Education Drivers

Quality Leadership

School principals are second only to teachers in their impact on student achievement, accounting for 25% of a school’s total impact compared with 33% for teachers. Effective principals have a positive impact on student achievement (improved standardized test scores, higher graduation rates, increased student attendance, reduced student suspensions), teacher performance (improved recruitment, retention, and development of effective teachers), and overall schoolwide turnaround (especially in low-performing schools). Recent research has identified the critical competencies for principals to be effective, including (a) leading teacher learning and development, (b) establishing goals and expectations, (c) ensuring quality teaching, (d) resourcing strategically, and (e) ensuring an orderly and safe environment. Producing effective school principals requires effective recruitment and selection, relevant and practical preparation, on-the-job coaching and feedback, and ongoing support.

Publications

TITLE
SYNOPSIS
CITATION
A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work

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.

Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from ../../uploads/docs/2015WingSummitTB.pdf.

Principal Competencies

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

 

Data Mining

TITLE
SYNOPSIS
CITATION
What is the experience level of school principals, in the role of principal?

The purpose of this analysis is to examine data from the National Schools and Staffing Survey on principal years of experience on the job.

Keyworth, R. (2014). What is the experience level of school principals, in the role of principal? Retrieved from what-is-experience-level834.

How differently do principals and teachers view working condition issues in their schools?
This analysis examines how teacher and principal perception of school working conditions differ.
Keyworth, R. (2009). How differently do principals and teachers view working condition issues in their schools? Retrieved from how-differently-do-principals.
How do teacher working conditions impact teacher turnover?
This item analyzes teacher reports of differing working condition issues and how they correlate to student achievement.
Keyworth, R. (2009). How do teacher working conditions impact teacher turnover? Retrieved from how-do-teacher-working.
What is the relationship between teacher working conditions and school performance?
This item analyzes teacher reports of differing working condition issues and how they correlate to student achievement.
Keyworth, R. (2009). What is the relationship between teacher working conditions and school performance? Retrieved from what-is-relationship-between900.
How much teaching experience do school principals have prior to becoming principals?
This analysis examines data from the National Schools and Staffing Survey on principal teaching experience prior to being hired as a principal.
Keyworth, R. (2014). How much teaching experience do school principals have prior to becoming principals? Retrieved from how-much-teaching-experience.
What makes an effective principal?
This is an analysis of two meta-analyses of principals, one looking at leadership style and the second examines what school principals activities have the greatest impact on student outcomes.
States, J. (2010). What makes an effective principal? Retrieved from what-makes-effective-principal.
What Distinguishes Effective Supervisors From Marginal Supervisors?
This inquiry looks at research on the impact of supervisors and the activities they engage in that most improve staff performance.
States, J. (2011). What Distinguishes Effective Supervisors From Marginal Supervisors? Retrieved from what-distinguishes-effective-supervisors.
How important are principals and administrative support in the retention of teachers?
This review looks at the impact of principal and administrative support in retaining teachers.
States, J. (2012). How important are principals and administrative support in the retention of teachers? Retrieved from how-important-are-principals904.
What are the key factors that influence student achievement?
This is an analysis of a meta-analysis by Marzano, Waters, and McNulty undertaken to ascertain crticial factors that lead to higher student achievement.
States, J. (2012). What are the key factors that influence student achievement? Retrieved from what-are-key-factors.
What roles do principal's play that have the greatest impact on student achievement?
This meta-analysis examines 26 studies on school leadership to identify the magnitude of direct and indirect effects of leadership on teacher and student performance.
States, J. (2012). What roles do principal's play that have the greatest impact on student achievement? Retrieved from what-roles-do-principal's.
How do education administration graduate candidates compare with students in other fields?
This analysis examines school principal entry qualifications as compared to other graduate fields of study.
States, J. (2014). How do education administration graduate candidates compare with students in other fields? Retrieved from how-do-education-administration.
How Do Principals Compare With Teachers in Improving Student Outcomes?
This analysis compares meta-analyses on the impact of school principals and teachers on student outcomes.
States, J. (2014). How Do Principals Compare With Teachers in Improving Student Outcomes? Retrieved from how-do-principals-compare.

 

Presentations

TITLE
SYNOPSIS
CITATION
A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work
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.
Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work [Powerpoint Slides]. Retrieved from 2015-wing-presentation-tom-bellamy.
A Behavioral Conceptualization of Leadership
Most discussions of leadership focus on personal characteristics of leaders. This talk presents an interaction between leaders and followers.
Detrich, R. (2015). A Behavioral Conceptualization of Leadership [Powerpoint Slides]. Retrieved from 2015-calaba-presentation-ronnie-detrich.
Installing Tier 2/3 Behavior Supports in Schools: The Principal's Role
This paper describes the development, content and delivery of a professional development course for Principals regarding their role in multi-tiered systems of school-wide positive behavior supports.
Eber, L. (2015). Installing Tier 2/3 Behavior Supports in Schools: The Principal's Role [Powerpoint Slides]. Retrieved from 2015-wing-presentation-lucille-eber.
Now What? The Current State of Principal Preparation, Evaluation, and Support
This paper examines the current state of principal development in the context of best practices, including: evidence-based curriculum, well-trained instructors, effective coaching, and ongoing feedback and support.
Keyworth, R. (2015). Now What? The Current State of Principal Preparation, Evaluation, and Support [Powerpoint Slides]. Retrieved from 2015-calaba-presentation-randy-keyworth.
Today's Education Environment: Establishing a Context for Leadership
This paper identifies seven obstacles that must be overcome to build effective school leadership: inertia, inequity, politics, culture, preparation, turnover, and sustainability.
Keyworth, R. (2015). Today's Education Environment: Establishing a Context for Leadership [Powerpoint Slides]. Retrieved from 2015-wing-presentation-part-1-randy-keyworth.
Principal Leadership and Why It Matters
This paper outlines what we know from both the research and the field in terms of principal leadership. It addresses the research and implementation challenges of developing effective principals.
McNulty, B. (2015). Principal Leadership and Why It Matters [Powerpoint Slides]. Retrieved from 2015-wing-presentation-brian-mcnulty.
Principals as Agents of Change
The purpose of this paper is to examine the role of principals in building quality schools. The presentation analyzes those critical skills required of an effective principal.
States, J. (2012). Principals as Agents of Change [Powerpoint Slides]. Retrieved from 2012-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
Evaluating Principals: Balancing Accountability with Professional Growth
The goal of this paper is to provide policymakers with recommendations for the design and implementation of strong principal development and evaluation systems. States and local school systems that pursue these ideas can use principal evaluation to drive a powerful vision of principal effectiveness and, by consequence, improve outcomes for all students.
(2010). Evaluating Principals: Balancing Accountability with Professional Growth. New Leaders for New Schools.
Principal Evaluation Handbook
New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Principal Evaluation Handbook. New Leaders
Putting Principal Evaluation into Practice
Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Putting Principal Evaluation into Practice. New Leaders
Principal Evaluation Rubric
Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.
(2012). Putting Principal Evaluation into Practice. New Leaders
Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look.

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.

Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

A New Approach to Principal Preparation: Innovative Programs Share Their Practices and Lessons Learned

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.

Leadership for Learning: Making the Connections among State, District, and School Policies and Practices

This paper discusses the potential and challenges of a “cohesive leadership system” which coordinates leadership standards, training, and conditions at both the State and district levels. Effective coordination of these components, then, has the potential to both speed and make more permanent the benefits to the learning of all students.

Leadership for Learning: Making the Connections among State, District, and School Policies and Practices. (2006). New York: The Wallace Foundation. Retrieved from https://schoolturnaroundsupport.org/resources/leadership-learning-making-connections

A Policymaker’s Guide: Research-Based Policy for Principal Preparation Program Approval and Licensure

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.

Anderson, E., & Reynolds, A. L. (2015). A policymaker’s guide: Research-based policy for principal preparation program approval and licensure. Charlottesville, VA: University Council for Educational Administration.

Improving School Leadership the promise of cohesive leadership system

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.

Augustine, C. H., Gonzalez, G., Ikemoto, G. S., Russell, J., & Zellman, G. L. (2009). Improving school leadership: The promise of cohesive leadership systems. Rand Corporation.

Obtaining Validation from Graduates on a Restructured Principal Preparation Program

This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.

Ballenger, J., Alford, B., McCune, S. L., & McCune, E. D. (2010). Obtaining validation from graduates on a restructured principal preparation program. Jsl Vol 19-N5, 19 533.

Stepping stones: Principal career paths and school outcomes

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.

Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Summary, First Look

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.

Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education

Assertive supervision: Building involved teamwork.

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 Nursing22(5), 224-224.

Where it all comes together: How partnerships connect communities and schools.

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 Educator39(3), 4.

Handbook of instructional leadership: How successful principals promote teaching and learning

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.

Progress Over a Decade in Preparing More Effective School Principals

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.

The influence of school administrators on teacher retention decisions

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.

School leaders matter: Measuring the impact of effective principals.

This study provides new evidence on the importance of school leadership by estimating individual principals’ contributions to growth in student achievement.

Branch, G., Hanushek, E., & Rivkin, S. G. (2013). School leaders matter: measuring the impact of effective principals Education Next, 13.

Organizing schools for improvement: Lessons from Chicago

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.

How much do school principals matter when it comes to teacher working conditions?

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 Analysis39(1), 126-145.

Handbook of response to intervention (RTI) in early childhood

Handbook of Response to Intervention in Early Childhood represents an ambitious undertaking: namely, to gather within a single volume all of the knowledge that exists on a topic that has attracted much attention in recent years.

Buysse, V., & Peisner-Feinberg, E. (Eds.). (2013). Handbook of response to intervention in early childhood. Baltimore: Paul H. Brookes Publishing Company.

Principal Concerns: Leadership Data and Strategies for States.

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

Campbell, C., & Gross, B. (2012). Principal Concerns: Leadership Data and Strategies for States. Center on Reinventing Public Education.

Using teacher effectiveness data for information-rich hiring

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 Quarterly53(2), 180-222.

A multilevel study of leadership, empowerment, and performance in teams

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 Psychology92(2), 331–346.

 

Principal leadership in new teacher induction: Becoming agents of change

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

Cherian, F., & Daniel, Y. (2008). Principal Leadership in New Teacher Induction: Becoming Agents of Change. International Journal of Education Policy and Leadership3(2), 1-11.

Rigid response in an age of accountability: The potential of leadership and trust.

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 Quarterly45(2), 168-216.

Superintendents’ perspectives on the involuntary departure of public school principals: The most frequent reasons why principals lose their jobs

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 Quarterly34(1), 58–90.

The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference.

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 Quarterly52(2), 221-258.

Successful school leadership: Linking with learning and achievement

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.

Principal Competencies

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

Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance.

This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation.  Feedback improved poor implementation and maintained high level implementation.

Duhon, G. J., Mesmer, E. M., Gregerson, L., & Witt, J. C. (2009). Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance. Journal of School Psychology, 47(1), 19-37.

A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents.

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 psychology45(3-4), 294-309.

School/family/community partnerships: Caring for the children we share.

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 Kappan92(3), 81-96.

Do principal preparation programs influence student achievement through the building of teacher-team qualifications by the principal? An exploratory analysis

This study examined elementary school principal preparation programs to identify which program characteristics produced principals who were able to build well-qualified teams of teachers and improve student performance.

Fuller, E., Young, M., & Baker, B. D. (2010). Do principal preparation programs influence student achievement through the building of teacher-team qualifications by the principal? An exploratory analysis. Educational Administration Quarterly, 0011000010378613.

Racing to the top with leaders in rural high poverty schools

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 Changing43, 46-56.

Planning for the Future: Leadership development and succession planning in education

This article reviews the research and best practices on succession planning in education as well as in other sectors. The authors illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes.

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 Education13(3), 286–313.

Soft skills and technical expertise of effective project managers.

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 technology6.

Principal effectiveness and principal turnover.

This study investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system.

Grissom, J. A., & Bartanen, B. (2019a). Principal effectiveness and principal turnover. Education Finance and Policy14(3), 355–382. Retrieved from https://www.mitpressjournals.org/doi/full/10.1162/edfp_a_00256

 
The evolving role of American principals: From managerial to instructional to transformational leaders.

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 Administration30(3).

Bringing context out of the shadows of leadership

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 & Leadership46(1), 5-24.

Leadership for learning: Does collaborative leadership make a difference in school improvement?

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 & Leadership38(6), 654-678.

Running on empty? Finding the time and capacity to lead learning.

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 Bulletin97(1), 5-21.

Improving school leadership through support, evaluation, and incentives: The Pittsburgh Principal Incentive Program.

The RAND Corporation served as the evaluator of PPIP and examined implementation and outcomes from school years 2007–2008 through 2010–2011. Although the district is likely to continue implementing much of what constitutes PPIP, this report focuses only on the period during which PPIP was being funded by the TIF grant.

Hamilton, L. S., Engberg, J., Steiner, E. D., Nelson, C. A., & Yuan, K. (2012). Improving school leadership through support, evaluation, and incentives: The Pittsburgh Principal Incentive Program. Santa Monica, CA: RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/monographs/2012/RAND_MG1223.pdf

Teacher Quality

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.

Inconvenient, but essential: Impact and influence of school–community involvement on principals’ work and workload.

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 Journal27(1), 83-105.

Made to stick: Why some ideas survive and others die

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. Random House.

Assessing the contribution of distributed leadership to school improvement and growth in math achievement

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 journal46(3), 659-689.

The Work of Leadership

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.

Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard business review75, 124-134.

A new wave of evidence: The impact of school, family, and community connections on student achievement.

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.

Beyond the bake sale: The essential guide to family-school partnerships

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.

School leadership interventions under the Every Student Succeeds Act: Evidence review.

This report describes the opportunities for supporting school leadership under ESSA, discusses the standards of evidence under ESSA, and synthesizes the research base with respect to those standards.

Herman, R., Gates, S. M., Arifkhanova, A., Barrett, M., Bega, A., Chavez-Herrerias, E. R., … Wrabel, S. L. (2017). School leadership interventions under the Every Student Succeeds Act: Evidence review. Santa Monica, CA: RAND Corporation. Retrieved from https://www.rand.org/content/dam/rand/pubs/research_reports/RR1500/RR1550-3/RAND_RR1550-3.pdf

Trends in Public and Private School Principal Demographics and Qualifications: 1987 - 88 to 2011 - 12

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.

Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.

Parental school involvement and children’s academic achievement: Pragmatics and issues

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 science13(4), 161-164.

Systematic review of key leader practices found to influence student achievement: A unified framework.

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 Research86(2), 531-569.

Investigating the relationship between turnaround principal competencies and student achievement.

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 Bulletin103(3), 189-208.

Principal’s time use and school effectiveness.

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 education116(4), 491-523.

How Principals in Public and Private Schools Use Their Time: 2011-12. Stats in Brief. NCES 2018-054.

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.

You can only lead if someone follows: The role of teachers’ assessment of principal quality in principal turnover. Working Paper 69.

The purpose of this paper is to estimate the relationship between principal effectiveness (which we capture with a principal quality measure) and turnover. Specifically, we assess whether higher quality principals are more or less likely to leave their schools in New York City (NYC) as well as at the national level.

Husain, A. N., Miller, L. C., & Player, D. W. (2019). You can only lead if someone follows: The role of teachers’ assessment of principal quality in principal turnover. Working Paper 69. Charlottesville, VA: EdPolicyWorks, University of Virginia. Retrieved from https://curry.virginia.edu/sites/default/files/uploads/epw/69_Teacher_Assessed_Principal_Quality_and_Turnover.pdf

The impact of induction and mentoring programs for beginning teachers: A critical review of the research

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 research81(2), 201-233.

Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.

Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.

How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement.

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 Record114(10), 1-39.

Leadership and the Fate of Organizations

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 Psychologist63(2), 96.

Culturally responsive school leadership: A synthesis of the literature.

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 Research86(4), 1272-1311.

Learning-focused leadership and leadership support: Meaning and practice in urban systems.

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.

School organizational contexts, teacher turnover, and student achievement: Evidence from panel data

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 Journal53(5), 1411-1449.

Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement?

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 Analysis33(2), 235-261.

A framework for shared leadership.

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 Leadership59(8), 37–40. Retrieved from http://johnwgardnertestsite.pbworks.com/f/S4%20Readings%20-%20Lambert%20Article.doc

School-family relations in context: Parent and teacher perceptions of parent involvement.

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 education38(1), 77-133.

Pulling back the curtain: Revealing the cumulative importance of high-performing,

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 Analysis40(3), 359–381.

Leadership for school restructuring

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 quarterly30(4), 498-518.

Ontario Leadership Framework with a discussion of the leadership foundations.

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

Linking Leadership to Learning.

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

Collective leadership effects on student achievement.

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 quarterly44(4), 529-561.

The nature and effects of transformational school leadership: A meta-analytic review of unpublished research

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 Quarterly48(3), 387-423.

Seven strong claims about successful school leadership revisited

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.

Leading school turnaround: How successful school leaders transform low performing schools

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.

How Leadership Influences Student Learning.

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.

School leadership and teachers’ motivation to implement accountability policies.

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 Quarterly38(1), 94-119.

The Effect of Principal Behaviors on Student, Teacher and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature.

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 Research89(5), 785-827.

The Effect of Principal Behaviors on Student, Teacher and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature.

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 Research89(5), 785-827.

New directions in goal-setting theory.

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 science15(5), 265-268.

Transformational leadership: Principals, leadership teams, and school culture

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

A Theoretical Framework for Data-Driven Decision Making

The purpose of this paper is to provide a model for more effective data-driven decision making in classrooms, schools, and districts.

Mandinach, E. B., Honey, M., & Light, D. (2006, April). A theoretical framework for data-driven decision making. In annual meeting of the American Educational Research Association, San Francisco, CA.

Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy

this report identifies three crucial areas leaders across all states can usefully consider as they seek answers to some key questions. The report emphasizes that every state faces a unique blend of educational, political and financial circumstances and that, therefore, each state's approach should fit its needs and particularities.

Manna, P. (2015). Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Wallace Foundation.

Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance

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 analysis19(3), 245-275.

Principal leadership and school performance: An integration of transformational and instructional leadership.

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 quarterly39(3), 370-397.

Effective supervision: Supporting the art and science of teaching

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.

School leadership that works: From research to results. 

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities

Marzano, R. J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.

School leadership that works: From research to results

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: 

Marzano, R. J., Waters, T., & McNulty, B. A. (2001). School leadership that works: From research to results. ASCD.

A theory of human motivation.

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 review50(4), 370.

Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends.

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

The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Pre-referral Academic Intervention.

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 613-627. 

Professional standards for educational leaders

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.

Vanderbilt assessment of leadership in education.

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 University29(1), 1-10.

Characteristics of instructionally effective school districts.

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 research81(3), 175-181.

Learning-centered leadership: A conceptual foundation

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).

Prioritizing Leadership: New Leaders' Federal Policy Platform

Founded in 2000 by a team of social entrepreneurs, New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.

New Leaders. (2014). Prioritizing Leadership: New Leaders' Federal Policy Platform. Retrieved from https://files.eric.ed.gov/fulltext/ED559351.pdf

Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders

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

Collective leadership: Principals’ decision influence and the supportive or inhibiting decision influence of other stakeholders.

Using the collective leadership framework, this study examines (a) how principals perceive their own influence and that of other key stakeholders in various school decisions and (b) how principals’ perceived influences of other stakeholders are associated with their own influence.

Ni, Y., Yan, R., & Pounder, D. (2018). Collective leadership: Principals’ decision influence and the supportive or inhibiting decision influence of other stakeholders. Educational Administration Quarterly54(2), 216–248. Retrieved from https://www.researchgate.net/publication/318790312_Collective_Leadership_Principals%27_Decision_Influence_and_the_Supportive_or_Inhibiting_Decision_Influence_of_Other_Stakeholders

 

Taking Charge of Principal Preparation-A Guide to NYC Leadership Academy's Aspiring Principals Program

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.

Strategic management of human capital in education: Improving instruction and student learning in schools.

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.

Lessons from PISA for the United States–Strong performers and successful reformers in education

US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals. 

Organisation for Economic Co-operation and Development (OECD). (2011). Lessons from PISA for the United States–Strong performers and successful reformers in education. OECD Publishing. doi:http://dx.doi.org/10.1787/9789264096660-en

A systematic review of the relationships between principal characteristics and student achievement

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.

School-family partnerships for children’s success.

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.

The influence of salary in attracting and retaining school leaders.

This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions.

Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining school leaders. Education and Urban Society42(1), 25–41.

School administrators’ direct and indirect influences on middle school math teachers’ turnover.

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.

Parents and Learning

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.

The effects of comprehensive parent engagement on student learning outcomes.

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.

State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups.

This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.

Riley, D. L., & Meredith, J. (2017). State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups. Policy Studies Associates, Inc.

The impact of leadership on school outcomes: An analysis of the differential effects of leadership types.

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 Quarterly44(5), 635–674.

The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning.

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.

The essential supports for school improvement.

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.

Preparing a pipeline of effective principals: A legislative approach

Using examples from states throughout the country, this guidebook from the National Conference of State Legislatures describes six key areas in which state legislators can take action to improve the quality of leadership in public schools

Shelton, S. V. (2012). Preparing a pipeline of effective principals: A legislative approach. National Conference of State Legislatures.

Teacher Turnover in High-Poverty Schools: What We Know and Can Do

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

A Review of the Literature on Principal Turnover.

This paper examines research on what we know about the causes and impact of principal turnover.

Snodgrass Rangel, V. (2018). A review of the literature on principal turnover. Review of Educational Research88(1), 87-124.

Complexity and Creativity in Organizations.

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.

Does greater autonomy improve school performance? Evidence from a regression discontinuity analysis In Chicago.

This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. 

Steinberg, M. P. (2014).  Does greater autonomy improve school performance?  Evidence from a regression discontinuity analysis In Chicago.  Education Finance and Policy, 9(1), 1-35.

Student and teacher safety in Chicago Public Schools: The roles of community context and school social organization

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.

Transformational school leadership effects on student achievement.

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 Schools11(4), 418-451.

Direction-setting school leadership practices: A meta-analytic review of evidence about their influence.

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 Improvement26(4), 499-523.

6 districts invested in principals and saw dramatic gains. Dozens more will try to do the same.

The Wallace Foundation, which invested tens of millions of dollars into strengthening the ranks of school leaders in those districts, is trying to answer that question. Over the next several months, the foundation will take the knowledge and lessons learned in its “principal pipeline” districts to 90 more school systems in 31 states.

Superville, D. R. (2020). 6 districts invested in principals and saw dramatic gains. Dozens more will try to do the same. Retrieved from https://www.edweek.org/ew/articles/2020/02/10/6-districts-invested-in-principals-and-saw.html?cmp=eml-enl-eu-news2&M=59040207&U=553060&UUID=9bc4fda5086bf85fdf82fb5f1a2a674c

How principals and peers influence teaching and learning

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 Quarterly46(1), 31-56.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

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. 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

Knowledge and the Leadership for Learning.

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 schools10(2), 145-170.

Fostering teacher professionalism in schools: The role of leadership orientation and trust.

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 Quarterly45(2), 217-247.

Faculty trust in the principal: An essential ingredient in high-performing schools.

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 Administration53(1), 66-92.

Improving State Evaluation of Principal Preparation Programs

Intended for state officials involved in the assessment and approval of university and other programs to train future school principals, this report describes five design principles for effective program evaluation.

UCEA and New Leaders (2016). Improving state evaluation of principal preparation programs. Retrieved from: www.sepkit.org

How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility

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 quarterly44(4), 458-495.

Handbook on restructuring and substantial school improvement,

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.

Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models.

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 Schools15(4), 500-523.

The Performance Architect’s Essential: Guide to the Performance Technology Landscape
This book examines human performance technology: a systematic approach to improving individual and organizational performance.
Addison, R. M., & Haig, C. (2006). The performance architect's essential guide to the performance technology landscape. Performance Improvement, 45(10), 38-47.
A Model Of School Success: Instructional Leadership, Academic Press, And Student Achievement
The paper is a synthesis of the literature on instructional leadership. From this research the author develops and tests a framework and proposed measures to assess instructional leadership.
Alig-Mielcarek, J. M. (2003). A model of school success: Instructional leadership, academic press, and student achievement (Doctoral dissertation, The Ohio State University).
Master Template for Empirical Studies - ISLLC Standards Research Panel, 2011
This is a summary of studies on the issue of standards for Principals
Association for Supervision and Curriculum Development. (2011). Master Template for Empirical Studies - ISLLC Standards Research Panel, 2011.
Enhancing Leadership Quality
This report is designed as a guide for school leaders in strategies for leading change and it includes extensive professional development and ongoing coaching support for administrators and teacher-leaders.
Bartenschlag, A., & Funk, B. (2013). Enhancing Leadership Quality.
The need to belong: desire for interpersonal attachments as a fundamental human motivation
A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
The 15 Secrets to Effective Leadership and Life Based on Legendary Coach John Wooden's Pyramid of Success
A book on effective leadership skills based upon the career of Coach John Wooden.
Biro, B. D. (2001). Beyond Success: The 15 Secrets to Effective Leadership and Life Based on Legendary Coach John Wooden's Pyramid of Success. Penguin.
Impacts of New Leaders on Student Achievement in Oakland
This report presents our examination of impacts of principals trained by New Leaders on student achievement in Oakland Unified School District (OUSD). For the last 10 years, New Leaders has partnered with OUSD in efforts to improve the recruitment and training of effective principals and school leaders. This report fills an important gap in the literature, as little research has been done looking at the impacts of principal training programs on student achievement.
Booker, K., Thomas, J. (2014). Impacts of New Leaders on Student Achievement in Oakland. Mathematica Policty Research
Active Supervision: Study Guide
This study guide is designed to assist educators in the effective implementation of the practice of “Active Supervision”.
Brackett, S. (2010). Active Supervision: Study Guide. Education Consumers Foundation.
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals
This paper looks at key elements effective school principal leadership and the impact of principal mobility on student achievement.
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (No. w17803). National Bureau of Economic Research.
TITLE
SYNOPSIS
Alliance for Excellent Education
This organization is a national policy and advocacy organization dedicated to ensuring that all students graduate from high school ready for success in college, work, and citizenship.
America Achieves | Home
America Achieves draws upon experts with proven track records to identify and support exemplar initiatives and programs in education.
American Association for Colleges for Teacher Education (AACTE)
AACTE represents more than 800 postsecondary institutions with educator preparation programs, providing support, policy leadership, and advocacy.
American Institutes for Research (AIR)
AIR is one of the world's largest behavioral and social science research and evaluation organizations. Its research focus includes most aspects of K-12 education.
Association for Supervision and Curriculum Development (ASCD)
This organization develops and delivers innovative programs, products, and services to educators in support student learners with a focus on professional development support.
Brown Center on Educational Policy
This is national nonprofit public policy organization that conducts research and makes recommendations on a awide range of issues affecting American K-12 education.
Center for Creative Leadership
The Center for Creative Leadership provides research, training, consultation, and support for schools to improve their leadership capacity.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Educational Leadership
The Center for Educational Leadership provides research and training in teaching effectiveness and school leadership.
Center for Research and Reform in Education (CRRE)
CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.
Center on Education Policy (CEP)
CEP is a national, independent advocate for public education and for more effective public schools.
Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, andretain great teachers and leaders for all students.
Center on Innovations in Learning
The Center on Innovations in Learning is funded by the United States Department of Education. It focuses on increasing the capacity of state education agencies and regional comprehensive centers.
Center on Reinventing Public Education
CRPE’s research and policy analysis is focused on addressing the complex systemic challenges affecting public education.
Common Core of Data (CCD)
CCD is a program of the U.S. Department of Education's National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States
Condition of Education
The Condition of Education is an annual report on key indicators of the U.S. education system. It is published by the Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education.
Consortium for Policy Research in Education (CPRE)
CPRE looks at issues of teacher compensation, school finance, and principal evaluation for PK20.
Council of Chief State School Officers (CCSSO)
CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, provides leadership, advocacy, and technical assistance on major educational issues.
Council of the Great City Schools

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.

Daniel Willingham - Web Site
Daniel Willingham is a resource to help those interested in issues of education to find practical, helpful information on what works and what doesn’t. His videos are of special interest.
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