Sentences with phrase «leadership on student achievement»

«Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement»

Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement.

Only after decades of careful research and the evolution of more nuanced methodologies did the education research community coalesce around measures of the impact of teaching and school leadership on student achievement.4 Goldhaber, D. (2016).

As researchers from the University of Minnesota and University of Toronto - authors of the largest study of the impact of school leadership on student achievement - put it: «To date, we have not found a single case of a school improving its student achievement record in the absence of talented leadership.

To address the second question, about the effects of principal leadership on student achievement, we again used a 3 model approach.

School district leadership that works: the effect of superintendent leadership on student achievement.

We initially assumed that the effects of leadership on student achievement are largely indirect, operating through other variables.

Not exact matches

UPEI's Faculty of Business has up to seven (7) EMBA Entrance Awards valued from $ 3,500 to $ 5,000, which are offered each year to incoming EMBA students based on academic and professional achievements, as well as leadership skills or potential.

«Alberto M. Carvalho is a nationally recognized expert on education transformation whose leadership drove Miami - Dade County Public Schools to unprecedented increases in student achievement and graduation rates.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achievement.

One important goal included building leadership by identifying roles and styles required to improve the «instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.

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

To say that the unions had flip - flopped on the Common Core «would be an absolute mischaracterization,» insists Sandra Alberti, field director for the nonprofit Student Achievement Partners (SAP), who has been working with union leadership on implementation.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

According to a new study, high turnover rates have a negative impact on student achievement — but district - level leadership can help stem, or eliminate, that impact.

In contrast, a meta - analysis of 35 years of research indicates that school leadership has a substantial effect on student achievement and provides guidance for experienced and aspiring principals alike.»

My goal now is to focus on the lever of school leadership to improve the quality of instruction, thereby improving student achievement.»

The research evidence also indicates that certain forms of distributed leadership have a modest but significant indirect effect on student achievement (Leithwood & Mascall, 2008:546).

However some researchers and theorists assert that at best research on school leadership is equivocal and at worst demonstrates that leadership has no effect on student achievement.

Cheri Sterman, Crayola's director of education, will explore a range of professional learning options and launching pads to leverage art - integration and creative leadership on the journey to student agency and achievement.

By focusing on raising student achievement through strong local governance and by actively engaging the community, school boards provide leadership for academic success in our public schools.

During his six year tenure, the district raised student achievement by elevating academic standards, aligning the curriculum and focusing on principal leadership and teachers» quality of instruction.

This article describes a new study that provides evidence on the importance of school leadership by estimating individual principals» contributions to growth in student achievement.

In the case study, Lavely describes the leadership responsibilities she has accepted and her team's results: A set of classrooms fully proficient in both math and reading — including students in special education and English language learners — and 70 percent of those students ranking in the top two achievement categories on the 2011 — 12 state math exam, up from 52 percent the previous year.

The Executive Leadership Program for Educators at Harvard University in association with The Wallace Foundation will emphasize midcareer development of teams of high - level education leaders that share responsibility for making changes in their organizations and across their states to broadly improve school leadership and its impact on student achievement.

CAMBRIDGE, MA — While it is widely believed that good school principals have a positive impact on student achievement, there has been little systematic research to date on the effect of strong school leadership.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

Performance - based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles.

If school leaders believe that teachers» and students» understanding of feedback's role in instruction and learning can have a high impact on student achievement, they need to identify how their leadership influences feedback.

Given the significant influence of principal turnover on student achievement, mediated primarily by school culture, we developed four case studies to examine this dynamic in greater detail and to learn what part patterns of distributed leadership play in the relationships.

«One of the responsibilities of school leadership teams with the strongest correlation to improve student achievement is in the area of monitoring and evaluating the effectiveness of school practices and their impact on student learning,» Beth Wallen, principal of Panther Lake Elementary School in Kent, Wash., summarizes the need to look at results.

American School Board Journal chronicles change, interprets issues, and offers readers — some 50,000 school board members and school administrators — practical advice on a broad range of topics pertinent to school governance and management, policy making, student achievement, and the art of school leadership.

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

Those advocating instructional leadership emphasize the need to maintain a singular focus on classroom practice as the key to improving student achievement, and they point to the important role of the principal as a model.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Contextual effects on student achievement: School leadership and professional community Journal of School Change, 2 (1), 1 - 33.

Leadership effects on student achievement occur largely because effective leadership strengthens professional community — a special environment within which teachers work together to improve their practice and improve student learning.

It's not effort or activity that counts, but the impact your leadership practices are having on learning and student achievement.

We distributed school leadership between specialists and grade - level team leaders; and we discussed increasing students» achievement in a collaborative team setting where teachers internally focused on what actions they could take to make improvements.

So, the question is, have you identified those significant few leadership practices that will account for your greatest impact on learning and student achievement?

CEL, known for its emphasis on building leadership capacity and embedded professional development that targets student achievement, is providing that support.

• A deep - seated belief in the inherent right of all children to a quality education; • A professional life dedicated to improving education for teachers and their students; • A passionate commitment to improving teaching and learning in America; • Unwavering dedication to the professional integrity and competence of teachers; • Visionary and boundless energy, eternal optimism, and expert leadership; • An innate capacity to inspire collaboration and mobilize support that enabled unparalleled achievements in the history of American education reform; and • A clear vision coupled with steadfast commitment and fierce determination which has led to historic milestones in American education and meaningful impact on teaching and learning.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

Rather, rely heavily on the big winner leadership practices to leverage your impact on learning and student achievement.

The biggest part of your leadership practices — say approximately 80 percent — will be so much less impactful that they will produce only 20 percent of your effect on learning and student achievement.

She coaches school leaders and leadership teams to develop effective instructional practices focused on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.

Research suggests that leadership is second only to teacher quality among school influences on student learning, but more needs to be known about whether efforts to improve leadership pay off for student achievement and whether these efforts can achieve results at the scale of an entire district.