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Chapter 4: School Leadership

©2010 The Greaves Group, The Hayes Connection, One-to-One Institute

Chart 4.5. Did the principal receive training to prepare to lead a technology-transformed school? (Q19)

Principal’s Preparation for Leadership in Technology Initiative N: 979

• 46% of respondents believe that their principals are being prepared on an ongoing basis to communicate with their communities about the technology-transformed school.

Demographic Highlights Leading change • In general, schools in the West provide less training than all other regions of the country. • Schools with low and medium instructional materials expenditures are more likely to provide principals with short courses, while schools with high instructional materials expenditures are more likely to provide principals with ongoing training. • Schools in the Central and Southeast regions are more likely than schools in the West to provide ongoing training.

The role of the principal in leading change

Best practices for improving academic success

What a technologytransformed classroom looks like

Leading a technology-transformed school

How to Communicating Preparing for get teacher with the a successful buy-in community computer distribution

17%

13%

13%

15%

12%

9%

45%

42%

44%

55%

46%

37%

Ongoing

28%

32%

31%

19%

30%

40%

No training

14%

14%

15%

13%

14%

16%

Don’t know

Course

Percentage of Respondents

• Schools in suburban areas are more likely than are schools in rural areas to provide ongoing training to principals on how to lead a technology-transformed school. Ensuring teacher buy-in • Schools with high instructional materials expenditures or high household incomes are more likely than schools with lower expenditures or lower incomes to provide principal training in getting teacher buy-in. Best practices for improving academic success

Read As • 45% of respondent schools say that the principal receives ongoing professional training in leading change, and 42% say that the principal is engaged in ongoing professional development around best practices for improving academic outcomes.

• Schools with high expenditures or household incomes are more likely than schools with lower expenditures or incomes to provide principal training in best practices for academic success. • Schools in suburban and urban areas are more likely then schools in rural areas to provide principal training in best practices for academic success.

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Projectred thetechnolgyfactor  
Projectred thetechnolgyfactor  
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