Districts usually implement principal performance pay systems at the urging of state policymakers or as part of grant-funded efforts. This briefing summarizes research about the efficacy of district approaches, describes state laws in place and offers three considerations for state policymaking.
Baxter, A. (n.d.). Performance incentives for school administrators. Atlanta, GA: Southern Regional Education Board. Retrieved from https://www.ncleg.gov/documentsites/committees/BCCI-6680/Nov 28/2bb_sreb_performance_incentives_handout.pdf
This toolkit is designed to help structure principal’s thinking about the return to school, in whatever form that takes. The toolkits is structured to point and direct administrators to where to find help. The guidelines offer context for the use of the tools and tip sheets, and suggestions for actions you might consider.
Benton, K., Butterfield, K., Manian, N., Molina, M., Richel, M. (2020). Returning to School Toolkit for Principals. Rockville, MD: National Comprehensive Center at Westat. https://www.compcenternetwork.org/sites/default/files/local/5704/Returning%20to%20School%20Toolkit%20for%20Principals%20(07-16-2020).pdf
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."
Black, M. K. (1991). Assertive Supervision-Building Involved Teamwork. The Journal of Continuing Education in Nursing, 22(5), 224-224.
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.
Blank, M. J., & Villarreal, L. (2015). Where It All Comes Together: How Partnerships Connect Communities and Schools. American Educator, 39(3), 4.
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.
Blasé, J., & Blase, J. (2003). Handbook of instructional leadership: How successful principals promote teaching and learning. Corwin Press.
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.
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
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.
Burkhauser, S. (2017). How much do school principals matter when it comes to teacher working conditions?. Educational Evaluation and Policy Analysis, 39(1), 126-145.
This paper examines how the hiring process is changing as a result of teacher evaluation reforms.
Cannata, M., Rubin, M., Goldring, E., Grissom, J. A., Neumerski, C. M., Drake, T. A., & Schuermann, P. (2017). Using teacher effectiveness data for information-rich hiring. Educational Administration Quarterly, 53(2), 180-222.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
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.
Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology, 92(2), 331–346.
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.
Daly, A. J. (2009). Rigid response in an age of accountability: The potential of leadership and trust. Educational Administration Quarterly, 45(2), 168-216.
This book by organizational psychologist Aubrey C. Daniels is a guide for anyone who is required to supervise people and is particularly relevant to school principals. It is based on applying positive consequences to improve performance and offers strategies to reduce undesirable behavior so your school and employees can be successful.
Daniels, A. C., Tapscott, D., & Caston, A. (2000). Bringing out the best in people. Columbus, OH: McGraw-Hill.
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.
Davis, S. H. (1998). Superintendents’ perspectives on the involuntary departure of public school principals: The most frequent reasons why principals lose their jobs. Educational Administration Quarterly, 34(1), 58–90.
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.
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
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.
Day, C., Sammons, P., Leithwood, K., Harris, A., Hopkins, D., Gu, Q., … Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. London: Open University Press.
As school leaders, principals can influence student achievement in a number of ways, such as: hiring and firing of teachers, monitoring instruction, and maintaining student discipline, among many others. We measure the effect of individual principals on gains in math and reading achievement between grades 4 and 7 using a value-added framework
Dhuey, E., & Smith, J. (2014). How important are school principals in the production of student achievement? Canadian Journal of Economics, 47(2), 634–663.
This report highlights the key research literature that addresses the principal competencies important for positive student and school outcomes.
Donley, J., Detrich, R., States, J., & Keyworth, (2020). Principal Competencies. Oakland, CA: The Wing Institute. https://www.winginstitute.org/principal-competencies-research
The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.
Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.
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.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta‐analysis of after‐school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.
When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81-96.
This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined
exploring the nature of implementatiion
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.
Fusarelli, B. C., & Militello, M. (2012). Racing to the Top with Leaders in Rural High Poverty Schools. Planning and Changing, 43, 46-56.
Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
This paper highlights the limitations of district-level data on principals encountered during data collection for a study on principal preparation programs.
George W. Bush Institute & Education Reform Initiative. (2016). What Districts Know--and Need to Know--about Their Principals. Retrieved from https://eric.ed.gov/?id=ED570674
This chapter progresses four specific components of “a practical application of time management”.
George, D. (2012). A practical application of time management.Retrieved from https://www.researchgate.net/publication/221928054_A_Practical_Application_of_Time_Management
This paper provide a list of soft skills that are important for collaboration and teamwork, based on the authors own experience and from an opinion survey of team leaders. This paper also outline workable short courses for graduate schools to strengthen teamwork and collaboration skills among research students.
Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in ecology & evolution, 32(2), 81-84.
This book is written by Tom Gilbert who is one of the most influential theorists in building a science of performance management. Although not explicitly written for educators, it offers concrete examples principals can apply to improve the performance of teachers and other school personnel so student’s can ultimately be successful.
Gilbert, T. F. (1978). Human competence�engineering worthy performance. NSPI Journal, 17(9), 19-27.
This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.
Gill, J. (2016). Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field. Wallace Foundation.
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.
Gillard, S. (2009). Soft skills and technical expertise of effective project managers. Issues in informing science & information technology, 6.
This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.
Gneezy, U., Meier, S., & Rey-Biel, P. (2011). When and why incentives (don't) work to modify behavior. Journal of Economic Perspectives, 25(4), 191-210.
This report describes the ongoing development and implementation of the SAM® process, which has the goal of increasing the capacity of principals to use time in instructionally focused ways while decreasing time on management tasks.
Goldring, E., Grissom, J. A., Neumerski, C. M., Murphy, J., Blissett, R., & Porter, A. (2015). Making time for instructional leadership, Vol. 1: The evolution of the SAM process. New York, NY: Wallace Foundation. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/Making-Time-for-Instructional-Leadership-Executive-Summary.pdf
An analysis by The New York Times of the city’s signature report-card system shows that schools run by graduates of the celebrated New York City Leadership Academy — which the mayor created and helped raise more than $80 million for — have not done as well as those led by experienced principals or new principals who came through traditional routes.
Gootman, E., Gebeloff, R. (2009). Principals Younger and Freer, but Raise Doubts in the Schools. The New York Times. Retrieved from https://www.nytimes.com/2009/05/26/nyregion/26principals.html
This study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, it focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.
Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552-2585.
Using multiple measures of teacher and principal effectiveness, the authors document that indeed more effective principals see lower rates of teacher turnover, on average
Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514–555.
This study draws on data combining survey responses from principals, assistant principals, teachers and parents with administrative data to identify which principal skills matter most for school outcomes.
Grissom, J. A., & Loeb, S. (2011). Triangulating Principal Effectiveness How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. American Educational Research Journal, 48(5), 1091-1123.
This study draws on in-person observations of principals collected over full school days over two different school years in a large, urban district to investigate how principals allocate their time across different instructional leadership tasks, and how instructional time use is associated with school effectiveness.
Grissom, J. A., Loeb, S., & Master, B. (2012, November). What is effective instructional leadership? Longitudinal evidence from observations of principals. In Association for Public Policy Analysis and Management annual meeting, November.
This principal's guide to implementing Response to Intervention (RTI) for elementary and middle school reading emphasizes the critical role administrators play in ensuring RTI success in their schools. The author makes recommendations for putting the RTI process in motion and helps school leaders:
Hall, S. L. (Ed.). (2007). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin Press.
Examines trends in the evolution of the principalship in the United States from the 1960s to the present.
Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3).
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.
Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24.
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
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement?. Educational Management Administration & Leadership, 38(6), 654-678.
This article reviews the evolution of instructional leadership as a model for principal practice, examines barriers to its successful enactment, and proposes strategies
Hallinger, P., & Murphy, J. F. (2013). Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5-21.
This article seeks to provide a comprehensive and detailed picture of reliability results. More specifically, the authors present a meta-analysis of reliability results derived from 52 data sets derived from 43 independent empirical studies in which the PIMRS had been employed for data collection.
Hallinger, P., Wang, W.-C., & Chen, C.-W. (2013). Assessing the measurement properties of the Principal Instructional Management Rating Scale: A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272–309.
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.
Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education, vol. 2 (pp. 1051–1078). Amsterdam, Netherlands: North Holland.
This Wallace paper summarizes a decade of the foundation’s research in school leadership to identify five critical roles for school principals to be effective.
Harvey, J., et al. (2013). The School Principal As Leader: Guiding Schools To Better Teaching And Learning. The Wallace Foundation.
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.
Hauseman, D. C., Pollock, K., & Wang, F. (2017). Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload. School Community Journal, 27(1), 83-105.
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.
Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American educational research journal, 46(3), 659-689.
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.
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
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.
Henderson, A. T., Mapp, K. L., & Johnson, V. R. (2007). Beyond the bake sale: The essential guide to family-school partnerships. The New Press.
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.
Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current directions in psychological science, 13(4), 161-164.
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.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569.
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.
Hitt, D. H., Meyers, C. V., Woodruff, D., & Zhu, G. (2019). Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement. NASSP Bulletin, 103(3), 189-208.
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.
Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American journal of education, 116(4), 491-523.
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.
Hoyer, K. M., & Sparks, D. (2017). How Principals in Public and Private Schools Use Their Time: 2011-12. Stats in Brief. NCES 2018-054. National Center for Education Statistics.
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.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
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
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311.
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,
Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle, WA: Center for the Study of Teaching and Policy–University of Washington.
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.
Kraft, M. A., Marinell, W. H., & Shen-Wei Yee, D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411-1449.
This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement?. Educational Evaluation and Policy Analysis, 33(2), 235-261.
Instead of looking at the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school communities.
Lambert, L. (2002). A framework for shared leadership. Beyond Instructional Leadership, 59(8), 37–40. Retrieved from http://johnwgardnertestsite.pbworks.com/f/S4%20Readings%20-%20Lambert%20Article.doc
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement.
Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban education, 38(1), 77-133.
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).
Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381.
This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.
Leithwood, K. (1994). Leadership for school restructuring. Educational administration quarterly, 30(4), 498-518.
For aspiring leaders, this framework provides important insights about what they will need to learn to be successful.
Leithwood, K. (2012). Ontario Leadership Framework with a discussion of the leadership foundations. Ottawa, Ontario, Canada: Institute for Education Leadership, OISE. Retrieved from https://www.education-leadership-ontario.ca/application/files/2514/9452/5287/The_Ontario_Leadership_Framework_2012_-_with_a_Discussion_of_the_Research_Foundations.pdf
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.
Leithwood, K., & Louis, K. S. (2012). Linking leadership to learning. San Francisco, CA: Jossey-Bass
This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement.
Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational administration quarterly, 44(4), 529-561.
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.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423.
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.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 1-18.
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.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. John Wiley & Sons.
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
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
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
Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94-119.
The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.
Li, L., Hallinger, P., & Ko, J. (2016). Principal leadership and school capacity effects on teacher learning in Hong Kong. International Journal of Educational Management, 30(1), 76-100.
This meta-analysis finds a positive relationship between school principals spending time on five commonly assigned roles and student achievement.
Liebowitz, D. D., & Porter, L. (2019). The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature. Review of Educational Research, 89(5), 785-827.
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.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological science, 15(5), 265-268.
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.
Lucas, S., & Valentine, J. (2002). Transformational leadership: Principals, leadership teams, and school culture.American Educational Research Association annual convention, New Orleans. Retrieved from http://files.eric.ed.gov/fulltext/ED468519.pd
This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management.
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational evaluation and policy analysis, 19(3), 245-275.
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
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational administration quarterly, 39(3), 370-397.
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.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Ascd.
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.
Maslow, A. H. (1943). A theory of human motivation. Psychological review, 50(4), 370.
This research suggests that the effectiveness of principals in managing the recruitment and advancement of teachers will contribute to improvements in student learning. One of the key ways these managers influence performance is through human capital management: the attraction, development and retention of the employee talent the organization needs.
Milanowski, A., & Kimball, S. (2010). The principal as human capital manager: Lessons from the private sector. Teaching talent: A visionary framework for human capital in education, 69-90.
This report examines the evidence about the emerging approach, Integrated student supports (ISS), from multiple perspectives.
Moore, K. (2014). Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends. Retrieved from http://www.childtrends.org/wp-content/uploads/2014/02/2014-07ISSPaper2.pdf
This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.
Murphy, J. F. (2016). Professional standards for educational leaders: The empirical, moral, and experiential foundations. Corwin Press.
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™).
Murphy, J. F., Goldring, E. B., Cravens, X. C., Elliott, S. N., & Porter, A. C. (2007). The Vanderbilt assessment of leadership in education: Measuring learning-centered leadership. Journal of East China Normal University, 29(1), 1-10.
This article presents findings from the authors' exploratory study of 12 instructionally effective
school districts (IESD) in California.
Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. The Journal of educational research, 81(3), 175-181.
The purpose of this analysis is to describe the research base that undergirds the emerging
concept of learning-centered leadership.
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-Centered Leadership: A Conceptual Foundation. Learning Sciences Institute, Vanderbilt University (NJ1).
This document updates a set of voluntary school leadership standards first developed in 1996, then revised in 2008 and long known by the initials of the creator of the original document, ISLLC. The 2015 document differs from its predecessors by focusing more strongly and clearly on students and student learning.
National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015.
This report uses findings from individual school across the country and principals to inform a new definition of principal effectiveness. It makes recommendations for school leadership policies geared toward dramatically increasing the number of successful principals.
New Leaders for New Schools. (2009). Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds with Key Insights from the Urban Excellence Framework [TM]. Executive Summary. ERIC Clearinghouse.
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.
New Leaders. (2014). Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders. Retrieved from http://www.nysed.gov/common/nysed/files/file-8-pre-service-prep-2016.pdf
This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."
Odden, A. R. (2011). Strategic management of human capital in education: Improving instructional practice and student learning in schools. Routledge.
This report reviews studies that have investigated the relationships between principal characteristics (including precursors, behaviors, and leadership styles) and student achievement.
Osborne-Lampkin, L. T., Sidler Folsom, J., & Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics 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
Patrikakou, E. N., & Anderson, A. R. (Eds.). (2005). School-family partnerships for children's success. Teachers College Press.
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.
Redding, C., Booker, L. N., Smith, T. M., & Desimone, L. M. (2019). School administrators’ direct and indirect influences on middle school math teachers’ turnover. Journal of Educational Administration.
This booklet focuses on parents—the child’s first and most powerful teachers.
Redding, S. (2000). Parents and learning (Vol. 2). International Academy of Education.
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.
Redding, S., Langdon, J., Meyer, J., & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. American Educational.
Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities.
Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of educational research, 70(1), 55-81.
This paper is a synthesis of the evidence-base on school leadership and its impact on student performance.
Robinson, V. M. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee, Victoria, Australia: Australian Council for Educational Leaders.
The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on school outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
The purpose of this study is to examine the relative impact of different types of leadership on students’ academic and nonacademic outcomes.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly.
This brief describes: (1) The need for more and better principal professional development to improve principal effectiveness, decrease principal turnover, and more equitably distribute successful principals across all schools; (2) The research on the importance of principals and how professional development can improve principals' effectiveness; and (3) Options and examples for leveraging current policies to revisit and refocus efforts concerning principal professional development.
Rowland, C. (2017). Principal Professional Development: New Opportunities for a Renewed State Focus. Education Policy Center at American Institutes for Research.
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.
Sebastian, J., & Allensworth, E. (2012). The Influence of Principal Leadership on Classroom Instruction and.
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.
Sebring, P. B., Allensworth, E., Bryk, A. S., Easton, J. Q., & Luppescu, S. (2006). The Essential Supports for School Improvement. Research Report. Consortium on Chicago School Research.
The goal of this paper is to provide a general understanding for teachers and administrators of the concepts of validity and reliability; thereby, giving them the confidence to develop their own assessments with clarity of these terms.
Shillingburg. W. (2016). Understanding validity and reliability in classroom, school-wide, or district-wide assessments to be used in teacher/principal evaluations. Retrieved from https://cms.azed.gov/home/GetDocumentFile?id=57f6d9b3aadebf0a04b2691a
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.
Simon, N. S., & Johnson, S. M. (2013). Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117, 1-36
The purpose of this paper is to integrate statistically the results of the literature on teacher expectations.
Smith, M. L. (1980). Teacher expectations. Evaluation in Education, 4, 53-55.
This articles describe details about principal's long work hour.
Sparks, S.D. (2016). Principals Work 60-Hours Weeks, Study finds. Education Week. Retrieved from https://www.edweek.org/ew/articles/2016/11/02/principals-work-60-hour-weeks-study-finds.html
The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.
Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.
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.
Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student achievement. Leadership and Policy in Schools, 11(4), 418-451.
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.
Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A meta-analytical review of evidence about their influence. School Effectiveness and School Improvement, 26(4), 499-523.
The first-ever standards meant to clarify what principal supervisors should know and be able to do to help principals improve teaching and learning in schools were released on Monday.
Superville, D.R. (2015). First-Ever Professional Standards for Principal Supervisors Released. Eduaction Week. Retrieved from https://blogs.edweek.org/edweek/District_Dossier/2015/12/first-ever_professional_standa.html
New research has found essentially no positive correlation between how would-be principals perform on a widely used licensure exam and their success as school leaders.
Superville. D.S. (2017). Principals' Test Not Predictive of Success on the Job: Exam results show racial disparities. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/04/05/principals-test-not-predictive-of-success-on.html
This paper examines the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning.
Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31-56.
This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).
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.
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and policy in schools, 10(2), 145-170.
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.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92.
This report looks at New York City's efforts to create an evidence-based and collaborative teaching culture.
Tucker, B. (2010). Putting data into practice: Lessons from New York City. Education Sector Reports.
This is the fifth report from an evaluation of the Principal Pipeline Initiative (PPI), in which six large urban school districts have received support for strengthening novice principals' capabilities through specific strategies. The report details the implementation approaches, accomplishments, and challenges of participating districts; identifies factors that helped or impeded their progress; highlights lessons learned; and presents implications for policymakers and other districts.
Turnbull, B. J., Anderson, L. M., Riley, D. L., MacFarlane, J. R., & Aladjem, D. K. (2016). The Principal Pipeline Initiative in Action. Building a Stronger Principalship: Volume 5. Policy Studies Associates, Inc.
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.
Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational administration quarterly, 44(4), 458-495.
The purpose of this paper is to discuss findings from Learning from Leadership. This study was designed to identify and describe successful educational leadership and to explain how such leadership can yield improvements in student learning.
Wahlstrom, K. L., Louis, K. S., Leithwood, K., & Anderson, S. E. (2010). Learning from Leadership: Investigating the Links to Improved Student Learning. The Informed Educator Series. Educational Research Service.
The purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
Walberg, H. J. (2007). Handbook on restructuring and substantial school improvement. IAP.
This article offers practical suggestions on how to build a data-based culture in schools.
Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based decision-making: Collaborative educator teams. Learner centered leadership: Research, policy, and practice, 189-206.
This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes.
Yoon, S. Y. (2016). Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models. Leadership and Policy in Schools, 15(4), 500-523.