Principals and state standards

The purpose of this study is to examine what methods secondary principals use at their site to ensure teachers have knowledge of and are addressing the state content standards in their instruction. The intent of this study is to find strategies a secondary principal can implement to help improve student performance in relation to the state content standards. Qualitative data was collected through interviews with four principals from high schools in north San Diego County who were successful on California's Standardized Tests for the last three years. This study presents an overview ofliterature on positive effects of standards on student achievement, aligning standards, curriculum, and instruction, what teachers need to deliver standards-based instruction, and the administrator's role in addressing the standards. As the state increases its requirements for schools, principals must increase their role as instructional leaders. The principal must hold every teacher accountable for assuring that they both know the content standards and are addressing them in their instruction. The only way to achieve this is to provide teachers with the necessary support to understand the best ways to address the standards. The findings in this study revealed many common themes in the participant responses. Related themes related to how principals address standards include: data analysis, supporting teachers through professional development and with needed materials, teacher collaboration, common assessments, and observation of teachers. PRINCIPAL; STANDARDS; TEACHERS; COLLABORATION; PROFESSIONAL DEVELOPMENT; DATA ANALYSIS