Quality Leadership

This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.

This review summarizes the evidence for the model’s efficacy in explaining how principals and teachers together influence school practices and effectiveness.

This review highlights major models that have been influential in the field and discusses evidence for their efficacy in explaining school leaders’ influence.  

This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.

The purpose of this analysis is to examine data from the National Schools and Staffing Survey on principal years of experience on the job.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

The goal of this paper is to provide policymakers with recommendations for the design and implementation of strong principal development and evaluation systems. States and local school systems that pursue these ideas can use principal evaluation to drive a powerful vision of principal effectiveness and, by consequence, improve outcomes for all students.

Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.

This paper discusses the potential and challenges of a “cohesive leadership system” which coordinates leadership standards, training, and conditions at both the State and district levels. Effective coordination of these components, then, has the potential to both speed and make more permanent the benefits to the learning of all students.

This dissertation investigates how relational trust manifests within schools that have recently
enacted the distributed leadership framework, a program implementation by the Penn
Center for Educational Leadership.

The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.

The paper is a synthesis of the literature on instructional leadership. From this research the author develops and tests a framework and proposed measures to assess instructional leadership.

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

This is a summary of studies on the issue of standards for Principals

This paper has three objectives: (1) to create set of policies and initiatives by document the actions taken by Wallace Foundation, (2) to describe how states and districts have worked together to forge more-cohesive policies and initiatives aroung school leadership, (3)to examine the hypothesis that more-cohesive systems do in fact improve school leadership.

This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.

A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature.

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

This well-written book on assertiveness clearly describes the non assertive, assertive, and aggressive styles of supervision. Each chapter provides numerous examples, practice exercises, and self-tests. The author identifies feelings and beliefs that support aggressiveness, non aggressiveness, or non assertiveness which help the reader "look beyond the words themselves."

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.

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.

Greater understanding about how variables mediate the relationship between leadership and achievement is essential to the success of reform efforts that hold leaders accountable for student learning. This multi-source, quantitative study tests a model of integrated transformational leadership including three important school mediators.

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.

This review of related literature and research prompted the development of a framework for understanding the role of the principal as an instructional manager. A number of links between school-level variables and student learning are proposed. The discussion includes consideration of instructional organization, school climate, influence behavior, and the context of principal management.

Over the past 10 years, the Southern Regional Education Board has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.

The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set.

This article explores the relationship between school contextual factors and teacher retention decisions in New York City and finds that school administration by far has the greatest influence on teacher retention.

This study provides new evidence on the importance of school leadership by estimating individual principals’ contributions to growth in student achievement.

Although the scholarship on race in education is vast, the authors attempt to review some of the most pressing and persistent issues in this chapter. They also suggest that the future of race scholarship in education needs to be centered not on equality but rather on equity and justice. 

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.

The aim of this study was to examine the means by which principals achieve an impact on student achievement. 

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

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.

This article revisits the concepts of leadership and management, examines the impact of the ERA on management practice in schools and colleges, and discusses the notion of managerialism.

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.

In this chapter of "Distributed leadership: Different perspectives" the authors take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

This paper examines how the hiring process is changing as a result of teacher evaluation reforms.

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. 

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

Through real-life single and multiple case studies, This book addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. 

The history and the intra-and inter-literature consensus of these two lines of inquiry will be examined in this review. The purpose is to determine whether the findings and generalizations of those bodies of research can be used conjointly in order to understand how schools strive to change to attain more effective instructional outcomes. 

In this article, we summarize and review the research on teams and groups in organization settings published from January 1990 to April 1996. The article focuses on studies in which the dependent variables are concerned with various dimensions of effectiveness. A heuristic framework illustrating recent trends in the literature depicts team effectiveness as a function of task, group, and organization design factors, environmental factors, internal processes, external processes, and group psychosocial traits.

The belief that working in teams makes us more creative and productive is so widespread that when faced with a challenging new task, leaders are quick to assume that teams are the best way to get the job done. Getting agreement is the leader’s job, and they must be willing to take great personal and professional risks to set the team’s direction. And if the leader isn’t disciplined about managing who is on the team and how it is set up, the odds are slim that a team will do a good job.

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.

The authors arguing that the United States needs to move much more decisively than it has in the last quarter-century to establish a purposeful, equitable education system that will prepare all our children for success in a knowledge-based society.

This report examines practices in teacher and principal development in the United States in 2010. It looks at ineffective approaches as well as those models that show promise for improving educator and student performance.

Few studies have examined factors relating to ineffective school leadership. Such knowledge can help principals refine leadership behaviors and enhance job security. This study used experiences and perceptions from 99 California public school superintendents to examine the reasons why some principals lose their jobs. 

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.

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.

This review summarizes the evidence for the model’s efficacy in explaining how principals and teachers together influence school practices and effectiveness.

This review highlights major models that have been influential in the field and discusses evidence for their efficacy in explaining school leaders’ influence.  

This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.

This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation.  Feedback improved poor implementation and maintained high level implementation.

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.

Leadership is what is done, not who is doing it. The leadership work blurs the lines between teachers and administrators. Leading Together introduces a collective approach to progress, process, and programs to help build the conditions in which strong leadership can flourish and student outcomes improve. Explore the Collective Leadership Development Model for School Improvement.

Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school's unique structure and context tests the model's explanatory power.

Effective Instructional Leadership Teams can be integral to helping underperforming schools strengthen their leadership, professional learning systems and core instruction.

When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen.

This study examined elementary school principal preparation programs to identify which program characteristics produced principals who were able to build well-qualified teams of teachers and improve student performance.

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. 

This article reviews the research and best practices on succession planning in education as well as in other sectors. The authors illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes.

The purpose of this study is to reveal the extent to which different leadership models in education are studied, including the change in the trends of research on each model over time, the most prominent scholars working on each model, and the countries in which the articles are based. 

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.

The article presents an overview of these tenets drawn from opinion positions, practical experiences, and empirical research studies. There is clear evidence that additional empirical research would be beneficial.

This study investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system.

The author provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership.

Teams have more talent and experience, more diverse resources, and greater operating flexibility than individual performers. J. Richard Hackman, one of the world's leading experts on group and organizational behavior, argues that the answer to this puzzle is rooted in flawed thinking about team leadership. 

Examines trends in the evolution of the principalship in the United States from the 1960s to the present.

This paper ties together evidence drawn from several extensive reviews of the educational leadership literature that included instructional leadership as a key construct. 

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.

This article reviews the empirical literature on the relationship between the principal's role
and school effectiveness during the period from 1980 to 1995

This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review.

In this chapter, the authors synthesize the results of a series of analyses of empirical data on distributed leadership and school improvement. The studies centered on the impact of new state policies that sought to create broader and deeper leadership capacity in schools as a vehicle for stimulating and sustaining school improvement.

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

This chapter describes findings from a series of related quantitative studies in which we sought to understand how leadership contributes to school capacity for improvement and student learning.

This article presents results from a study that examined the instructional management behavior of 10 elementary school principals in a single school district. The primary goal of the research was to describe the instructional management behavior of these principals in terms of specific job behaviors.

This article reviews the evolution of instructional leadership as a model for principal practice, examines barriers to its successful enactment, and proposes strategies

The RAND Corporation served as the evaluator of PPIP and examined implementation and outcomes from school years 2007–2008 through 2010–2011. Although the district is likely to continue implementing much of what constitutes PPIP, this report focuses only on the period during which PPIP was being funded by the TIF grant.

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.

The article underlines how, within this conception, distributed leadership operates as a network
of strong cells organized through cohesive diversity and emergent development rather than mechanical
alignment and predictable delivery.

This article aims to address and explain the conceptual ambiguity surrounding distributed leadership.

This book anchors distributed leadership in the core work of instruction and argues that to be most effective, leadership distribution has to be first and foremost focus upon improving learners outcomes

what is distributed leadership? What does the evidence say? And, can it work for your school? Teacher Magazine asked Professor Alma Harris.

This article takes a contemporary look at distributed leadership in practice by drawing upon empirical evidence from a large-scale project in the USA. Initially, it considers the existing knowledge base on distributed leadership and questions some of the assertions and assumptions in recent accounts of the literature. 

The Visible Learning research synthesizes findings from 1,400 meta-analyses of 80,000 studies involving 300 million students, into what works best in education.

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.

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.

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.

A central premise in the literature on leadership highlights its central role in organizational change. In light of the strength of this conceptual association, it is striking to note the paucity of large-scale empirical studies that have investigated how leadership impacts performance improvement in organizations over time. Indeed evidence-based conclusions concerning the impact of leadership on organizational change are drawn largely from case studies and cross-sectional surveys.

Companies today face adaptive challenges. Changes in societies, markets, customers, competition, and technology around the globe are forcing organizations to clarify their values, develop new strategies, and learn new ways of operating.

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.

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.

This guide identifies practices that can improve the performance of chronically low-performing schools--a process commonly referred to as creating "turnaround schools." The four recommendations in this guide work together to help failing schools make adequate yearly progress. 

This report describes the opportunities for supporting school leadership under ESSA, discusses the standards of evidence under ESSA, and synthesizes the research base with respect to those standards.

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

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. 

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.

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. 

During the 1980s, our systems experienced team teaching and open classrooms. Educators began to talk about teachers' workplace and its effects on teachers' morale, knowledge and skills, and other characteristics.

This article examines the relationship between the time principals spent on different types of activities and school outcomes, including student achievement, teacher and parent assessments of the school, and teacher satisfaction

This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.

This brief examines the mean (average) percentage of time that principals reported spending on these activities in the 2011–12 school year, both overall and by selected school, staffing, and principal characteristics.

The present study explores the relationship between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted

In this study the relationship between school leadership and teachers'
organizational commitment is examined by taking into account a distributed leadership
perspective.

The purpose of this paper is to estimate the relationship between principal effectiveness (which we capture with a principal quality measure) and turnover. Specifically, we assess whether higher quality principals are more or less likely to leave their schools in New York City (NYC) as well as at the national level.

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.

The authors propose a conceptual framework of equitable leadership practice, describing three drivers to catalyze organizational growth in 10 high-leverage equitable practices designed to mitigate disparities for non-dominant students.

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

This report analyses whether and how highperforming systems have supported the subject expertise of their elementary school teachers.

the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.

This article concerns the real-world importance of leadership for the success or failure of organizations and social institutions. The authors propose conceptualizing leadership and evaluating leaders in terms of the performance of the team or organization for which they are responsible.

This meta-analysis examines leadership approaches and the relationship between educational leadership and student achievement. In the literature review identified 151 articles/dissertations, for inclusion in this study. The results revealed educational leadership has a medium-level effect on students’ achievement. 

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

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.

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,

In this report, the development of altering concepts of school leadership over a period of about 4 decades is sketched.

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.

This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.

Instead of looking at the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school communities.

This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. 

New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

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).

This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.

For purposes of the Ontario Leadership Framework (OLF), leadership is defined as the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals. For aspiring leaders, this framework provides important insights about what they will need to learn to be successful. Those already exercising leadership will find the framework a useful tool for self-reflection and self-assessment.

For aspiring leaders, this framework provides important insights about what they will need to learn to be successful.

This study aimed to improve our understanding of the nature, causes, and consequences of school leader efficacy, including indirect influences on student learning.

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.

This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement. As well, it inquired about the relative contribution of different sources of such leadership and whether differences among patterns of collective leadership were related to differences in student achievement

This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement. 

This chapter of "A New Agenda for Research in Educational Leadership" book presents a broad agenda to help strengthen the extent, quality, and clarity of the latter source of knowledge -- empirical research on leadership. 

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.

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.

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. 

This study inquired about patterns of leadership distribution, as well as which leadership functions were performed by whom, the characteristics of nonadministrative leaders, and the factors promoting and inhibiting the distribution of leadership functions. 

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

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

This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement. 

This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement. 

In this study, the six aforementioned variables are added to one model focusing on both the direct effects instructional and distributed leadership have on teacher job satisfaction and self-efficacy, and the indirect effects through the mediation variables of supportive school culture and teacher collaboration. 

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.

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.

In about a decade the theory of distributed leadership has moved from a tool to better understand the ecology of leadership to a widely prescribed practice. This article considers how to account for its spread and dominance and what purpose it serves.

The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.

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.

This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. 

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

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: 

The goal of this study was to examine the relationship between four patterns of distributed leadership and a modified version of a variable Hoy et al. have labeled “teachers’ academic optimism.” The paper finds that high levels of academic optimism were positively and significantly associated with planned approaches to leadership distribution, and conversely, low levels of academic optimism were negatively and significantly associated with unplanned and unaligned approaches to leadership distribution.

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. 

This report examines the evidence about the emerging approach, Integrated student supports (ISS), from multiple perspectives. 

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

This book is designed to help the reader fully comprehend teacher leadership as a pathway to school improvement.

This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.

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™).

This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California. 

The purpose of this analysis is to describe the research base that undergirds the emerging concept of learning-centered leadership.

In this article, the authors examine leadership for effective learning employing research on highly productive schools and districts and high-performing principals and superintendents.

This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one. 

In a high school in Greece, teachers assume all administrative roles, freeing up the principal to take school governance to the next level.

In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data‐based decision making occurs at the school, grade, small‐group, and individual student level.

Founded in 2000 by a team of social entrepreneurs, New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.

There are a number of vehicles federal policymakers can use to create or encourage effective leadership policies. Throughout this series we will describe an ideal policy and then suggest potential vehicles policymakers could use to pursue that policy.

Using the collective leadership framework, this study examines (a) how principals perceive their own influence and that of other key stakeholders in various school decisions and (b) how principals’ perceived influences of other stakeholders are associated with their own influence.

This report provides an overview of NYCLA’s flagship principal preparation program. Intended to help others involved in principal preparation think through important elements of principal preparation, including candidate selection, developing experiential learning opportunities, and funding, staffing and sustaining the program, the guide shares NYCLA’s successes and lessons learned during the 11 years we have delivered the Aspiring Principals Program in New York City, as well as through our work with various state and district partners nationally to adapt the program.

This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."

The purpose of this chapter was to trace the place of “social justice” in the field's discourse since the early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field's journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication. 

US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals. 

This report reviews studies that have investigated the relationships between principal characteristics (including precursors, behaviors, and leadership styles) 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

This book aim is to advance understanding along many dimensions of the shared leadership phenomenon: its dynamics, moderators, appropriate settings, facilitating factors, contingencies, measurement, practice implications, and directions for the future. 

This study attempts to investigate the differential effectiveness of provocation, brainstorming, and emotional mastery at fostering the emotional intelligence of adolescents.

This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions.

A review of school effectiveness literature is presented in this paper. Research studies and other literature on this topic are examined, including case studies, surveys and evaluations, studies of program:implementations, and organizational theories of schools and other institutions.

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. 

This booklet focuses on parents—the child’s first and most powerful teachers.

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. 

Drawing from video analysis of Distributed Leadership team meetings, this paper explores the work of the teams themselves, focusing on team priorities, organization, roles and authority dynamics, and decision making. The analysis focuses on the four Distributed Leadership schools that were in their second year of implementation in 2007-08.

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.

Given the burgeoning interest in distributed leadership in education, it is timely to consider how research on this topic could make stronger and more rapid connections with student outcomes than has been evident in the history of the parent field of educational leadership (Harris, 2008). The purpose of this chapter, therefore, is to develop an account of distributed leadership that is appropriate for research on this relationship.

The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.

This article sketches out a framework for inclusive leadership. As one of the constellation approaches to leadership and social justice, inclusive leadership is concerned first and foremost with inclusion, both in its processes and the ends for which it strives.

The bulk of the study is dedicated to an analysis of the empirical research literature on leadership effects. This includes the presentation of results from an earlier meta-analysis carried out by the authors, a summary of other meta-analyses, and a new meta-analysis based upon 25 studies carried out between 2005 and 2010.

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.

The authors use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. They also find that learning gains vary significantly across the principal profiles.

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.

Using examples from states throughout the country, this guidebook from the National Conference of State Legislatures describes six key areas in which state legislators can take action to improve the quality of leadership in public schools

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.

This paper examines research on what we know about the causes and impact of principal turnover.

Stories of leadership successes follow a familiar structure: A charismatic leader, often the CEO or school principal, takes over a struggling school, establishing new goals and expectations and challenging business as usual within the organization. 

This 4-year longitudinal study, funded by the National Science Foundation and the Spencer Foundation, is designed to make the “black box” of leadership practice more transparent through an in-depth analysis of leadership practice. This research identifies the tasks, actors, actions, and interactions of school leadership as they unfold together in the daily life of schools. 

Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

Traditional organizational theory mandates that organizations predict and stay in control in order to avoid chaos. This book proposes that members of organizations work at developing a new frame of reference for understanding organizational life

This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. 

The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.

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. 

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.

The Wallace Foundation, which invested tens of millions of dollars into strengthening the ranks of school leaders in those districts, is trying to answer that question. Over the next several months, the foundation will take the knowledge and lessons learned in its “principal pipeline” districts to 90 more school systems in 31 states.

This report describes the Consortium for Policy Research in Education’s mixed-method evaluation of the Distributed Leadership (DL) project. The evaluation featured a cluster randomized control trial, where schools first agreed to participate in the study and then were chosen by lottery to participate in the DL project or serve in the comparison group. Overall there were 16 DL schools and 21 comparison sites in the evaluation.

This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning.

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. A few highlights include: Sixty percent of school principals have been at their schools for three years or less. 

A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership.

The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. 

This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) which identified two gaps in the research during the 1996–2002 period.

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.

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.

The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

Intended for state officials involved in the assessment and approval of university and other programs to train future school principals, this report describes five design principles for effective program evaluation.

Latent class analysis (LCA) was used to identify different types of principals across the U.S. The authors analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys or administrations. A final sample of 7,650 public schools and principals were included in the analysis.

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.

The purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.

CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.

The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.

The Council’s mission is to promote the cause of urban schools and to advocate for inner-city students through legislation, research and media relations.