This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.
A new approach to principal preparation: Innovative programs share their practices and lessons learned. Rainwater Leadership Alliance, 2010.
The purpose of this chapter is to articulate those best practices that have been identified to increase the effectiveness of pre-referral teams.
Kovaleski, J. F. (2002). Best practices in operating pre-referral intervention teams. Best practices in school psychology IV, 1, 645-655.
This chapter describes a process, collaborative problem solving, that can guide decision making and intervention planning for improving academic and behavior outcomes for students. The primary focus is on the two basic components of the term collaborative problem solving.
Allen, S. J., & Graden, J. L. (2002). Best Practices in Collaborative Problem Solving for Intervention Design.
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.
Bottoms, G., Egelson, P., & Bussey, L. H. (2012). Progress over a decade in preparing more effective school principals. Atlanta, GA: Southern Regional Education Board.
Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles.
Burns, M. K., & Symington, T. (2002). A meta-analysis of prereferral intervention teams: Student and systemic outcomes. Journal of School Psychology, 40(5), 437-447.
A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.
Delise, L. A., Allen Gorman, C., Brooks, A. M., Rentsch, J. R., & Steele‐Johnson, D. (2010). The effects of team training on team outcomes: A meta‐analysis. Performance Improvement Quarterly, 22(4), 53–80.
This study reports the results of several meta-analyses examining the relationship between four operational definitions of cognitive ability within teams (highest member score, lowest member score, mean score, standard deviation of scores) and team performance.
Devine, D. J., & Phillips, J. L. (2000). Do smarter teams do better? A meta-analysis of team-level the cognitive ability and team performance. Paper presented at the 15th Annual Conference of the Society for Industrial and Organizational Psychology, New Orleans, LA.
The purpose of the current study was to test theoretically derived hypotheses regarding the relationships between team efficacy, potency, and performance and to examine the moderating effects of level of analysis and interdependence on observed relationships.
Gully, S. M., Incalcaterra, K. A., Joshi, A., & Beaubien, J. M. (2002). A meta-analysis of team-efficacy, potency, and performance: interdependence and level of analysis as moderators of observed relationships. Journal of applied psychology, 87(5), 819.
This report is a comprehensive and research-based framework outlining the conditions necessary for transformational school leaders to succeed. It offers a framework of conditions that can help districts enable great school leadership.
Ikemoto, G., Taliaferro, L., Fenton, B., Davis, J. (2014)Great Principals at Scale: Creating Districts That Enable All Principals to be Effective. New Leaders
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.
Kaiser, R. B., Hogan, R., & Craig, S. B. (2008). Leadership and the fate of organizations. American Psychologist, 63(2), 96.
The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD).
Kamps, D., Wills, H. P., Heitzman-Powell, L., Laylin, J., Szoke, C., Petrillo, T., & Culey, A. (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13(3), 154-167.supp
This review chapter examines the literature on work team effectiveness. This paper consider their nature, define them, and identify four critical conceptual issues—context, workflow, levels, and time—that serve as review themes and discuss the multitude of forms that teams may assume.
Kozlowski, S. W., & Bell, B. S. (2003). Work groups and teams in organizations. Handbook of psychology, 333-375.
The authors review team research that has been conducted over the past 10 years. They discuss the nature of work teams in context and note the substantive differences underlying different types of teams.
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future. Journal of management, 34(3), 410-476.
In this paper, the authors use tools from social network analysis (SNA) to derive principles for the design of effective clinical quality improvement teams and explore the implementation of these principles using social network data collected from the inpatient general medicine services at a large academic medical center in Chicago, USA
Meltzer, D., Chung, J., Khalili, P., Marlow, E., Arora, V., Schumock, G., & Burt, R. (2010). Exploring the use of social network methods in designing healthcare quality improvement teams. Social science & medicine, 71(6), 1119-1130.
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.
NYC Leadership Academy (2014). Taking Charge of Principal Preparation-A Guide to NYC Leadership Academy's Aspiring Principals Program. Retrieved from http://www.nycleadershipacademy.org/news-and-resources/tools-and-publications/pdfs/app-guide-full-guide.
"More is better"--this precept lies behind the burgeoning use of work teams to handle problem-solving and decision-making in schools and school districts. Teams are said to build stronger relationships among those involved in education and, ultimately, to benefit students because more people with broader perspectives help to shape a stronger educational program.
Oswald, L. J. (1996). Work teams in schools.
This essay seeks to help you put the hard-earned experience of others to use through a set of practical steps, prompts, and tips for matching the right evaluator to your need.
S.D. Bechtel, Jr. Foundation. (2018). Hiring an External Evaluator. Retrieved from http://sdbjrfoundation.org/wp-content/uploads/2018/04/04_Evaluation-Consultant_2018Oct25.pdf
This latest volume in the SIOP Professional Practice Series was inspired by a Leading Edge Conference sponsored by the Society for Industrial and Organizational Psychology to bring together leading-edge practitioners and academics to exchange views and knowledge about effective teams and help lead to better practice in that area.
Salas, E., Tannenbaum, S., Cohen, D., & Latham, G. (Eds.). (2013). Developing and enhancing teamwork in organizations: Evidence-based best practices and guidelines (Vol. 33). John Wiley & Sons.
In this report, the Southern Regional Education Board outlines critical actions that states, districts, universities and principals themselves should take as part of a systematic plan to address principal succession. The report makes the case for principal succession planning and describes six steps for succession planning that states and districts can implement to ensure they have the right principals for the job.
Schmidt-Davis, J., & Bottoms, G. (2011). Who's Next? Let's Stop Gambling on School Performance and Plan for Principal Succession. Southern Regional Education Board (SREB).
the purpose of this chapter is to review the science of teams and their effectiveness, extrapolate critical lessons learned, and highlight several future challenges critical for military psychology to address in order to prepare future military teams for success.
Shuffler, M. L., Pavlas, D., & Salas, E. (2012). Teams in the military: A review and emerging challenges. In J. H. Laurence & M. D. Matthews (Eds.), The Oxford handbook of military psychology(pp. 282–310). Oxford, UK: Oxford University Press.
The present study explores conflict management as a team phenomenon in schools. The author examined how the contextual variables (task interdependence, goal interdependence) are related to team conflict management style (integrating vs. dominating) and school team effectiveness (team performance).
Somech, A. (2008). Managing conflict in school teams: The impact of task and goal interdependence on conflict management and team effectiveness. Educational administration quarterly, 44(3), 359-390.
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
Stacey, R. D. (1996). Complexity and creativity in organizations. Berrett-Koehler Publishers.
This report represents the first systematic comparison of student outcomes in schools led by the Aspiring Principals Program (APP) graduates after three years to those in comparable schools led by other new principals.
Weinstein, M., Schwartz, A. E., & Corcoran, S. P. (2009). The New York City Aspiring Principals Program: A School-Level Evaluation. NYU Wagner Research Paper, (2011-07).