School Leadership and Student Transformation

The following research paper presents the following topic: "The Role of School Leadership on Transformation of Urban Schools with Low Student Achievement." The problem is that urban schools with low student achievement require changes and it remains unclear what the role of school leadership is in this transformation. Topics related to the following research question are presented: what is the role of school leadership in low student achievement urban school transformation? Urban schools with low student achievement, the role of school leadership, and the effects of leadership are discussed. This is followed by a summary and conclusion.

Urban Schools with Low Student Achievement

Larry Lezotte stated that while schools are improving, they are not keeping up with current needs of society (Sellers, 2002). Lezotte reported that students must read and do math at a 9th grade level or higher, solve semi-structured problems, communicate orally and in writing, work with a diverse population, and use computers for basic processes if they are going to graduate from school, work, and have access to the middle class income. Most students are not achieving these goals; only 10% of high school students meet these standards (Sellers, 2002). Therefore, change is required for schools and students to do better (Sellers, 2002). According to Lashway (2004) low-performing school

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ad there must be an attitude that if all work together and do their best, it can be done and it will work. In addition, the leader must be clear about the mission and be able to communicate mission goals. Lashway (2001) reported that schools must deal with external accountability systems and this results in new roles for administrators. The school leader must demonstrate a job well done as well as work hard and do a good job. Thus, school leadership must adhere to elements of accountability systems that ultimately provide improved student learning (Lashway, 2001). These elements include the establishment of rigorous content standards, testing of student progress, professional development to deal with standards and testing, public reporting of results, and rewards for results. Standards provide a guide for school leaders and school leaders that accommodate these standards appear to be successful. Lashway (2001) reported that 48 states test their students, 36 publish an annual school report cards, 19 publicly rate school performance, and only 16 have the authority to take over failing schools. Two states link teacher evaluation to student performance and problems remain regarding how to test student performance. For exam
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Some common words found in the essay are:
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Approximate Word count = 2689
Approximate Pages = 11 (250 words per page)

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