In this paper, the authors show that the questions we asked are fundamental and that our meta-analytic techniques are appropriate, robust, and statistically correct. In sum, the results and conclusions of our meta-analysis are not altered by our critics’ protests and accusations.
This research objective was to study soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. The data were collected from 60 purposive samples of new teachers by interviewing and questionnaires. The results of this study were informed that new teachers have all of soft skills at high level totally. Communicative skills were highest among seven of soft skills and next Life-long learning and information management skills, Critical and problem solving skills, Team work skills, Ethics, moral and professional skills, Leadership skills and Innovation invention and development skills were lowest in all skills. Based on the research findings obtained, the sub-skills of seven soft skills will be considered and utilized in the package of teacher development program of next research.
Attakorn, K., Tayut, T., Pisitthawat, K., & Kanokorn, S. (2014). Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand. Procedia-Social and Behavioral Sciences, 112, 1010-1013.
This 4-year study identifies the differences between a coteaching and a non-coteaching model of student teaching. Quantitative and qualitative results clearly demonstrate the positive impact of coteaching on learners. This emerging practice of coteaching in student teaching holds great promise in transforming the world of teacher preparation.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in teacher education, 32(1), 3-14.
This article outlines how far the community schools movement has come since the AFT made community schools a priority in 2008. It explains why the movement has grown, clarifies what exactly makes a community school different from other schools, lays out how community schools work, and shows the positive results that community schools are attaining.
Blank, M. J., & Villarreal, L. (2015). Where It All Comes Together: How Partnerships Connect Communities and Schools. American Educator, 39(3), 4.
The updated and expanded second edition of this classic text provides new research and insights into how principals can encourage the teacher development that enhances student learning.
Blasé, J., & Blase, J. (2003). Handbook of instructional leadership: How successful principals promote teaching and learning. Corwin Press.
This paper seeks to estimate the effect that Career Leader (CL) program has had on teachers’ career decisions, specifically their decisions to stay in a specific school district or to remain in the teaching field.
Booker, K., & Glazerman, S. (2009). Effects of the Missouri Career Ladder program on teacher mobility. Washington, DC: Mathematica Policy Research. https://files.eric.ed.gov/fulltext/ED507470.pdf
The articles in this special issue emerged from papers presented by the authors during a symposium at an annual meeting of the University Council of Educational Administration (UCEA). The authors’ intent then and now is to shed light on the perceptions, preparation, practices, and impact of teacher leaders in schools through presenting reports of research on leadership development conducted in diverse states and for diverse purposes.
Browne-Ferrigno, T. (2016). Developing and empowering leaders for collective school leadership: Introduction to special issue. Journal of Research in Leadership Education, 11(2), 151-157.
Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal.
Burkhauser, S. (2017). How much do school principals matter when it comes to teacher working conditions?. Educational Evaluation and Policy Analysis, 39(1), 126-145.
Handbook of Response to Intervention in Early Childhood represents an ambitious undertaking: namely, to gather within a single volume all of the knowledge that exists on a topic that has attracted much attention in recent years.
Buysse, V., & Peisner-Feinberg, E. (Eds.). (2013). Handbook of response to intervention in early childhood. Baltimore: Paul H. Brookes Publishing Company.
Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66(1), 39–51.
This paper examines how the hiring process is changing as a result of teacher evaluation reforms.
Cannata, M., Rubin, M., Goldring, E., Grissom, J. A., Neumerski, C. M., Drake, T. A., & Schuermann, P. (2017). Using teacher effectiveness data for information-rich hiring. Educational Administration Quarterly, 53(2), 180-222.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment.
Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology, 92(2), 331–346.
This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.
Cherian, F., & Daniel, Y. (2008). Principal Leadership in New Teacher Induction: Becoming Agents of Change. International Journal of Education Policy and Leadership, 3(2), 1-11.
Teach For America (TFA) is a nonprofit organization that seeks to improve educational opportunities for disadvantaged students by recruiting and training teachers to work in low income schools. The program uses a rigorous screening process to select college graduates and professionals with strong academic backgrounds and
leadership experience and asks them to commit to teach for two years in high-needs schools.
Clark, M. A., Isenberg, E., Liu, A. Y., Makowsky, L., & Zukiewicz, M. (2015). Impacts of the Teach For America investing in innovation scale-up. Princeton, NJ: Mathematica Policy Research.
The concept of strategic leadership has been in the discourse of corporate governance and
management but in recent days, strategic leadership has become a concept in education
literature. Strategic leadership is also relevant in education more especially in a PK-12
Cobbinah, J. E. (2020). Barriers to Strategic Leadership in Education. In Strategic Leadership in PK-12 Settings (pp. 82-93). IGI Global.
Congress should redefine “professional development” and reengineer Title IIA to focus strictly on continuous performance improvement—of people and organizations—while keeping implementation flexible. A new Title IIA would make certain that state, district, and school leaders have the capacity required to manage professional development activities and resources more effectively to achieve Title II’s vital student achievement goals.
Coggshall, J. G. (2015). II, Part A: Don't Scrap It, Don't Dilute It, Fix It. Education Policy Center at American Institutes for Research.
The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division adopted to increase the use of empirical evidence to improve the quality services and outcomes for youth.
Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and adolescent psychiatric clinics of North America, 14(2), 329-349.
This study hypothesizes the following: Trust and leadership dimensions that support empowerment and involvement will predict an educational organization’s ability to minimize a threat–rigid response and flexibly negotiate new demands.
Daly, A. J. (2009). Rigid response in an age of accountability: The potential of leadership and trust. Educational Administration Quarterly, 45(2), 168-216.
This book by organizational psychologist Aubrey C. Daniels is a guide for anyone who is required to supervise people and is particularly relevant to school principals. It is based on applying positive consequences to improve performance and offers strategies to reduce undesirable behavior so your school and employees can be successful.
Daniels, A. C., Tapscott, D., & Caston, A. (2000). Bringing out the best in people. Columbus, OH: McGraw-Hill.
This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools' development in order to progressively shape and “layer” the improvement culture in improving students' outcomes.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
This book examines the nature of successful school leadership: what it is, what it looks like in practice & what are the consequences for schools & pupils.
Day, C., Sammons, P., Leithwood, K., Harris, A., Hopkins, D., Gu, Q., … Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. London: Open University Press.
This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.
Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research
A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.
New breakthrough thinking in organizational learning, leadership, and change. Continuous
improvement, understanding complex systems, and promoting innovation are all part of the
landscape of learning challenges today's companies face. Amy Edmondson shows that
organizations thrive, or fail to thrive, based on how well the small groups within those
Edmondson, A. C. (2012). Teaming: How organizations learn, innovate, and compete in the knowledge economy. John Wiley & Sons.
Research strongly suggests that feedback obtained through direct observations of performance can be a powerful tool for improving teacher’s skills. This study examines a peer teacher observation method used in England. The study found no evidence that Teacher Observation improved student language and math scores.
Education Endowment Foundation (2017). Teacher Observation. Education Endowment Foundation. Retrieved https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/teacher-observation/.
When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96.
This article describes an innovative approach, developed by North Carolina State University,
to prepare leaders specifically for work in rural schools in high poverty districts.
Fusarelli, B. C., & Militello, M. (2012). Racing to the Top with Leaders in Rural High Poverty Schools. Planning and Changing, 43, 46-56.
Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. The research also discuss several newer strategies that warrant attention.
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205.
In this article, the authors put forth a new set of standards with equity at the core. They seek to advance the conversation about why standards centered on equity are needed—particularly in light of a proposed standards refresh—and what implications would follow from equity-focused standards.
Galloway, M. K., & Ishimaru, A. M. (2015). Radical recentering: Equity in educational leadership standards. Educational Administration Quarterly, 51(3), 372–408.
This book is written by Tom Gilbert who is one of the most influential theorists in building a science of performance management. Although not explicitly written for educators, it offers concrete examples principals can apply to improve the performance of teachers and other school personnel so student’s can ultimately be successful.
Gilbert, T. F. (1978). Human competence�engineering worthy performance. NSPI Journal, 17(9), 19-27.
The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and divergent validity. The authors hypothesize that the VAL-ED will be highly correlated with another measure of instructional leadership, but will be weakly correlated with more general measures of leadership that are rooted in personality theories.
Goldring, E., Cravens, X., Porter, A., Murphy, J., & Elliott, S. (2015). The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional leadership and emotional intelligence. Journal of Educational Administration.
This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of principals collected over three school years. The study finds that principals’ time spent broadly on instructional functions does not predict student achievement growth. Time spent on informal classroom walkthroughs negatively predicts student growth, particularly in high schools.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders longitudinal evidence from observations of principals. Educational Researcher, 0013189X13510020.
Examines trends in the evolution of the principalship in the United States from the 1960s to the present.
Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3).
The study finds that interest in instructional leadership among scholars and practitioners remained strong throughout the period of the review, the PIMRS has proven a reliable and valid data collection tool, and the use of research methodology has improved in several specific areas. Nonetheless, the results also suggest that the conceptual frameworks and methodologies used by these doctoral students were, on the whole, inadequate for the task of contributing to either the theoretical or the practical knowledge base in this field.
Hallinger, P. (2011). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47(2), 271-306.
This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24.
This longitudinal study examines the effects of collaborative leadership on school improvement and student reading achievement in 192 elementary schools in one state in the USA over a 4-year period
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement?. Educational Management Administration & Leadership, 38(6), 654-678.
This article reviews the evolution of instructional leadership as a model for principal practice, examines barriers to its successful enactment, and proposes strategies
Hallinger, P., & Murphy, J. F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5-21.
This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.
Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education, vol. 2 (pp. 1051–1078). Amsterdam, Netherlands: North Holland.
This Wallace paper summarizes a decade of the foundation’s research in school leadership to identify five critical roles for school principals to be effective.
Harvey, J., et al. (2013). The School Principal As Leader: Guiding Schools To Better Teaching And Learning. The Wallace Foundation.
Using findings generated from a large-scale survey of 1,400 Ontario principals, this paper reports on the influence of opportunities for school–community involvement on the work principals do on a daily basis and details how involvement in such activities influences and impacts their workloads.
Hauseman, D. C., Pollock, K., & Wang, F. (2017). Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. School Community Journal, 27(1), 83-105.
This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.
This longitudinal study examines the effects of distributed leadership on school improvement and growth in student math achievement in 195 elementary schools in one state over a 4-year period.
Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American educational research journal, 46(3), 659-689.
Noting that the evidence of families' influence on their children's school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
This updated and substantially expanded edition reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom.
Henderson, A. T., Mapp, K. L., & Johnson, V. R. (2007). Beyond the bake sale: The essential guide to family-school partnerships. The New Press.
The authors outline some of the mechanisms through which parental school involvement affects achievement and identify how patterns and amounts of involvement vary across cultural, economic, and community contexts and across developmental levels. Then propose the next steps for research.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current directions in psychological science, 13(4), 161-164.
The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569.
The authors conducted correlational analyses to examine the strength of the relationship between each of the seven competencies and found that the model appears to reflect the internal states of principals who orchestrate school turnaround.
Hitt, D. H., Meyers, C. V., Woodruff, D., & Zhu, G. (2019). Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement. NASSP Bulletin, 103(3), 189-208.
In this study the relationship between school leadership and teachers'
organizational commitment is examined by taking into account a distributed leadership
Hulpia, H., Devos, G., & Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728–771. https://biblio.ugent.be/publication/1938871/file/6762325.pdf
This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social capital. It argues that how a school works as a cohesive unit and how people collaborates will ultimately define organisational performance.
Jones, M., & Harris, A. (2014). Principals leading successful organisational change: Building social capital through disciplined professional collaboration. Journal of Organizational Change Management.
This report fills an important gap in the literature on school leadership by presenting an approach for understanding the resources and expenditures associated with efforts to prepare, hire, evaluate, develop, and support school leaders and by presenting estimates of those resources and expenditures.
Kaufman, J. H., Gates, S. M., Harvey, M., Wang, Y., & Barrett, M. (2017). What It Takes to Operate and Maintain Principal Pipelines: Costs and Other Resources. RAND Corporation. PO Box 2138, Santa Monica, CA 90407-2138.
This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311.
School based leadership is an increasingly complex task that requires leaders to find ways to spread responsibility throughout organizations to achieve goals. This dissertation research is an exploratory study in the field of sustainability of distributed leadership at Capital High School, a large urban high school.
Klink, M. (2019). The Sustainability of Distributed Leadership (Doctoral dissertation, University of Pittsburgh).
The study explored the following overarching question: What does it take for leaders to promote and support powerful, equitable learning in a school and in the district and state system that serves the school? The study pursued this question through a set of coordinated investigations,
Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle, WA: Center for the Study of Teaching and Policy–University of Washington.
This study is among the first to address the empirical limitations of prior studies on organizational contexts by leveraging one of the largest survey administration efforts ever conducted in the United States outside of the decennial population census.
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411-1449.
This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement?. Educational Evaluation and Policy Analysis, 33(2), 235-261.
Instead of looking at the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school communities.
Lambert, L. (2002). A framework for shared leadership. Beyond Instructional Leadership, 59(8), 37–40. Retrieved from http://johnwgardnertestsite.pbworks.com/f/S4%20Readings%20-%20Lambert%20Article.doc
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement.
Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban education, 38(1), 77-133.
Effective school districts maintain superintendent and school board collegiality which can foster success and connectedness among members. Delagardelle and Alsbury (2008) found that superintendents and board members are not consistent in their perceptions about the work the board does, and Glass (2007) found that states do not require boards to undergo evaluation for effectiveness.
Lee, D. E., & Eadens, D. W. (2014). The Problem: Low-Achieving Districts and Low-Performing Boards. International Journal of Education Policy and Leadership, 9(3), n3.
This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment).
Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381.
This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.
Leithwood, K. (1994). Leadership for school restructuring. Educational administration quarterly, 30(4), 498-518.
For aspiring leaders, this framework provides important insights about what they will need to learn to be successful.
Leithwood, K. (2012). Ontario Leadership Framework with a discussion of the leadership foundations. Ottawa, Ontario, Canada: Institute for Education Leadership, OISE. Retrieved from https://www.education-leadership-ontario.ca/application/files/2514/9452/5287/The_Ontario_Leadership_Framework_2012_-_with_a_Discussion_of_the_Research_Foundations.pdf
The purpose of this paper is to provide one perspective on this question, focusing in particular on findings that may be applicable in the Nordic context.
Leithwood, K., & Louis, K. S. (2012). Linking leadership to learning. San Francisco, CA: Jossey-Bass
This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement.
Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational administration quarterly, 44(4), 529-561.
Using meta-analytic review techniques, this study synthesized the results of 79
unpublished studies about the nature of transformational school leadership (TSL) and its
impact on the school organization, teachers, and students.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
In 2008 the authors published an article in this journal entitled Seven Strong Claims about Successful School Leadership (Leithwood, Harris, and Hopkins 2008). This article revisits each of the seven claims, summarising what was said about each in the original publications, weighing each of the claims considering recent empirical evidence, and proposing revisions or refinements as warranted.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 1-18.
The authors begin with eight basic understandings, assumptions, or starting points for our subsequent account of how to lead the successful turnaround of underperforming school.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. John Wiley & Sons.
This report by researchers from the Universities of Minnesota and Toronto examines the available evidence and offers educators, policymakers and all citizens interested in promoting successfulschools, some answers to these vitally important questions
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
Guided by a synthesis of theory on human motivation and evidence about teachers’motivation to implement school reform, this study aimed to better understand the responses of teachers and school administrators to government accountability initiatives and to assess the extent to which leadership practices had a bearing on those responses
Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94-119.
The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.
This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement.
Liebowitz, D. D., & Porter, L. (2019). The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. Review of Educational Research, 89(5), 785-827.
Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last.
Liu, S., & Phelps, G. (2020). Does teacher learning last? Understanding how much teachers retain their knowledge after professional development. Journal of Teacher Education, 71(5), 537-550.
Recent studies concerned with goal choice and the factors that influence it, the function of learning goals, the effect of goal framing, goals and affect (well-being), group goal setting, goals and traits, macrolevel goal setting, and conscious versus subconscious goals are described.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological science, 15(5), 265-268.
The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture.
Lucas, S., & Valentine, J. (2002). Transformational leadership: Principals, leadership teams, and school culture.American Educational Research Association annual convention, New Orleans. Retrieved from http://files.eric.ed.gov/fulltext/ED468519.pd
this report identifies three crucial areas leaders across all states can usefully consider as they seek answers to some key questions. The report emphasizes that every state faces a unique blend of educational, political and financial circumstances and that, therefore, each state's approach should fit its needs and particularities.
Manna, P. (2015). Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Wallace Foundation.
This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management.
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational evaluation and policy analysis, 19(3), 245-275.
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational administration quarterly, 39(3), 370-397.
The present paper is an attempt to formulate a positive theory of motivation which will satisfy these theoretical demands and at the same time conform to the known facts, clinical and observational as well as experimental. It derives most directly, however, from clinical experience.
Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
This report examines the evidence about the emerging approach, Integrated student supports (ISS), from multiple perspectives.
Moore, K. (2014). Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends. Retrieved from http://www.childtrends.org/wp-content/uploads/2014/02/2014-07ISSPaper2.pdf
This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.
Murphy, J. F. (2016). Professional standards for educational leaders: The empirical, moral, and experiential foundations. Corwin Press.
This paper presents the research base and conceptual framework for a new principal leadership assessment tool: the Vanderbilt Assessment of Leadership in Education (VAL-ED™).
Murphy, J. F., Goldring, E. B., Cravens, X. C., Elliott, S. N., & Porter, A. C. (2007). The Vanderbilt assessment of leadership in education: Measuring learning-centered leadership. Journal of East China Normal University, 29(1), 1-10.
This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181.
The purpose of this analysis is to describe the research base that undergirds the emerging concept of learning-centered leadership.
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-Centered Leadership: A Conceptual Foundation. Learning Sciences Institute, Vanderbilt University (NJ1).
The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018). Promoting Educator Effectiveness: The Effects of Two Key Strategies.
This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."
Odden, A. R. (2011). Strategic management of human capital in education: Improving instructional practice and student learning in schools. Routledge.
This report reviews studies that have investigated the relationships between principal characteristics (including precursors, behaviors, and leadership styles) and student achievement.
Osborne-Lampkin, L. T., Sidler Folsom, J., & Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics and student achievement.
This book provides essential information to better understand and improve the nature and quality of school and family partnerships for the benefit of all children
Patrikakou, E. N., & Anderson, A. R. (Eds.). (2005). School-family partnerships for children's success. Teachers College Press.
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue.
Redding, C., Booker, L. N., Smith, T. M., & Desimone, L. M. (2019). School administrators’ direct and indirect influences on middle school math teachers’ turnover. Journal of Educational Administration.
This booklet focuses on parents—the child’s first and most powerful teachers.
Redding, S. (2000). Parents and learning (Vol. 2). International Academy of Education.
This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent engagement strategies over a 2-year period.
Redding, S., Langdon, J., Meyer, J., & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. American Educational.
This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.
Riley, D. L., & Meredith, J. (2017). State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups. Policy Studies Associates, Inc.
This paper is a synthesis of the evidence-base on school leadership and its impact on student performance.
Robinson, V. M. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee, Victoria, Australia: Australian Council for Educational Leaders.
The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on school outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.
Rosenberg, D., & Miles, K.H. (2018). Growing Great Teachers: How School System Leaders Can Use Existing Resources to Better Develop, Support, and Retain New Teachers--and Improve Student Outcomes. Retrieved from https://files.eric.ed.gov/fulltext/ED593368.pdf
This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate.
Sebastian, J., & Allensworth, E. (2012). The Influence of Principal Leadership on Classroom Instruction and.
This report sets forth a framework of essential supports and contextual resources for school improvement, examines empirical evidence on its key elements and how they link to improvements in student learning, and investigates how a school's essential supports interact with community context to affect student learning.
Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The Essential Supports for School Improvement. Research Report. Consortium on Chicago School Research.
This paper reviews evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. They include school leadership, collegial relationships, and elements of school culture.
Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117, 1-36
The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.
Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.
This paper examines the critical issues that need to be addressed if value-added modeling is to be effectively used in education.
Stewart, B. E. (2006). Value-added modeling: The challenge of measuring educational outcomes. Carnegie Corporation of New York.
Based on a synthesis of unpublished transformational school leadership (TSL) research completed during the last 14 years, this study inquired into the nature of TSL and its effects on student achievement using review methods including standard meta-analysis and vote-counting techniques.
Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student achievement. Leadership and Policy in Schools, 11(4), 418-451.
This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well.
Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A meta-analytical review of evidence about their influence. School Effectiveness and School Improvement, 26(4), 499-523.
This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning.
Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31-56.
This empirical study of the practice of five elementary school principals whose student achievement gains were three times the expected rate of progress redefines some capabilities identified in the literature as central to leadership for learning.
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and policy in schools, 10(2), 145-170.
Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications.
Truscott, S. D., Cohen, C. E., Sams, D. P., Sanborn, K. J., & Frank, A. J. (2005). The current state (s) of prereferral intervention teams: A report from two national surveys. Remedial and special Education, 26(3), 130-140.
The hypothesis that guided this study was that the degree of teacher professionalism in a school would be related to (a) the professional orientation of principals in their exercise of administrative authority—especially, the extending of adaptive discretion to teachers in the conduct of their work—and (b) the trust evident among various actors in the school community.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92.
This report looks at New York City's efforts to create an evidence-based and collaborative teaching culture.
Tucker, B. (2010). Putting data into practice: Lessons from New York City. Education Sector Reports.
The purpose of this study was to examine various factors that are often present in principal–teacher interactions and teacher–teacher relationships to see how those may have an impact on teachers’ classroom instructional practices.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
The purpose of this paper is to discuss findings from Learning from Leadership. This study was designed to identify and describe successful educational leadership and to explain how such leadership can yield improvements in student learning.
Wahlstrom, K. L., Louis, K. S., Leithwood, K., & Anderson, S. E. (2010). Learning from Leadership: Investigating the Links to Improved Student Learning. The Informed Educator Series. Educational Research Service.
The purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
Walberg, H. J. (2007). Handbook on restructuring and substantial school improvement. IAP.
This article offers practical suggestions on how to build a data-based culture in schools.
Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based decision-making: Collaborative educator teams. Learner centered leadership: Research, policy, and practice, 189-206.
This paper considers issues surrounding the use data and data based decision-making in schools. It describes the state of the field and possible future directions in school based technology.
Wayman, Jeffrey C., Sam Stringfield, and Mary Yakimowski. "Software enabling school improvement through analysis of student data." (2004).
This is an analysis of a district-wide evaluation of data uses and procedures for data-based decision-making.
Wayman, Jeffrey C., Vincent Cho, and Mary T. Johnston. "The data-informed district: A district-wide evaluation of data use in the Natrona County School District." (2007).
If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher. This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K. The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards. My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers. The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement. There were no studies that met WWC standards for review so no judgment can be made about its effectiveness. The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs. The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers. It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.
What Works Clearinghouse, Institute for Education Science (2018). National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689