Conference Proposal EDU 9800 Research Technology Dr. Morote Presented by Gail E. Santo

Gail E. Santo Education Bachelor of Science ~ LadyCliff College Master of Arts ~ Stony Brook University School District Administrator Professional Diploma ~ C.W. Post University Entered Doctoral Program for Educational Administration ~Dowling College June 2012

Gail E. Santo Professional Experience Special Education Teacher  Arthur Brisbane Child Treatment Center, Allaire, New Jersey  Patchogue-Medford Union Free School District Director of Special Education and Pupil Personnel Services  Rocky Point Union Free School District Director of Pupil Personnel Services  Connetquot Central School District of Islip

Call to Conference Leadership & Talent Development Masterclass June 7, 2012 America Square Conference Center London

Problem Statement “The Influence of Leadership Styles and their Effects on School Climate.” How do leadership styles effect school climate?

Literature Review “Virtually all researchers and the National School Climate Council (2007) agree that four major factors shape school climate: safety, relationships, teaching and learning, and the institutional environment” (Cohen, Pickeral & McCloskey, 2008). Hoy and Miskel (2005) defined school climate as “the set of internal characteristics that distinguish one school from another and influence the behaviors of each school’s members” (Kelly, 2005).

Literature Review Empirical research shows that a positive and sustained school climate promotes students’ academic achievement and healthy development. A positive school climate also promotes teacher retention, which itself enhances student performance (Cohen, et al., 2008/2009 ). Beginning teachers are more likely to remain in the profession if they are satisfied with the principal’s leadership and school climate (Wynn, 2006 ).

Literature Review Tschannen-Moran & Tschannen-Moran ( 2011) conducted a two-year longitudinal study determining the effects of appreciative inquiry (AI) on school climate. AI is both a philosophy and an approach for motivating change that focuses on exploring and amplifying organizational strengths. “Significant improvements were shown in seven of the eight climate and trust variables assessed.”

Literature Review Tschannen-Moran & Tschannen-Moran ( 2011 ) sites that inquiry proved to be not only a prelude to action but a form of constructive action as purported by Cooperrider, Whitney, & Stavros, “The positive principle holds that the energy and emotion associated with identifying, celebrating, and building on strengths enable people to transform systems and get them moving in new directions”(Tschannen-Moran & Tschannen- Moran, 2011 ).

Research Design Type of Research Design: Quantitative Tools Employed: Survey Setting: Elementary, Middle, and Secondary Schools on Long Island Respondents: Classroom Teachers, Related Service Providers, and Administration

Implications Schools can use climate data to promote meaningful staff, family, and student engagement – and to enhance the social, emotional, ethical, civic, and intellectual skills and dispositions that contribute to success in school and in life (Cohen, et al., 2008/2009 ).

References Cohen, J., Pickeral, T., McCloskey, M. (December 2008/January 2009). The Challenge of Assessing School Climate. Educational Leadership, Volume 66, Number4. Kelley, R. C. (2005). Relationships Between Measures of Leadership and School Climate. Sterrett, W. L. (2011). Insights Into Action: Successful School Leaders Share What Works. Alexandria, VA: Association for Supervision and Curriculum Development. Tips, L. (2010). Building Leadership Skills. Tschannen-Moran, M., & Tschannen-Moran, B. (May 2011). Taking a Strengths-Based Focus Improves School Climate. Journal of School Leadership, v21 n3 p Wynn, S., (2006). Principal Leadership, School Climate Critical to Retaining Beginning Teachers, Duke Study Finds. today.duke.edu.