Instructional practices and professional culture in high growth high schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Todd A. Stephan (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: In a culture of high-stakes testing and accountability, proficiency and growth scores provide a means for judging, labeling, and comparing high schools in North Carolina. As a high school principal, I was motivated to study how public high schools in the Piedmont Triad region were achieving significant student academic growth as reflected in a growth rating of exceeds expected growth. Through the lenses of principal and teacher instructional leadership, shared instructional decision making, instructional practices, and professional culture, this study compared and contrasted the successful practices, structures, routines, and ideas at work in three selected public high schools. I interviewed principals, assistant principals, curriculum facilitators, and teachers. After initial data analysis, I conducted follow-up interviews via email. In addition, I recorded observations based on building tours and informal visits to each school. Although each school had unique ways of establishing expectations, procedures, and routines, four common themes contributed to their success of academic growth in all students: timely and purposeful feedback, collaboration and collegiality, intentional planning, and high expectations and standards of excellence. Readers can apply the successful practices, structures, ideas, and artifacts from this study to improve their own classrooms or schools.

Additional Information

Language: English
Date: 2017
Academic growth, Collaboration and collegiality, Instructional practices, Principal and teacher leadership, Professional culture
High schools $z North Carolina $z Piedmont Triad
School supervision $z North Carolina $z Piedmont Triad
Educational leadership $z North Carolina $z Piedmont Triad
Academic achievement $z North Carolina $z Piedmont Triad
Teacher-principal relationships $z North Carolina $z Piedmont Triad
Teacher participation in curriculum planning $z North Carolina $z Piedmont Triad

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