New Study Offers Reflective Ideas and Tools for Education Leadership to Influence Student Learning
Many regard educational leadership in crisis due to an increase in the pressure on the nation’s superintendents and principals to lead instructional improvement; difficulties in finding qualified people for administrative posts in the most challenging districts and schools; and a general lack of clarity about what the role of leadership should be.
A new study, developed by the Center for the Study of Teaching and Policy at the University of Washington, with The Wallace Foundation support, presents school and district leadership with powerful new ideas and methods for meeting the challenges of better learning for all children. Drawing on the knowledge and field experiences of more than 300 educators and scholars, Leading for Learning: Reflective Tools for School and District Leaders synthesizes the field’s best thinking to present a clear and compelling case for how leaders take action to improve teaching and learning.
Leading for Learning offers ways for both current and aspiring leaders to assess their organizations, enact strategic plans and teach colleagues. The 32-page report is a summary of a 112-page companion piece, Leading for Learning Sourcebook: Concepts and Examples, which discusses ideas in greater depth and offers more vivid examples of how they look in practice. It also provides examples of how the ideas and tools are currently being used for assessment, planning and teaching. The reports are also available at www.ctpweb.org.