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Leadership--Principal/SchoolEvaluation and EffectivenessSelected Research & Readings (Additional Resources)
 
  LEADERSHIP--PRINCIPAL/SCHOOL
 EVALUATION AND EFFECTIVENESS
 
 Selected Research & Readings
 Key Questions
 




Leader Standards MS Word - Given the multiple versions of leader standards, and the fact that states are trying to align preparation-program accreditation, professional development and evaluations with these standards, this document compares the multiple versions so policymakers and education staffers can see how they align, and ensure there are no gaps in their teacher and leader standards. (Katy Anthes, Education Commission of the States, February 2005)...

Taking Human Capital Seriously: Talented Teachers in Every Classroom, Talented Principals in Every School - Recommendations for improving the quality of principals and teachers. (Strategic Management of Human Capital, November 2009)...

Instructional Leadership, Teaching Quality, and Student Achievement: Suggestive Evidence from Three Urban School Districts - This study addressed the following questions: (1) What are the roles, functions and specific instructional leadership actions of intermediary supervisors and principals? (2) Do these correspond with the leadership behaviors thought to be effective in improving classroom instruction and student outcomes? (3) How are the actions of educational leaders linked to teachers’ instructional practices and to student achievement? Specifically, do they experience greater improvements in student achievement over time than schools whose leaders exhibit fewer of these actions? The study’s findings are intended to provide guidance to district and school leaders about how to improve teaching and learning. (MDRC, December 2007)...

The Leadership We Need: Using Research to Strengthen the Use of Standards for Administrator Preparation and Licensure Programs - This report examines the Interstate School Leaders Licensure Consortium (ISLLC) standards in light of findings from McREL’s recent study of principal leadership, as captured in the Balanced Leadership Framework™. Recommendations for policymakers include reviewing and approving principal licensure and re-licensure programs to insure that they address the knowledge and skills needed by principals to engage in research-based practices, and that such programs are taught by qualified faculty. (Tim Waters and Sally Grubb, Mid-continent Research for Education and Learning, 2004)...

Reculturing Educational Leadership: The ISLLC Standards Ten Years Out - This article chronicles the role of the Interstate School Leaders Licensure Consortium (ISLLC) and outlines the design of its change engine – the ISLLC Standards for School Leaders. The goals of this publication are to expose the scaffolding that supports the ISLLC standards and address critiques that have been directed at those standards and their use in the rebuilding process. (Joseph Murphy, National Policy Board for Educational Administration, September 2003)...

Leadership for Accountability - School leadership is being redefined. A decade ago, the accountability challenge evoked images of strong top-down leadership, calling for principals to firmly take the reins, point the direction and lead the charge. Today, shared decisionmaking is the norm, and stakeholders expect to have a voice in determining the school’s direction. Principals retain the ultimate responsibility, but must work with and through others to get the desired results. Concrete solutions remain elusive, but the works reviewed here provide insights into the different dimensions of this challenge. This brief takes stock of today’s comprehensive accountability systems. (Larry Lashway, Research Roundup 17, 3, ERIC Clearinghouse on Educational Management, Spring 2001)...

Measuring Leadership - School principals are responsible for identifying leadership in others, as well as for being analytical and reflective about their own capabilities. Are they leading their schools effectively? This brief reviews the literature available on measurements of leadership. It provides a variety of helpful perspectives on how to assess principals, describes the techniques and tests that are used, and offers recommendations for improvement. (Larry Lashway, Research Roundup 14, 2, ERIC Clearinghouse on Educational Management, Winter 1997-98)...

Mistakes Educational Leaders Make - The authors contend that most of the shortcomings and mistakes school administrators make fall into the category of poor human relations such as poor interpersonal-communication skills, a lack of vision, failure to lead or avoidance of conflict. Through a review of several articles and surveys, they identify the types of mistakes leaders tend to make and whether or not leadership training programs can be improved. They also offer ideas on how to avoid career-ending mistakes. (Clete Bulach, Winston Pickett and Diane Boothe, ERIC Clearinghouse on Educational Management, Digest 122, June 1998)...

Standards for Administrators - Today, standards are the driving force for school reform, as virtually all states move toward some form of standards-driven accountability. When schools set explicit learning outcomes, students, teachers and principals have clear accountability for results. The new standards for students have been accompanied by new expectations for educators. While student achievement remains the ultimate measure of success, professional organizations have made progress in developing the performance standards that should govern the actions of teachers and administrators. This research review evaluates five reports that address standards for administrators, asking how they will affect principals on the job, and if they serve as a concrete guide for daily decisionmaking. (Larry Lashway, Research Roundup 15, 1, ERIC Clearinghouse on Educational Management, Fall 1998)...


Selected Research & Readings Current

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