Leadership Models

This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

This paper has three objectives: (1) to create set of policies and initiatives by document the actions taken by Wallace Foundation, (2) to describe how states and districts have worked together to forge more-cohesive policies and initiatives aroung school leadership, (3)to examine the hypothesis that more-cohesive systems do in fact improve school leadership.

Using a structural perspective from organizational theory, the authors review aspects of schooling associated with dropout. They then briefly review selected reform initiatives that restructure the school environment to improve student achievement and retention. 

This paper proposes an incentive scheme for educators that links compensation to the ranks of their students within comparison sets. 

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

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."

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.

This review assesses the effectiveness of school-based curricula, finance, management, and teacher’s decision-making. This report has implications for the impact of charter schools, as the primary intervention in this model is local control. The report finds limited evidence of the effectiveness of these reforms, especially from low-income countries.

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. 

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children. 

This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of principals collected over three school years. The study finds that principals’ time spent broadly on instructional functions does not predict student achievement growth. Time spent on informal classroom walkthroughs negatively predicts student growth, particularly in high schools.

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.

Companies today face adaptive challenges. Changes in societies, markets, customers, competition, and technology around the globe are forcing organizations to clarify their values, develop new strategies, and learn new ways of operating.

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

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.

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.

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.

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,

Instead of looking at the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school communities.

This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.

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.

This study aimed to estimate the impact of collective, or shared, leadership on key teacher variables and on student achievement. 

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.

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.

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

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.

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.

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

This study analyzed three urban districts' efforts to improve the instructional quality and performance of their schools. The study also assessed the efforts made in four: (1) promoting the instructional leadership of principals; (2) supporting the professional learning of teachers, in particular through school-based coaching models; (3) specifying curriculum; (4) and promoting data-based decision making for planning and instructional improvement.

This book introduces the foundations of the recently revised professional educational leadership standards and provides an in-depth explanation and application of each one.

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™).

The purpose of this analysis is to describe the research base that undergirds the emerging
concept of learning-centered leadership.

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.

This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."

The Howard County school board agreed to pay nearly $1.65 million in salary and benefits to persuade Renee Foose to retire as schools superintendent.

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

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.

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.

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

The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.

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. 

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.

When school boards offer hefty buy-out packages to get rid of superintendents with whom they no longer see eye-to-eye, do taxpayers get the shaft?

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. A few highlights include: Sixty percent of school principals have been at their schools for three years or less. 

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.

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.

The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement.

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.

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.

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.

The Council’s mission is to promote the cause of urban schools and to advocate for inner-city students through legislation, research and media relations.

UChicago Consortium was created in 1990 after the passage of the Chicago School Reform Act that decentralized governance of the city's public schools. Researchers at the University of Chicago joined with researchers from the school district and other organizations to form UChicago Consortium with the imperative to study this landmark restructuring and its long-term effects