Categories for Quality Leadership
March 11, 2021
Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Induction. Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-student.
February 9, 2021
Improving Attendance in a Remote Learning Environment. The purpose of this brief is to adapt the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction. Strategies from both briefs will be helpful during hybrid instructional models.
Citation: Freeman, J., Flannery, B., Sugai, G., Goodman, S., Simonsen, B., & Barrett, S. (Aug, 2020). Improving Attendance in a Remote Learning Environment. Eugene, OR: Center on PBIS, University of Oregon. www.pbis.org.
February 9, 2021
Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. In the context the authors assessed whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention.
Citation: Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions, 23(1), 53-64.
January 25, 2021
In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools. Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic.
Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf
January 21, 2021
Planning for the Future: Leadership Development and Succession Planning in Education. School Superintendents face immense challenges in recruiting and retaining high-quality principals and district leaders. As a result, superintendents continually recruit and hire new assistant principals and district-level leaders. This article looks at the research and best practices on succession planning in education and other sectors.
Citation: Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313.
January 19, 2021
The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Initiative. Over the past 20 years, significant resources have been spent to raise low-performing schools’ performance. This research examines the impact of federally mandated school reforms under the Every Student Succeeds Act (ESSA) on North Carolina schools. The revised education legislation allows states more discretion in reforming their lowest-performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. This study relies on a regression discontinuity design to evaluate North Carolina’s turnaround initiative aligned with ESSA requirements. The results reveal no significant growth in student test performance and decreased performance in year two. Schools also continued to experience high teacher turnover despite the school reform intervention.
The study authors suggest current reform interventions that do not disrupt the status quo of how schools go about instruction are likely to fail. The paper also highlights the need for school leaders to embrace implementation science to ensure that adequate resources are available to implement initiatives as designed.
Citation: Henry, G. T., & Harbatkin, E. (2020). The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention. Journal of Research on Educational Effectiveness, 13(4), 702-730.
January 12, 2021
Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and District. States play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”.
Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf
January 11, 2021
Barriers to Strategic Leadership in Education. 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 educational setting. This chapter focuses on the barriers that hinder strategic leadership in education. Overcoming the challenges will not only help PK-12 school leaders to become very effective but also will make them more efficient in their work as school leaders.
Citation: Cobbinah, J. E. (2020). Barriers to Strategic Leadership in Education. In Strategic Leadership in PK-12 Settings (pp. 82-93). IGI Global.
January 11, 2021
The effect of educational leadership on students’ achievement: a cross‐cultural meta‐analysis research on studies between 2008 and 2018. This meta-analysis examines different leadership approaches and student achievement. The results of the analyses reveal that educational leadership has a medium-level effect on students’ achievement. The study finds educational leadership has a greater effect on student achievement in vertical-collectivist cultures (e.g., in Asian) than horizontal-individualistic cultures (e.g., in USA).
Citation: Karadag, E. (2020). The effect of educational leadership on students’ achievement: a cross-cultural meta-analysis research on studies between 2008 and 2018. Asia Pacific Education Review, 21(1), 49-64.
Link: Effects of educational leadership
December 14, 2020
School Teams. Distributed leadership and collaborative school cultures have a strong base of research support, and school teams represent these concepts “in action.” School teams today are ubiquitous; however, their effectiveness in enhancing school outcomes is not automatic and they must be intentionally and carefully designed, implemented, and supported. Collaborative school cultures are enabled when high trust levels and a culture of shared practice among staff are present, and leadership capacity building for teachers is provided. School leadership teams, which include the principal and teacher leaders, are tasked with addressing school improvement, and often analyze learning data and determine professional learning needed for staff. These teams need ample planning time and professional development (e.g., in methods of data analysis) to guide their work. Instructional teams, which may include grade-level or subject-area groups of teachers, often take the form of professional learning communities, which develop curriculum and instructional strategies, review student performance data, and adjust practice as necessary. Principals support these teams effectively when they establish a direction for their work, identify and/or develop teacher leaders to lead teams, and provide sufficient time for the collaborative work to take place. Multidisciplinary, or problem-solving teams, include specialists (e.g., special education teachers) and general educators working together to plan programming for students who need specialized supports to be successful. Research shows these teams can be effective when training and organizational supports are in place to foster collaboration. For successful implementation, all types of school teams will benefit from school leaders who can instill a collaborative school culture, and ensure that team members have the resources and support to work together effectively.
Citation: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Teams. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-teams