Student OutcomesT here(predicate) are several variables that are highly applicable for aimchild achievement, and a principal should be cognizant of all of them, although the head to which he or she concentrates on them will vary with the hold of the school toward its specific unique goals. According to a insure for team at West Georgia College and Murray State University, ? season there are differences in variables depending on the researcher, there is agreement on a core group of variables which are germane(predicate) for student achievement. They are: orderly climate, leadership, expectations, frequent monitoring of think or assessment, parent and community involvement, and instruction? (Bulach, Malone, & Castleman, 1995). A principal needs to look at the variables of achievement in a systematic way in order to control improvement in achievement scores, which needs to be an be goal of every school, although it can be framed in a way that haves everyone motiv ated. According to Betty Peltier, elementary principal in Houma, Louisiana, ?I try to emphasize to my t separatelyers that our goal is to increase our students? try out as evidenced by test scores. That perspective helps play along them focused on the real reason we are here? (Hopkins, 2001). The method by which a principal monitors the variables above is non important, just now it is important that there is a method. Students should be handy to fall procedures of orderliness both of the school and of individual classrooms. Teachers should be apt(p) leadership roles in order to move the school more than smoothly toward common goals. The principal and all skill and faculty members need to clearly communicate behavioral and academic expectations to each other and the students. ?One of the major causes of ?people problems? in families and organizations is unclear, ambiguous, or unfulfilled expectations. Conflicting expectations regarding roles and goals cause many... If you want ! to collar a full essay, order it on our website: OrderCustomPaper.com
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