Sentences with phrase «evidence about leadership»

So, while large - scale quantitative studies might seem to policymakers to be more reliable sources of evidence about leadership effects, such studies systematically underestimate leadership effects in schools where it is likely to be of greatest value.

Finally, a different but quite compelling sort of evidence about leadership effects derives from research on leadership succession.

To obtain evidence about leadership distribution and its effects, we conducted our examination through the use of distinctly different lenses.

Not exact matches

While that is certainly possible (I have a small bet on her) Labour has yet to ever pick a woman over a man in a leadership contest and there is little evidence that is about to change.

11:19 - It hasn't been a great opening stint from Jay, who has touched on some issues about Murdoch's leadership but not been able to come up with anything beyond anecdotal evidence.

Sure, there have been outriders floating radical ideas about policy and party reform, yet despite the fears among MPs that there would be a period of blood - letting following Owen Smith's emphatic defeat in the second leadership election last summer, there has been no abuse of the party's internal processes by Corbyn, evidenced by the failure of his supporters to secure berths in the pre-election carve - up of safe seats.

The researchers predicted that if voice pitch contains information about leadership ability, then individuals with lower - pitched voices would show evidence of being more effective elected officials.

However, there is no evidence and little reason to believe that one's willingness to pay tuition for lightly regarded courses during evenings, weekends, and summers says much about one's aptitude or suitability for leadership.

As with the sub-study reported in Section 1.4, this sub-study focuses on evidence about practices for successful instructional leadership as judged by educators close to the students — principals and teachers.

No general claims about the relationship between student learning and school leadership distribution can be made on the basis of evidence derived from qualitative research at five schools.

Evidence about the effects of principal turnover assumes that a considerable proportion of the leadership in schools is delivered by the principal.

Having surveyed the available evidence about community schools» outcomes — as well as evidence on component parts of the model, such as integrated student supports, expanded learning time, family and community engagement, and collaborative leadership — the authors argue that community schools are an evidence - based strategy that education leaders and policy makers should support.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «lEvidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «levidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Evidence about collective leadership reported in Section 1.1 reveals the extent of influence exercised by most stakeholders in and around schools on decisions in the school.

217 Part One of this report reviewed research and theory about distributed leadership in some depth, as well as reporting new evidence on the concept.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

Armed with new evidence about the importance of school leadership and how it can best be developed, a growing number of large districts are seeking to cultivate first - rate principals for all their schools.

District leaders must learn how to gather evidence about principals» instructional leadership abilities and use this evidence to evaluate and support the principal.

With a goal of promoting effective school leadership as a strategy for district and school success, the Report provided «a synthesis of the evidence about the effectiveness of school leadership interventions, identifie (d) activities that should be allowable under the Every Student Succeeds Act (ESSA), and offer (ed) guidance to educators and policymakers on the use of research - based practices in school leadership.»

Although much has been written about the importance of leadership in the determination of organizational success, there is little quantitative evidence due to the difficulty of separating the impact

Changing the common sense beliefs of teachers about heterogeneous grouping effects on the learning of struggling students requires those providing leadership to bring relevant evidence to the attention of their colleagues in accessible and convincing ways, to encourage actual trials with heterogeneous groupings under conditions which include opportunities for practice, feedback and coaching and to help teachers generate «the kind of assessment information that will make the impact of tracking and detracking more visible» (Riehl, 2000).

It all requires strong leadership driven by a relentless determination to maximize the impact on student learning, improve the nature of the evidence about that impact, and make the right decisions going forward.

Given the state of our understanding about distributed leadership, therefore, policymakers and leadership developers would do well to adopt a more conservative attitude toward the concept until more evidence is developed to move the term beyond the obvious and provide a clearer understanding of its actual impact on schools and students.

When we think about «successful» leadership, it is easy to become confused by the current evidence about what that really means.

Much of the literature about leadership development programs describes program features believed to be productive, but evidence about what graduates of these programs can actually do as a result of their training has been sparse.

As the first step in a major research project aimed at further building the knowledge base about effective educational leadership, we reviewed available evidence in response to five questions:

Finally, New Leaders is concerned about what the overall cuts mean for other federal programs not specifically mentioned in the budget proposal — especially the School Leader Recruitment and Support Program (SLRSP), which supports evidence - based, locally - driven strategies to strengthen school leadership.

Much has been written about the importance of school leadership, but there is surprisingly little systematic evidence on this topic.

Evidence of this type, as reported and reviewed since about 1980,4 suggests that the direct and indirect effects of school leadership on student learning are small but significant.

Although we have much to learn about education leadership and how it contributes to student learning, there is considerable existing evidence on which to build.

This category of leadership practices has emerged from recent evidence about the nature of learning organizations and professional learning communities and their contribution to staff work and student learning.

To inform state investments, we summarize the evidence about the importance of principals and describe research - based practices in leadership development.

This section summarizes evidence about school conditions which have a significant impact on student learning and describes effective leadership practices, identified or inferred, by that evidence.

While there is a reasonable amount of evidence to support the value of superintendents exercising the basic leadership capacities described above, we know much less about what else successful superintendents do.

We also describe a range of state policy approaches to leadership development, examining evidence about how these approaches shape opportunities for principal learning and school improvement.

In addition, studies of school leadership are replete with other adjectives purporting to capture something uniquely important about the object of inquiry — for example, learning leadership, 19 constructivist leadership, 20 and change leadership.21 Few of these efforts, however, have been products of a sustained line of inquiry yielding the sort of evidence needed to justify their claims.

This brief summarizes the evidence about the importance of principals, describes research - based practices in leadership development, and outlines promising, evidence - based investments from submitted and draft ESSA state plans.

We also need clearer evidence on the best size of MATs, to know more about the best structure for MATs, and to know about the leadership, the organisation and the funding.

The document also suggests that it is urgent to bring about transformations in key economic systems, from energy, cities and food to the «take - make - waste» economy, and leverage evidence and new information technology, political leadership, coalitions for change and innovation.

The research evidence about services to parents in the child welfare system reveals three core principles: the parenting program fits the child welfare system; demonstrates specific accountability; and supports parental efficacy through engagement, empowerment, and leadership.