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Building Leadership in Schools. re:VISION No. 04, Part 5

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Title: Building Leadership in Schools. re:VISION No. 04, Part 5
Language: English
Authors: Jackson, Stephen, Remer, Casey, Hunt Institute
Source: Hunt Institute. 2014.
Availability: Hunt Institute. 1000 Park Forty Plaza Suite 280, Durham, NC 27713. Tel: 919-425-4160; Fax: 919-425-4175; e-mail: info@hunt-institute.org; Web site: http://hunt-institute.org
Peer Reviewed: N
Page Count: 12
Publication Date: 2014
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Leadership Training, Leadership Qualities, Leadership Effectiveness, Educational Improvement, Principals, Administrator Characteristics, Administrator Effectiveness, Context Effect, Performance Factors, Educational Research, Nontraditional Education, Administrator Education, Management Development, Mentors, Teacher Leadership, Administrator Evaluation, Certification, Accreditation (Institutions), Evaluation Methods, Compensation (Remuneration), Merit Pay, Outcome Measures, Educational Change, Change Strategies, Elementary Secondary Education, Educational Administration
Geographic Terms: Alabama, Arizona, Colorado, Delaware, District of Columbia, Florida, Hawaii, Illinois, Indiana, Louisiana, Maryland, Massachusetts, Minnesota, New York, North Carolina, Oklahoma, Pennsylvania, Rhode Island, Tennessee, Texas, Virginia, Wisconsin
Abstract: Teachers have the greatest school-based effect on the achievement of any child in their classrooms, but highly effective principals can positively affect the achievement of every student in their schools. The difference between a highly effective principal and an average one is equal to two-to-seven months of extra learning per year for each child in the school. The effect is greatest in high-poverty schools. This confirms the conclusions drawn from case studies of schools where student achievement "beats the odds": no low-achieving school has been turned around without a dynamic and effective principal. For better or for worse, school leaders shape the learning environment for teachers and students. Effective school leaders inspire their staff to improve and create conditions that enable high student achievement. Reforms to teacher preparation, licensure, evaluation, and compensation will be less successful if attention is not paid to building and improving school leadership. The role of principals has evolved, and policy needs to ensure they are prepared and supported to meet the challenges schools face today. This issue of re:VISION, part 5 of a special series on teacher effectiveness, examines the qualities of successful principals and offers considerations for policymakers who are working to improve their preparation and effectiveness. [For Part 1 of this series, see ED559386; for Part 2, see ED559387; for Part 3, see ED559381; and for Part 4, see ED559388.]
Abstractor: ERIC
Number of References: 45
Entry Date: 2015
Accession Number: ED559391
Database: ERIC
FullText Text:
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  Data: Building Leadership in Schools. re:VISION No. 04, Part 5
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  Data: Hunt Institute. 1000 Park Forty Plaza Suite 280, Durham, NC 27713. Tel: 919-425-4160; Fax: 919-425-4175; e-mail: info@hunt-institute.org; Web site: http://hunt-institute.org
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– Name: Abstract
  Label: Abstract
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  Data: Teachers have the greatest school-based effect on the achievement of any child in their classrooms, but highly effective principals can positively affect the achievement of every student in their schools. The difference between a highly effective principal and an average one is equal to two-to-seven months of extra learning per year for each child in the school. The effect is greatest in high-poverty schools. This confirms the conclusions drawn from case studies of schools where student achievement "beats the odds": no low-achieving school has been turned around without a dynamic and effective principal. For better or for worse, school leaders shape the learning environment for teachers and students. Effective school leaders inspire their staff to improve and create conditions that enable high student achievement. Reforms to teacher preparation, licensure, evaluation, and compensation will be less successful if attention is not paid to building and improving school leadership. The role of principals has evolved, and policy needs to ensure they are prepared and supported to meet the challenges schools face today. This issue of re:VISION, part 5 of a special series on teacher effectiveness, examines the qualities of successful principals and offers considerations for policymakers who are working to improve their preparation and effectiveness. [For Part 1 of this series, see ED559386; for Part 2, see ED559387; for Part 3, see ED559381; and for Part 4, see ED559388.]
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  Data: ED559391
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    Languages:
      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Leadership Training
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      – SubjectFull: Leadership Qualities
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      – SubjectFull: Leadership Effectiveness
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Principals
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      – SubjectFull: Administrator Characteristics
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      – SubjectFull: Administrator Effectiveness
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