Effective Turnaround Practices

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Principals play a huge role in an effective turnaround in schools. Effective turnaround is changing a schools performance to the better. The school principal character matters most in determining the performance of students (Leithwood et al 2004). There is a great academic performance where there is good leadership of the principal (Louis 2010). The school principal provides a conducive environment for learning for teachers and students, creating and conserving vision and stakeholder involvement (Hitt &Tucker 2015). A school need proper management for proper performance. The School principal is at the centre of effective school turnaround they inspire the student and teachers to work very hard.

Creation of school vision that encourages better by a performance by students. Commitment by all staff members is necessary for an effective school turnaround. Goals that are clear to parents, students and staff members are necessary (Chenoweth and Theokas 2011). This new goal clearly states the way forward. Students and teachers should have the same vision, having better communication (Griffin & Green 2013). Moving of teachers who do not share the same vision should be considered by the school heads (Reyes and Gercia 2014).sharing of same vision creates teamwork. Teachers should have high expectation from the learners. Visions are necessary for an effective turnaround.

Shaping culture is effective for school turnaround practices. Many factors contribute to the performance of a school either internal or external factors. Crime, family and poverty are some of the factors influencing the performance of students (Murphy & Meyers 2008). Creating a culture of order and discipline is necessary for better performance. Teacher and students should be held accountable for their actions. There should be trust between teachers and students. Such school cultures include keeping time and full attendance of classes. Culture greatly influences the performance of students this is because it influences the mentality of the students.

Providing support to teachers and holding them accountable. The Motivation of teachers is crucial in students’ performance. Teachers in underperforming are usually lowly motivated. Head of schools should provide support to teachers by providing research materials (Aladje et al 2010). Creating of monthly or weekly meeting in which student’s performance is discussed (Duke & Landahl 2011). These meetings will help in coming with strategies to improve students’ performance. Teachers should be held accountable for the students’ performance. Coming late to school by some of the teachers should be unacceptable. Provision of support to students and teacher highly motivates them hence improving the performance of the students.

Redeployment of teachers to a new role that their skills are highly effective. The head of schools should analyse and identify new roles that are suitable for teachers (Conzemius 200). Teachers should be allocated to work that they are suitable for. Teachers are more effective and productive when doing something that matches their skills.

Accessibility to learning materials such as books to teacher’s students. All learning material should be easily accessible. Workrooms should be created for teachers where they can conduct their research and conduct meetings (Herman et al 2008). These workrooms should have books and computers for research. Teachers should be encouraged to share better learning materials. Teachers should be given all basic provisions necessary for teaching. This provision includes pens, books and staplers. The learning material help in making learning easy.

Effective time management. Adjustment of the school schedule is an effective turnaround practice. This helps in the improvement of the functioning of the school. It gives teachers time to effectively plan for their lessons (Picucci et al 2002). Schools with poor performance struggle with effective management of time. There is limited access to electives to students in several secondary schools until they are performing in grade level. Assemblies do not interrupt core academic classes.

Policy barriers. Policies may act as barriers for effective turnaround practices. Policies for both government and state act as a barrier for effective turnaround. Such policies include an ineffective system of evaluation, rules for certification which are restrictive and salary scales which make it difficult to reward teachers and good leaders for having success in challenging situations (Rhim et al 2014). Teachers are also limited to the number of students they can have. A teacher is supposed to have 16 students in class in the United States. Policy constraints the kind of materials to be used in school. Some policies may limit the transfer of funds from one year to another hence enabling the school to save. Policies act as barriers for effective turnaround.

Age of school principals is another barrier of effective turnaround practices. Principals who possibly remained in their building position were those with the age of 45 years or younger in Texas ( Fuller et al 2007). In North Carolina (Punswick & Belt 2006) principle would change position decreased as experience increased. There is a higher turnaround rate with male principles as compared to female principles. Employment of young principles is effective.

Implementation capacity of the staff. The implementation capacity of the staff is one of the barriers facing effective turnaround practices. This may be because of lack of proper training by some staff members (Bambara et al 2012). Program success is threatened by inadequate training. Trained staff help to easily implement new programs in school that improve the performance of a school. Strong training is required to enhance the staff to implement new programs with fidelity. Implementation capacity is a barrier to effective turnaround practices which requires staff members to be well trained.

The research would be very important in developing a school turnaround. As discussed above principle are a very important component of enabling proper turnaround. The staff of schools should be well trained. The school should have a vision of success and create a culture which motivates the students to work hard. The school principal should provide a conducive working environment that encourages teamwork. Learning material is necessary for learning to take place. Proper school management is the first thing to be done in improving the performance of the school.



Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., & Darwin, M. (2008). Turning Around Chronically Low-Performing Schools. IES Practice Guide. NCEE 2008-4020. National Center for Education Evaluation and Regional Assistance.


Leithwood, K., & Strauss, T. I. I. U. (2009). Turnaround schools: Leadership lessons. Education Canada, 49(2), 26-29


Turri, M. G., Mercer, S. H., McIntosh, K., Nese, R. N., Strickland-Cohen, M. K., & Hoselton, R. (2016). Examining barriers to sustained implementation of school-wide prevention practices. Assessment for Effective Intervention, 42(1), gov/fulltext/ED571281.pdf”>


Meyers, C. V., & Hambrick Hitt, D. (2017). School turnaround principals: What does initial research literature suggest they are doing to be successful?. Journal of Education for Students Placed at Risk (JESPER), 22(1), 38-56.


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