Effects of Leadership Practices on Lesson Planning in High School Science Departments

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  In Roundtable Session: Principalship Roundtable

Abstract

This research examines the relationship between school leadership and lesson planning in two high school science departments. The depth and focus of teachers’ lesson planning is greatly influenced by the differing leadership styles in the two schools. In one school collaborative leadership is coupled with strong administrators who focus on student achievement both on and beyond standardized tests. In this school, team lesson planning and sharing of best practices yield high quality, evolving lessons. The second school’s leadership is centralized and their focus is on standardized testing. Teachers are seldom involved in decision making, and feedback provided to teachers is usually critical. In this school teachers plan individually and share only what is required, leading to lower quality lessons.

Authors

• Linda C. Brazdil, Loyola University Chicago

• Steven McGee, Northwestern University