WorldCat Identities

Snyder, Karolyn J.

Works: 50 works in 77 publications in 1 language and 1,081 library holdings
Genres: Case studies  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Karolyn J Snyder
Living on the edge of chaos : leading schools into the global age by Karolyn J Snyder( Book )

10 editions published between 1999 and 2008 in English and held by 350 WorldCat member libraries worldwide

"In the last decade it has become increasingly clear that life today is global on many levels, both personally and professionally, and that the twenty-first century will indeed be earmarked as the first age of global living for the masses. Educators have an obligation now to prepare students to function as global citizens, to work and live with people from other cultures, and to learn within the multiple forms of technology." "As in the first edition of this book, the authors argue that schools can adapt better to emerging global working and living conditions when they are free of bureaucratic thinking and instead hold systemic thinking as a mind-set. In this second edition, the authors have now added how a much sharper focus is needed: developing schools as global learning centers that prepare students now to be competent and caring global citizens. It is within the global context of living that the mission of schools needs to change course so that students, at every age, can become citizens who are both knowledgeable and skillful and who care about the human community and its sustainability."--Jacket
Managing productive schools : toward an ecology by Karolyn J Snyder( Book )

8 editions published in 1986 in English and Undetermined and held by 325 WorldCat member libraries worldwide

Intended for use by graduate students in educational administration and supervision as well as by practicing school administrators, this book is a guide to the most effective practices surrounding the school principalship. Ideas in the book reflect current views of good management, including systems approaches, participative and collaborative decisionmaking, and contingency theory. Central to the book is the theory that each school is an ecological system containing six separate but interdependent subsystems: leadership, management, program, organization, performance, and school development. Collaborative endeavor--a healthy relationship between the subsystems--is necessary for the school to thrive as an organization in pursuit of new knowledge and new skills. Chapters 1 and 2 provide a fresh perspective on the principalship and develop the concept of an ecosystem. The following chapters examine in detail the various subsystems: chapter 3, leadership; chapters 4 and 5, goals (concepts and methodology); chapters 6 and 7, organization (organizing and developing work groups); chapter 8, performance; chapters 9, 10, and 11, program (a learning focus, student learning, and staff learning); and chapters 12, 13, and 14, management (influence systems, supervisory influence, and quality control). An appendix provides a simulation of personal management planning. Numerous figures and tables are provided, and an extensive bibliography is appended. (Iw)
Clinical supervision : coaching for higher performance( Book )

6 editions published in 1993 in English and held by 224 WorldCat member libraries worldwide

Competency training for managing productive schools by Karolyn J Snyder( Book )

5 editions published in 1988 in English and held by 103 WorldCat member libraries worldwide

Perspectives on teacher performance : conceptual, methodological, legal( Book )

2 editions published in 1982 in English and held by 17 WorldCat member libraries worldwide

Staff development : a Texas state of the art review( Book )

2 editions published in 1980 in English and held by 15 WorldCat member libraries worldwide

Leadership training for administrators by Karolyn J Snyder( Book )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

Based on a systems approach to management and organization, the Instructional Leadership Model identifies leadership tasks in clusters under school planning, staff and program development, and evaluation. A summary of analysis of research on effective schooling characteristics and leadership tasks supports the model and provides parameters for defining the principal's role in instructional leadership for school productivity. The development of the Administrators-for-Change Training (act) instrument, designed for school districts to use in assessing the training needs of their principals in relation to instructional leadership tasks, is also discussed. From the instrument validation process it was learned that 185 administrators (70 percent of the administrative personnel) in the Fort Worth (Texas) School District wanted training, in terms of priority concerns, in the following areas: (1) teacher performance planning and evaluation; (2) clinical supervision and observation technology; (3) creative problem solving and communications; (4) planning as it links school goals with school activities, teacher performance and evaluation, and the management of goal attainment processes; and (5) personal awareness as it relates personal style to effective leadership performance. Two versions of the act instrument are included. (Mlf)
An Empirical Validation of a Management Construct for District Level Supervisors by Karolyn J Snyder( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

Findings of a study that examined the effects of a management/leadership program on school district work culture are presented in this paper. The Pasco County (Florida) school district under study was involved in school restructuring, part of which included participation in a management training program, Managing Productive Programs (mpp). Mpp viewed program supervisors as resource managers rather than as traditional resource providers. Two pilot training groups with a total of 50 participants were composed primarily of central office supervisors and directors. The 2-year case study involved observation, interviews with 25 pilot group participants, document analysis, and the administration of two surveys--one to the 25 interviewees and one to 85 teachers and school administrators. Findings indicate that supervisors spent equal amounts of their time working with school agendas and program implementation, department/program-specific development projects, and districtwide initiatives. Virtually all the supervisory activities were tools accounted for in mpp training. A conclusion is that the supervisory transition from "helping" to "leading" behaviors has the potential to facilitate successful school change. Three tables are included. (Contains 16 references.) (Lmi)
Instructional Leadership Training Needs for Educational Administrators by William L Johnson( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

School districts have primarily stressed the instructional management aspect of the principal's role, while research has focused on principal effectiveness as a factor for increased student achievement. A synthesis of effective school characteristics identified by the literature is the first objective of this paper. A second purpose is the development of a research instrument to assess the perceived training needs of various administrators. A third goal is the identification of the leadership training needs of different administrative populations. A pilot test of the survey instrument was administered to 442 administrators. Findings indicate that all groups identified the principalship, problem solving, and staff development as their areas of greatest concern. Personal awareness and school organization received the lowest overall rankings. Findings also suggest that administrators require knowledge of task dimensions and the necessary skills to implement them. An extensive bibliography and tables of need indices by groups are included. (Lmi)
Stimulating and managing productive work cultures in the schools by Karolyn J Snyder( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

Examinies the task of leadership in schools in promoting a work culture to stimulate learning
Leadership Training Needs for Administrative Personnel in a Major Metropolitan District in Texas by William L Johnson( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Developed as an assessment instrument for the Administrators-for-Change Training program, this survey of 195 administrative personnel in the Fort Worth Independent School District (Texas) identifies their priorities for training in management skills and the intensity of training desired. A synthesis of literature addressing the changing role of the principal reveals that, while on the job training is a major source of influence on task performance, the precise knowledge and skills necessary for administrative growth are often not addressed in inservice programs. The survey uses a six-point Likert scale reflecting a skill/training continuum from one (desire no training) to six (desire assistance with school implementation). The instrument explores training needs in seven areas; the principalship; the school as an ecosystem; creative problem-solving; planning-for-planning; staff development; long-range planning; and personal awareness. Results reflect varying priorities among the groups surveyed--elementary and secondary principals, secondary vice-principals, central-office supervisory personnel, and miscellaneous personnel--though all groups desired training at least at an awareness level in all skill areas. It is concluded that large-scale training should be provided in those areas most groups requested and subsequent training provided for more specialized concerns. Data and the survey instrument are appended. (Mjl)
The Implementation of Clinical Supervision by Karolyn J Snyder( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

Because the use of clinical supervision methods by administrators in their evaluation and supervision of teachers has been linked to instructional improvement, administrators' perceptions about the implementation of clinical supervisory practices were surveyed. Participants in the study were 412 school district administrators and supervisors who had received training in clinical supervision; some of the participants, administrators and supervisors from Greensboro, North Carolina, had received more training than their peers and had implemented a plan for central office management of clinical supervision. Attitudinal and procedural differences between the Greensboro administrators and the other administrators were apparent in the survey results. Greensboro administrators used the preconference stage of clinical supervision more appropriately than did other respondents, practiced more conference followup, and used more effective instruction models. In studying differences in the implementation of clinical supervision, it was found that motivation to help teachers dominates administrative and supervisory practices. Administrators and supervisors tended to view clinical supervision as a coaching, rather than as an evaluation, technology. The stages of clinical supervision were practiced by most respondents, with the exception of the preconference contract stage. Collected data formed the basis for observation analysis and guided the teacher feedback sessions. The training helped to alter supervision techniques, but, when the training was accompanied by strong district central office involvement, greater skill development and institutionalization resulted. (Fg)
Changing Schools to Quality Work Cultures Issues and Dilemmas by Karolyn J Snyder( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

All too often, rhetoric has become the guide for change, rather than philosophical assumptions and value systems. This paper presents three organizational constructs to assist schools in successfully transforming their work cultures into learning organizations. The three components include systems thinking and quality concepts, social constructivism and poststructural decision-making processes, and the power-empowerment dichotomy. Each of the components frames philosophical issues of epistemology and ethics, which help to build a foundation for systemic change. Short of recognizing these foundational issues, schools usually will engage in short-lived change efforts to adopt "quality concepts" and end up in the history books as part of a "fad of the 1990s." The metaphor of environment versus ecology is used throughout the paper to highlight the distinction between "quick fix" educational change of the past decades and systemic reform that is required to transform schooling and its effects. Two tables and two figures are included. (Contains 46 references.) (Author/LMI)
Organizational Development in Transition The Schooling Perspective by Karolyn J Snyder( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

This paper presents the initial findings of a comprehensive 28-school multi-site case study, which sought to identify patterns in schools that are changing bureaucratic work patterns to those found in quality-management systems. The schools are located in Florida, Virginia, Minnesota, and Louisiana; all are led by principals who are trainers in the Managing Productive Schools (MPS) training program. Data were derived from interviews with the 28 principals and from two surveys of all staff at 25 schools (N=1,235). Findings indicate that principals utilized visionary leadership, strategic planning processes, and a systems approach. They also sought new ways to gather information and focused on continual improvement and human resource development. In the highest performing schools, the four subscales of planning, staff development, program development, and assessment tended to function more interdependently. The more mature working cultures were characterized by participative decision making, clear communication, and support for teaching innovations and teacher teams. The less mature schools displayed autocratic decision making and fragmented communication. Teachers in less mature schools lacked financial support and recognition, felt isolated, and worked in a disciplinary context. A conclusion is that developing a common focus and shared vision of success for all students takes time. It requires innovative, nurturing leadership. Five tables and three figures are included. Contains 26 references. (LMI)
Chaos Theory as a Lens for Advancing Quality Schooling by Karolyn J Snyder( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

Chaos theory provides a useful mental model for guiding change as leaders garner the energy from unpredictable events for realizing transformation goals. The paper considers chaos theory as a framework for managing school change toward Total Quality Management work cultures. Change is possible to manage when plans are made and then followed by a careful and continuous reading of the chaotic landscape of the school workplace, using the unexpected patterns that surface as energy for change. The paper discusses issues that school leaders now face in managing change, presents a few of the basic concepts found in the yet scant literature of chaos theory, and reports what teachers and principals in 28 schools had to say about change. The study examined the change process in 28 schools in Florida, Louisiana, Minnesota, and Virginia. Data were gathered through interviews with the 28 principals and through questionnaires administered to 1,235 teachers. Findings indicate that change is more likely to be successful if an array of collaborative structures and systems are created to foster continuous dialogue, exchange, and problem solving among work groups. The principals reported that it is possible to engineer the end of unresponsive structures, systems, and programs. The patterns that emerged from the interviews reinforce the utility of Quality as a mental model for guiding change, and chaos theory as a way to ground educators' efforts. (Contains 33 references.) (Lmi)
Faculty Development in Colleges of Education A Systemic Model by William L Johnson( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

A model for faculty development in colleges of education was developed based on the research on school planning, program and staff development, and school assessment. A needs assessment instrument was developed to identify training needs of principals in instructional leadership roles, and the instrument was revised to assess training needs of college of education faculty. The model for productive college management focuses on altering learning norms and entails a systems approach. Research indicates that planning in successful schools generally is collaborative and includes setting school improvement goals related to instruction; assigning goal-tasks to teams; and holding individual teachers accountable for their role in the school's success. Staff development is linked to school goals, is planned by staff, and includes workshops and subsequent teaching coaching. Development of the school's program results from instructional standards, and school assessment is based on an accountability model and includes measures of student gains and staff performance as they relate to school goals. The design of the needs development instrument to identify training needs is described in detail. Results of applying the instrument with college of education faculty are summarized. Fifty-three references and four tables including the study instrument are appended. (SW)
Managing Change to a Quality Philosophy A Partnership Perspective by Karolyn J Snyder( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

Within the past 5 years there has been an international movement to adapt the principles and practices of Total Quality Management work environments to school-restructuring agendas. This paper reports on the development of a model called the Educational Quality System, a benchmark assessment tool for identifying the essential elements of quality work cultures. In 1994, the Florida Department of Education funded a partnership to develop an education-specific Quality system that would include benchmarks to identify progress over time as education institutions pursue Quality work cultures. The partnership was comprised of the University of South Florida, 13 school districts, and a regional network. The paper addresses the issues observed in managing change, explores the mind shifts necessary for inventing new forms of schooling, and describes the two conceptual models driving the Education Quality System. The information is based on a case study that examined the change process in 28 Florida schools. Data were obtained from interviews with the 28 principals and surveys of 1,235 teachers. The most striking pattern among the principals was that they strongly held visions of success for all students and believed in their faculty's capacity to respond to the needs of students. Two tables and two figures are included. (Contains 21 references.) (LMI)
Leadership for Productive Schools by William L Johnson( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

Given that current redefinition of the principalship emphasizes instructional leadership, this document begins with a summary of previous research findings on effective school characteristics related to school improvement planning, program development, staff development, school assessment, and organizational culture with emphasis throughout on the principal's role in creating effective schools. Second, a detailed description of the development and use of an instrument designed to assess the training needs for principals and district personnel is provided. Steps covered include the development of questionnaire forms, selection of respondents, administration of the instrument, and writing computer programs for assessment of the instrument reliability and validity. Ten leadership competency statements drawn from a synthesis of the responses of 247 elementary, middle, and secondary school principals and central office personnel in Texas are presented. These include statements on schoolwide goal setting, work group performance, individual staff performance, staff development, clinical supervision, work group development, quality control, the instructional program, resource development, and evaluation. One table is included. (92 references) (cla)
Instructional Leadership Effectiveness A Research Analysis and Strategy by Karolyn J Snyder( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

A strategy for assessing the skill needs of principals and for training them to assume effective instructional leadership is outlined in this paper. A school production model of instructional leadership, supported by research, is presented; the model emphasizes orientation toward specific goals of school productivity and suggests ways to analyze results. A diagnostic instrument designed to assess training needs of principals is described, and the course of its development is discussed in detail. The results of the instrument confirmed that principals view instructional leadership tasks as important and that they feel unprepared for jobs emphasizing instructional leadership. Analysis of research produced 10 competency statements, grouped into 4 clusters. The organizational planning cluster includes schoolwide goal setting, work group performance, and individual staff performance. The staff management cluster includes staff development, clinical supervision, work group development, and quality control. The program management cluster consists of instructional programming and resource development, while the achievement assessment cluster focuses on school evaluation procedures. A figure illustrating the model, tables summarizing the data, and survey instruments are provided. (FWR)
Managing Productive Schools by William L Johnson( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

The organizational and human productivity knowledge-base expansion of the past 5 years indicates that educational leaders and support staff must assume responsibility for schooling together to change student achievement patterns. The sociological management challenge is one of empowering groups to address educational productivity. The administrative challenge is one of instructional leadership and restructuring through the integration of teachers into the decisionmaking process of the schools. To measure the existing training needs for principals and district personnel, a needs assessment instrument was developed that examined seven specific categories, including the Principalship, Problem Solving, and Long Range Planning. The instruments were administered to 263 elementary, middle, and secondary school principals and central office personnel in three Texas school districts. The results indicate that principals want training in the elements of annual schoolwide, team-level, and individual teacher planning, coaching, and evaluation. In addition, they want skills for designing successful staff development programs, providing on-the-job teacher coaching, monitoring performance and program development, implementation, and evaluation. The message is clear: if principals are expected to accomplish different kinds of performance results from those for which they were trained, their development in knowledge and skills must become a district priority. (57 references) (km)
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Living on the edge of chaos : leading schools into the global age
Clinical supervision : coaching for higher performance
English (46)