This factor supports clear efforts to improve school effectiveness and student learning. The district is well organized in support of student priorities when the perceptions meet the value of 2.0. Values less than 2.0 show increasingly positive support, while values over 2.0 indicate declining support for an element or correlate. An analysis of the perception data for the LEADERSHIP correlate indicates that the responses of all groups meet the 2.0 level of effectiveness. The results:
Overall Patterns: All three groups report generally positive perceptions of the Leadership correlate overall. The groups have differing perceptions of individual elements within the correlate. Parents and teachers agree that two elements are not in place in the district:
Teachers and administrators agree that element H is not apparent in the school district:
Parents identify element E as not effective in the district:
Teachers identify two additional elements they perceive as not being in place in the district:
Areas of Greatest Effectiveness: All three groups give one of their lowest mean scores to element J, indicating strongly positive perceptions of effectiveness in this area:
Areas of Greatest Concern: All three groups gave one of their highest mean scores to element B, indicating potential concerns about the effectiveness of this area:
Conclusions: While all three groups have positive perceptions of the quality (element I), accessibility (elements F and M) and teamwork capabilities (element J) of the administration and staff, the data show that concerns may exist about district-wide communication (B), shared decision making (elements G and L) and policy clarity and application (element H). Overall, Teachers and Parents identified more elements they perceive are not apparent in the school system than Administrators, although Teachers and Administrators agree that school policy is not clear or the same for everybody (H). On several elements, Administrators’ mean response scores approach effectiveness, but are higher than their other responses, suggesting they may be more in agreement with Teachers on several elements (see elements A, B and G). The patterns of response suggest that the district leaders would do well to analyze communication quality and channels among district constituents. Furthermore, some concerns arise about shared decision-making. Developing discussions among members of all constituencies about improving communication could be a first step in strengthening communication as well as developing a stronger sense of involvement in crucial district decisions.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
