Impacting Early Elementary Achievement: The Need for Leadership Pedagogical Knowledge

• In Event: Park Central Roundtable Session 9
  In Roundtable Session: How Educational Leadership Programs Study Mentoring in Their Ranks While Performing Research Related to Instructional Leadership in Different Settings

Abstract

This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K-3rd). This paper examines how principals’ constructs impact leadership decisions. Data collection included four different schools/configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources – school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices and the Professional Standards of Educational Leaders provided a framework for thematic analysis. Results indicate more leadership pedagogical knowledge in early childhood is needed. Results also show that minimal pedagogical knowledge exists, and it may impact hiring practices, teacher evaluations, and promote developmentally inappropriate instructional practices.

Author

• Megan Hallissey, Columbus State University