Academic literature on the topic 'High school principals Selection and appointment'
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Journal articles on the topic "High school principals Selection and appointment"
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Hariyati, Nunuk, Tarma Tarma, Dian Fajarwati, and Aditya Chandra Setiawan. "Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 220. http://dx.doi.org/10.23887/jpp.v54i2.33186.
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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.
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Kurniady, Dedy Achmad, Sururi, and Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI." PEDAGOGIA 14, no. 3 (March 30, 2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.
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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.
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Kimbrel, Laurie A. "Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence." International Research in Education 7, no. 2 (September 19, 2019): 106. http://dx.doi.org/10.5296/ire.v7i2.15332.
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Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.
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Fauziah, Fauziah, Jimmi Copriady, and Sudirman Sudirman. "IMPLEMENTASI PERMENDIKNAS NOMOR 28 TAHUN 2010 TENTANG PENUGASAN GURU SEBAGAI KEPALA SEKOLAH DI KABUPATEN SIAK." Jurnal Manajemen Pendidikan Penelitian Kualitatif 5, no. 1 (March 31, 2021): 30. http://dx.doi.org/10.31258/jmppk.5.1.p.30-37.
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Permendiknas implementation research on the appointment of pricipals is inseparable from the basic permendiknas namely: (1) permendiknas number 13 year 2007 about pricipal standar, (2) permendiknas number 28 tahun 2010 about teacher assignment as Head of school. This research discloses how the process of appointment of headmaster of SMP negeri in Dinas Education and culture of Siak Regency, is in accordance with the provisions set by the government in permendiknas number 28 year 2010. This implementation research isbased on metter and Horn theory and describe the findings using approach qualitative methods. Data obtained by interviuw, observation and document. Futher data are analyzed and performed continuously to complate. The results of the study note that the general requirements in administrative selection are not met well. Because three is still the age of principals who do not meet the provisions with the number 85%. This means that only 15% of the principals are appointed in accordance with the provisions of the first appointment process in office. Even 29% of headmaster who served in Siak district will now undergo more than 2 periods of duty. At the rank and class of principals also found 13% of principals who are currently still in rank/class IIIB. While on special requirenments found arround 65% of school principas in Siak Regency do not have a certificate of principal issued by LP2KS is a NUKS certificate. There are several factors that become obstacles in implementing permendiknas number 28 year 2010 in Siak Regency. Namale; (1) the SDK of siak Distric employees, especially the lack of education, (2) the cost of education and training to obtain NUKS certificate, (3) the role of the acceptability team in the process of placing the principal the carry out his duties as principal.
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Wills, Gabrielle. "Informing principal policy reforms in South Africa through data-based evidence." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 28. http://dx.doi.org/10.4102/sajce.v5i2.392.
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In the past decade there has been a notable shift in South African education policy that raises the value of school leadership as a lever for learning improvements. Despite a growing discourse on school leadership, there has been a lack of empirical based evidence on principals to inform, validate or debate the efficacy of proposed policies in raising the calibre of school principals. Drawing on findings from a larger study to understand the labour market for school principals in South Africa, this paper highlights four overarching characteristics of this market with implications for informing principal policy reforms. The paper notes that improving the design and implementation of policies guiding the appointment process for principals is a matter of urgency. A substantial and increasing number of principal replacements are taking place across South African schools given a rising age profile of school principals. In a context of low levels of principal mobility and high tenure, the leadership trajectory of the average school is established for nearly a decade with each principal replacement. Evidence-based policy making has a strong role to play in getting this right.
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Gokalp, Serkan. "The Relationship Between School Principals' Cultural Intelligence Level and Teachers' Job Satisfaction and Intention to Leave the Job." European Journal of Educational Research 11, no. 1 (January 15, 2022): 493–509. http://dx.doi.org/10.12973/eu-jer.11.1.493.
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<p style="text-align: justify;">This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.</p>
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Saifuddin, Ridwan, Elip Heldan, Zainal Mutaqim, and Ika Tri Wulan. "Evaluation of SMKN Unggul Terpadu Anak Tuha In Lampung Province." Inovasi Pembangunan : Jurnal Kelitbangan 6, no. 03 (December 1, 2018): 223–38. http://dx.doi.org/10.35450/jip.v6i03.116.
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The policy of the establishment of SMKN Unggul Terpadu by the Provincial Government of Lampung is a form of commitment to education development in the region. This policy needs to be followed up properly, so that the initial purpose of establishing the vocational school can be realized. Evaluation is done to know the existing condition, learning process, and educational process achievement in school. This study was conducted with qualitative approach with descriptive method. Evaluation results indicate Provincial Governments need to strengthen human resource policies, especially the provision of qualified teachers and education personnel; selection and appointment of school principals; strengthening school management by optimizing the Internal Quality Assurance System (SPMI) and the External Quality Assurance System (SPME); arrangement of financial management; support of practical facilities and laboratories; and encourage the splitting of land status that is still integrated with BPPT.
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YILMAZ, Salih. "How to Enhance Occupational Health and Safety Practices in Schools: An Analysis Through the Eyes of School Principals." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 922–33. http://dx.doi.org/10.52380/ijpes.2022.9.4.871.
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School principals are responsible for occupational health and safety (OHS) issues that may arise, and they play a critical role in ensuring that health and safety procedures in schools.The purpose of this study is to determine how occupational health and safety practices in schools can be improved with reference to the views of school principals. Twenty-one principals from kindergarten, primary, secondary and high schools participated in this qualitative research. The research data were collected via official documents and semi-structured interviews. Document and content analyses were utilized to examine the data. At the end of the research, the findings show that the OHS activities for school administrations are listed under the following headings: 'Occupational health and safety services', 'training and information, 'emergency drills', 'projects and activities, 'chemical waste and zero waste project', 'audit, guidance and supervision activities', 'health observation', 'precautions, measurements, safety and periodic checks', 'notifications', and 'OHS module'. The expectations of school administrations from senior management for the development of OHS practices address budget/financial support; directing the solutions to the school; the appointment of an OHS specialist, health and security personnel; more training, seminars, audit and technical support; cooperation among institutions. However, school administrators are expected to properly follow work.
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Budiarti, Ratna, Bedjo Sujanto, and Mukhneri Mukhtar. "Organizational commitment building to the principal of the senior high school." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (December 1, 2022): 2147. http://dx.doi.org/10.11591/ijere.v11i4.23094.
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<p><span lang="EN-US">This quantitative study aimed to determine the effect of personality and decision-making on the commitment of principals from high schools in the state of DKI Jakarta, Indonesia. The survey method was used in this study, along with path analysis for testing hypotheses. This was done with 89 random selection principals as respondents. This study revealed that personality has a direct positive influence on organizational commitment. There is a positive direct decision-making influence on organizational commitment. Hence, there is also an indirect influence on organizational commitment through decision-making. This paper can be a reference to improving the quality of the school by having a principal who has a strong commitment to his school, supported by a brave personality to get out of his comfort zone and is ready to sacrifice for the school’s progress.</span></p>
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Ng, Ashley Yoon-Mooi. "School leadership preparation in Malaysia." Educational Management Administration & Leadership 45, no. 6 (October 13, 2016): 1002–19. http://dx.doi.org/10.1177/1741143216662922.
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This paper examines the preparation of school principals in Malaysia, and the aspiration of the Malaysian Education Blueprint 2013–2025 to ensure high-performing school leaders in every school. It reports on the principal preparatory programme, the National Professional Qualification for Educational Leaders, which is mandatory to those who aspire to be school principals. Documentary analysis was undertaken on materials used for leadership training programmes by the National Institute of Educational Management and Leadership or Institut Aminuddin Baki (IAB), which is the country’s main leadership training and development centre, equivalent to the National College for Teaching and Leadership in England. Eight primary and secondary schools, chosen by stratified purposive sampling, were selected for the study. Interviews were conducted with principals and assistant principals of the eight schools, to establish how they were selected and prepared for their leadership roles. Interviews with Ministry of Education and IAB officials offered a provider perspective while an interview with an education minister clarified the policy and political contexts of the study. The findings of the study draw attention to the need to refine the selection criteria, with a focus on higher entry standards to ensure excellent leadership in schools, an emphasis on instructional leadership to improve student learning in schools, the conflict between central direction and the importance of situational leadership, and the political imperative for programme outcomes.
Dissertations / Theses on the topic "High school principals Selection and appointment"
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Liu, Shun-ho Winnie, and 廖順好. "Teacher recruitment and selection in Hong Kong aided secondaryschools: implications for schoolmanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955708.
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.
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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.Department of Educational Leadership
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Buki, Constance M. "The process used to select elementary school principals in Québec /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69555.
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The purpose of this study was to describe the process used to select elementary school principals in Quebec.The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques.
Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals.
In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills.
The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners.
The interview was the most common technique used by respondents in this study.
Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)
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Dillon, William D. "Public school principal selection by Indiana public school superintendents." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955089.
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This study was suggested by the need to examine the role of Indiana superintendents in candidate selection, the recruitment and selection procedures used in principal selection and the prioritization of criteria used to evaluate the candidacy of individuals for the principalship with respect to Indiana public elementary and secondary schools. A three-part questionnaire was sent to each of 296 superintendents in Indiana requesting a ranking of superintendent functions in selection, candidate determination procedures, and criteria prioritization. Demographic variables were included to determine if superintendents' prior experiences or sizes of districts represented affected decisions about principal selection. A total of 191 responses were analyzed in terms of descriptive statistics and statistically significant differences among demographic groupings. The following null hypothesis was analyzed in terms of five demographic categories: "There are no significant differences among superintendents' ratings of the important selection criteria or desired principal competencies or characteristics on the basis of any of the following categories." Five categories were analyzed. 1. Whether hiring for an elementary principalship or a secondary principalship. 2. Size of district from which responding superintendent reported. 3. Number of principals hired as superintendent. 4. Number of years as superintendent. 5. Number of years as principal (if any). Although statistically significant differences were found, none was determined to represent an important difference among these categories. Candidate competencies considered most important by responding superintendents were the following: "Ability to listen effectively to others," "Ability to communicate effectively with others, and "Ability to work cooperatively with a variety of other people and groups."The data supported communications and "people skills" for principal candidates, and the importance of proven administrative experiences. The data also supported an interest by responding superintendents in controlling the principal selection process.Department of Educational Administration and Supervision
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Cavanagh, Mary E. "The rise and demise of assessment centres in the selection of principals in Queensland State Schools." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36688/1/36688_Digitised%20Thesis.pdf.
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The identification of successful candidates for school leadership positions is one of the most significant challenges confronting any school system. The focus of this thesis was a large State education system in Queensland, Australia, and policy decisions that were made in relation to how principals in that system were to be selected. The central purpose of this thesis was to examine the critical factors that underpinned the Queensland Department of Education's decision to use Assessment Centres as a major tool in the selection process for principals in Queensland, Australia. As well, this thesis sought to identify those factors that contributed to a later policy decision to dispense with using Assessment Centres for selection purposes.
A mixed-method case study approach was adopted which incorporated semistructured interview, participant observation, questionnaire, and document review. Semi-structured interviews were held with a small group of 'elites' including a Director-General of Education, who at the time, held the most senior position within the Queensland Department of Education. These 'elites' provided strategic insights into policy decisions that related to the use of Assessment Centres for selecting principals. A more 'grass roots' view of Assessment Centres was obtained through using questionnaire and participantobservation methods which focused on the views that practitioners held about Assessment Centres. Document review complemented these data collection methods by uncovering the historical factors underpinning the views that the QTU and many senior Departmental officers held about Assessment Centres.
The findings of this study revealed that the Director-General of Education in Queensland, was convinced that Assessment Centres were strong, predictive tools that could lend consistency, validity and rigor to the selection process. By using the Queensland Assessment Centre as a selection tool, he hoped to identify leaders who would embrace the new culture of Education Queensland and as such achieve his vision of excellence in education. However, the topdown approach to policy change, and the commander style of leadership that he used to achieve this goal, did not engender stakeholder support for and commitment to the new selection policy. Instead, it generated resistance amongst stakeholders, particularly the Queensland Teachers' Union (QTU).
Significantly, the Queensland Assessment Centre did not have bipartisan political support. Instead, it was dependent on the political patronage of the State Coalition Government whose Education Minister was intent on excluding the QTU from critical Departmental policy making processes.
However, by marginalising the QTU, a pressure group aligned to the Labor Party, the Government ignored the QTU's capacity to exert considerable power and influence should the right political conditions prevail. Such a situation arose in 1998 when a State Labor Government took Office and the QTU gained 'insider' status in the Government's policy making process. The changed political climate proved to be less favourable for the Queensland Assessment Centre as it failed to gain the endorsement of the new Government, and within a very short time it ceased operating. Perhaps, had greater emphasis been placed on building bipartisan political support for the Queensland Asssessment Centre it might possibly have survived the change of Government.
The study concluded by providing recommendations for future research to be conducted in the of area of Assessment Centres, in particular, how Assessment Centres might be used to improve recruitment and selection processes within the Queensland education context as well as in other organisations.
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Meyer, Matthew John 1948. "Transitional wars : a study of power, control and conflict in executive succession : theatre as representation." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35013.
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The study of promotion or executive succession has been of interest to educators since the beginning of schools. Who should be a school's principal? The purpose of this study was twofold. First to investigate executive succession within large, urban Canadian schools boards, and second, to use a dramatic work---a play---to represent the major findings. Theatre is used to present society and its workings, it is a method of data representation that permits human emotion, care, conflict and tension to become palpable, to provoke an audience. The two purposes of this study merged to provide insight unto the "reality" of school principals' promotions from the perspective of practitioners.Data on promotion was collected from thirteen seasoned school administrators through extended interviews. Respondents were encouraged to relate stories of individual promotions, as they understood them. The data was transcribed and analyzed using the constant comparison approach. This method yielded multiple levels of analysis including areas of reference, spheres of infra-influcnce (highly related concepts), and rules of inclusion (subsuming large amounts of data).
It was clear that promotion was a "political act" where several stakeholders fought for their interests. Then followed transcendence---the movement from the naturalistically collected and analyzed data to the play---the movement from science to art form. The rules of inclusion inspired the foundations of the novella, the novella led to the play; characters, scenes and actions were developed. A group of actors rehearsed and prepared a staged reading. Tim play was presented to a group of educators who were asked to respond to it at two levels---the work as a provocation device for preparing educational administrators and the work as the "reality" of promotion.
Clearly, the theatrical work stimulated the audience and indicated there is a valid place in administrator preparation programs for dramatic works. As well, the notion of promotion as "seeking the best possible candidate" was challenged as stakeholders' Interests dictated both promotion procedures and candidate succession. The title, Transitional Wars, seemed to capture the essence of the work.
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Atha, John Fitzgerald. "Teacher hiring practices a study of the teacher hiring process used by Indiana public school principals /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/829.
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Liu, Shun-ho Winnie. "Teacher recruitment and selection in Hong Kong aided secondary schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035401.
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Carney, Jeffrey Lynn. "Employment criteria used by Georgia public shcool superintendents in high school principal selection." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/jeffrey%5Fl%5Fcarney/carney%5Fjeffrey%5Fl%5F200605%5Fedd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 108-116).
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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondaryschool teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3195554X.
Full textBooks on the topic "High school principals Selection and appointment"
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Vanuatu. Office of the Ombudsman. Public report on the improper appointment of the principal V.I.T.E. Vanuatu: Office of the Ombudsman, 2005.
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Magagula, Cisco M. The profile of head teachers of Swaziland. [Kwaluseni] Swaziland: University of Swaziland, 1993.
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Education, Toronto Board of. Personnel policies, practices & procedures. [Toronto]: The Board, 1989.
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White, R. E., and Karyn Cooper. Principals in succession: Transfer and rotation in educational administration. Dordrecht: Springer, 2011.
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J, Campbell William. Selecting a Catholic elementary school principal. Washington, D.C: National Catholic Educational Association, 2000.
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Improving the selection and performance of school principals: Using theatre as a professional development tool. Lewiston, NY: Edwin Mellen Press, 2009.
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G, Carter David S., Glass Thomas E, and Hord Shirley M, eds. Selecting, preparing, and developing the school district superintendent. Washington, D.C: Falmer Press, 1993.
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Hakkyo rŭl pakkuda: Kyojang kongmoje hakkyo 2-yŏn ŭi kirok. Sŏul-si: Uri Kyoyuk, 2010.
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Kyojang chedo hyŏngmyŏng: Hakkyo hyŏksin ŭi chirŭmkil. Sŏul-si: Sallimt'ŏ, 2013.
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American Association of School Administrators, ed. Accessing the superintendency: The unwritten rules. Thousand Oaks Calif: Corwin Press, 2000.
Find full textReports on the topic "High school principals Selection and appointment"
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.