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Leadership
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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:
- Parents: 1.869
- Teachers: 1.799
- Administrators: 1.676
Overall Patterns:
Parents, teachers and administrators demonstrate generally positive perceptions of leadership in the Oxford School District.
Parents, teachers and administrators agree strongly that component D is in effect in the Oxford School District:
D: The principals give teachers and staff members the chance to learn and improve.
Responses from teachers and administrators indicate positive perceptions of component F.
F: The principals visit classrooms frequently.
Teacher and parent responses indicate that component G is not being effectively implemented in the Oxford School District:
G: School district leaders involve teachers, parents and students in decisions.
Administrators and teachers agree that components B and H are areas of concern:
B: Clear communication takes place in the school system.
H: School policy is clear and is the same for everybody.
Areas of Greatest Effectiveness:
Components F (The principals visit classrooms frequently) and D (The principals give teachers and staff members the chance to learn and improve) are seen as effective by all three groups.
Areas of Greatest Concern:
All three groups indicated concern that element H is not in place:
H: School policy is clear and is the same for everybody.
Conclusions:
Responses indicate that, while groups are generally pleased with the leadership in the Oxford School District, the data show that concerns may exist about district-wide communication (B), shared decision making (element G) and policy clarity and application (element H).
Indicators of School Effectiveness: LEADERSHIP
This correlate reflects a clear effort on the part of school district leadership to support improvement in effectiveness and student learning. A district is well organized in support of student priorities when perceptions meet, or fall below, the average of 2.0. |
| | Parents | Teachers | Administrators |
| Mean scores by responding group: |
1.869 | 1.799 | 1.676 |
| A. There is clear planning and organization in the school system. |
1.812 | 1.738 | 1.704 |
| B. Clear communication takes place in the school system. |
1.949 | 2.115 | 1.962 |
| C. The principals set school goals and let parents and teachers know about them. |
1.813 | 1.823 | 1.593 |
| D. The principals give teachers and staff members the chance to learn and improve. |
1.778 | 1.546 | 1.519 |
| E. The superintendent and other administrators are good leaders for the teachers. |
1.985 | 1.863 | 1.704 |
| F. The principals visit classrooms frequently. |
1.944 | 1.507 | 1.333 |
| G. School district leaders involve teachers, parents and students in decisions. |
2.034 | 2.058 | 1.846 |
| H. School policy is clear and is the same for everybody. |
1.902 | 2.122 | 1.889 |
| I. Teachers and staff are high-quality and effective. |
1.836 | 1.532 | 1.577 |
| J. Teachers and staff work well together. |
1.740 | 1.695 | 1.640 |
| K. Schools measure how well they are doing in meeting improvement goals. |
1.815 | 1.790 | 1.640 |
| L. Decisions are made after hearing from those affected; decisions are clear and reasonable. |
2.030 | 2.029 | 1.917 |
| M. Parents, teachers and students can talk with the principal when they need to. |
1.685 | 1.579 | 1.480 |
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