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Knowledge Categories
About Knowledge Categories
Web Links
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Vision of Effective Leadership
Effective leadership is supported by a clear and consistent vision of leadership linked to improved teaching and learning. According to findings from the Universities of Minnesota and Toronto, setting directions “accounts for the largest proportion of a leader’s impact…and is aimed at helping one’s colleagues develop shared understandings about the organization and its activities and goals that can under gird a sense of purpose or vision.” Resources in this category explore leadership practices on identifying and articulating a vision, fostering the acceptance of group goals and creating high-performance expectations.
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Leading for Learning 2008
Education Week’s 2008 Leading for Learning report, funded by The Wallace Foundation, focuses on the leadership and management challenges facing charter school leaders. As the charter school movement scales-up, the number of administrators with the leadership competencies needed for these school will also grow. Issues such as recruitment and preparation of principals, governance, and the management and support of schools will need to be addressed. The report features seven stories, each highlighting an aspect of charter school leadership. |
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What We Know About School Leadership
After five years of research findings, literature reviews and field observations on how school leaders make a difference of student achievement, the National College for School Leadership created this publication to provide an overview of what is known about school leadership. NCSL summarizes what is known about successful school leadership under seven categories: context matters, the core tasks of school leaders are clear, learning-centered leadership is critical, distributing leadership matters, school leadership is hard work and rewarding, leadership in schools is changing, and leadership development and succession planning have never been more important. |
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The Turnaround Challenge
A new report by Mass Insight Education and Research Institute defines school turnaround as “a dramatic and comprehensive intervention that produces significant gains in student achievement within two academic years” and details what a successful school turnaround entails. Strategies include: recognition of the challenge; dramatic, fundamental change; a sense of urgency; supportive operating conditions; new-model, high-capacity partners; and new state and district structures. States, in concert with districts and outside partners, must incorporate three key elements into their turnaround work: changing conditions, building capacity and clustering for support. |
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What We Know About School Leadership
After five years of research findings, literature reviews and field observations on how school leaders make a difference of student achievement, the National College for School Leadership created this publication to provide an overview of what is known about school leadership. NCSL summarizes what is known about successful school leadership both in England and worldwide under seven categories. |
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