Leadership for Learning Improvement in Urban Schools
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Summary:
This report is part of a series by researchers from the University of Washington’s Center for the Study of Teaching and Policy that investigates a range of topics concerned with how leaders can effectively and equitably contribute to improved student achievement, particularly in challenging school and district contexts. The questions examined in this report included: (1) what it means for leaders to work in a demanding environment; (2) what “supervisory leaders” (principals, assistant principals, department heads) do in these kinds of settings; and (3) what nonsupervisory leaders do. Examining 15 schools in four diverse districts, the authors conclude, among other things, that in these demanding settings, principals need to behave as “leaders of instructional teams, as much as individual instructional leaders.”
Published: October 2009, 125 pages
Author(s): Bradley S. Portin, Michael S. Knapp et al.
Publishing Organization: Center for the Study of Teaching and Policy, University of Washington
Companion document(s): How Leaders Invest Staffing Resources for Learning Improvement
Document Type: Report
Document Format: PDF