wide leadership structures, key stakeholder perceptional data and student instructional practices. This approach provided a breadth and depth of data collection procedures (both quantitative and qualitative) and allows for multi-level analyses. Data for needs assessments are collected using the following approaches:

      Structured classroom observations focused on the use of evidence-based classroom practices.

      Key interviews with administrators, teachers and instruction support staff to capture a depth of knowledge not highlighted in surveys and document data analysis.

      A series of student, and teacher focus groups contributed a variety of perspectives from key stakeholders throughout the school community.

      Online parent and student surveys examined perceptions and beliefs regarding quality of instruction, school climate, and relationships with and among staff.

 The diagnostic review processes included all members for each group for interviews, teacher focus groups, and classroom observations attending to grade level, content area, and team assignment.  Attention is paid to stakeholders across the school, including general education teachers, special education teachers, program specialists/coordinators, and administrators. Strategic Education Collaborators work with site administration to recruit a sample of representative individuals for the student focus groups.

Parent and student feedback surveys were conducted using a confidential on-line tool.  The site administration administered the survey which was open to all members of each group.  Responses were managed confidentially off site by Strategic Education Collaborators.

 Classroom observations and survey data is analyzed using descriptive statistics (frequencies, percentages, and means) to determine similarities and differences among respondents and across assessment areas.

 Focus group and interview data is independently compiled and analyzed according to research-based qualitative content analysis procedures including coding of responses, categorization of emerging themes, and synthesis of findings. Responses were collected in the aggregate with protecting individual respondents’’ confidentiality by not identifying responses by individuals. 

Data analyses was conducted by identifying emerging themes and categories. Focused coding techniques are used to elaborate and connect themes when possible, and to delineate potential sub-themes within the broader topics. This process allows for a more rigorous classification and management of text and narrative into controllable bits of data, so that Strategic Education Collaborators can make valid inferences from interview, focus group, and survey data.

The Strategic Education Collaborators diagnostic review processes include assessing our client’s existing distributive leadership culture perceptions and practices through the collection of a multitude of data collection points.  These data points relate to researched based and vetted effective distributive leadership practices. The researched based and applied methodology used by Strategic Education Collaborators has proven results

Strategic Education Collaborators are school leaders for school leaders to be your partner in designing  the road map for continuous improvement.  To learn more, read client feedback and for contact information visit  http://scottspringston.com/

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