GLISI curates cutting edge research, reports, and in-house publications to support the development of leaders from the classroom to the school building to the central office.

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Teaming With Your Community (PBM)

Every school is part of a community. The official attendance area obviously includes the dwellings for the school’s students and their parents or guardians. It also includes a variety of businesses, as well as churches, recreational and leisure facilities, and a host of community services. Within your area are groups of individuals organized for a […]

Leading a Team to Analyze Root Causes Using Quality Tools (PBM)

To find the right solutions for deficiencies in students’ achievement, those who are working to solve the problems must determine what problem they are trying to solve, and the true causes of the problem. Any easy trap to fall into is to jump to a solution before ensuring the right problems have been identified. Digging […]

Leading a Team Through Group Decision-making (PBM)

In this performance-based module, you will learn to lead your team through the process of making good decisions. The team will be involved in generating ideas, narrowing the list of ideas to a manageable few, and then agreeing to a final decision. You will learn to use tools that will help the team through this […]

Giving Effective Performance Feedback (PBM)

Feedback is a response to a particular process or activity and is intended to provide useful information for future development. Performance improvement is largely dependent on frequent and specific feedback. Moreover, your ability to administer effective feedback to those you mentor significantly impacts their ability to meet performance criteria. This performance-based module explores performance feedback, […]

Providing Effective Instructional Feedback : GLISI Research Brief

The engine of school improvement is feedback. Though the education airspace is swirling with curriculum reforms and scheduling adjustments and improvement plans, the direct pathway to helping teachers to more effectively teach is via feedback about their teaching performance. Yet data tell us that few teachers, and even fewer principals, receive regular feedback that is concrete, specific, instructionally-relevant and likely to help them improve classroom instruction. But why? In this brief, we will explore the importance of providing effective performance feedback, highlight common barriers encountered by education leaders and teachers in the feedback process, and pose questions for district and school leaders to consider to make the feedback process more effective.

Collective Impact in Education: GLISI Research Brief

How can districts make their partnerships designed to improve student learning more effective? One new promising strategy is collective impact. Collective impact is a recently developed strategy that shows how like-minded organizations can join forces to bring about long-lasting positive change in their communities. Particularly, this brief examines how collective impact works in an educational context to improve student achievement and suggests ways to adapt the approach for success in rural settings.

Soft Skills Development in K-12 Education: GLISI Research Brief

Implementing Common Core is at the center of the current education spotlight. The attention of schools, legislators and media is squarely focused on implementing rigorous academic curriculum to ensure all students graduate college and career ready. Yet, research suggests that soft skills are equally important to student success after high school as strong academic performance. This research brief highlights some of the research on soft skills, and offers examples and tips for how pioneering educators are teaching these important skills across the K-12 spectrum.

Remediation & K-12 Leadership: GLISI Research Brief

If you think that a student who graduates from high school with a strong GPA and a solid college entrance exam score is adequately prepared for the demands of higher education, you may be wrong. Post-secondary enrollment trend data show that high school graduation does not equate to college readiness.This brief overviews college remediation, explores its connection to K-12 preparation, and describes the opportunities one Georgia school district identified to intervene and support students more effectively to shore up college readiness.