Vision of Effective Leadership
Effective leadership is supported by a clear and consistent vision of leadership linked to improved teaching and learning. According to findings from the Universities of Minnesota and Toronto, setting directions “accounts for the largest proportion of a leader’s impact…and is aimed at helping one’s colleagues develop shared understandings about the organization and its activities and goals that can under gird a sense of purpose or vision.” Resources in this category explore leadership practices on identifying and articulating a vision, fostering the acceptance of group goals and creating high-performance expectations.
| A new report by Mass Insight Education and Research Institute defines school turnaround as “a dramatic and comprehensive intervention that produces significant gains in student achievement within two academic years” and details what a successful school turnaround entails. Strategies include: recognition of the challenge; dramatic, fundamental change; a sense of urgency; supportive operating conditions; new-model, high-capacity partners; and new state and district structures. States, in concert with districts and outside partners, must incorporate three key elements into their turnaround work: changing conditions, building capacity and clustering for support. |
| Transforming failing schools presents special leadership challenges. What do successful “turnaround” principals actually do? What skills do they need? Where should we be looking for such leaders and what support do they need? For answers, The Wallace Foundation asked Public Agenda to interview principals currently working in high-needs schools as well as education leaders with experience working with effective principals. The results of these interviews can be found in this preliminary report. |
| This research report provides a framework for understanding and applying knowledge on the effects of principal leadership on student achievement. Researchers found that there is a significant, positive correlation between effective school leadership and student achievement. The framework is composed of 21 leadership responsibilities that are correlated with higher student achievement. |
| With all of the confusion about the concept of leadership in our environment, we might be persuaded to think that hard evidence about what is good or successful or effective leadership in education organizations is lacking – or at least contradictory – but we would be wrong. In this report, authors (Leithwood, et al.) argue that we actually know a great deal about the leadership behaviors, practices, or actions that are helpful in improving the impact of schools on student outcomes that we value. The paper offers a wide-ranging review of theory and evidence about the nature, causes and consequences for schools and students of successful school leadership. |
|
|
|