The inaugural report in our Conditions for Success series, this document is the culmination of a study that explored what leaders were doing and what conditions were present in a small, rural school district in Georgia when the graduation rate increased by 15 or more percentage points from 2007 to 2010 among student groups that struggle with high school completion across the nation.
Select the applicable leader key and leader type in the filter to find relevant resources for your needs.
This resource examines the role superintendents as principal supervisors and their importance in building principals’ instructional leadership capacity and helping them advance student achievement, looking particularly at 3 high-leverage arenas in which superintendents can have the greatest impact on principals.
This report is an extensive overview of existing research on principal evaluation systems, drawing on peer-reviewed and non-peer-reviewed studies, as well as primary and secondary resources. Collectively, the resources spotlight some key information that may offer practitioners and policymakers some guidance on ways to more effectively assess and increase principal effectiveness.
This seminal study sponsored by the Wallace Foundation builds on earlier research that explored the relationship between education leadership and student learning, reaffirming the claim that leadership’s impact is second only to classroom instruction as a school-related factor influencing student learning.
This short article provides an overview of the five practices research has identified as critical to effective school leadership: 1) shaping a vision; 2) creating a climate hospitable to education; 3) cultivating leadership in others; 4) improving instruction; 5) and managing people, data, and processes.
This tool was created by New Leaders to identify successful practices in schools showing dramatic gains. The framework includes 5 categories of school practices, each of which is further divided into Key Levers that represent a subset of practices used in New Leaders’ highest performing schools.
This document examines the disconnect between new performance expectations for districts after the passage No Child Left Behind Act of 2001 and the traditional functions and work of the central office. It looks particularly at the necessity of central office transformation in the wake of greater accountability standards, highlighting the importance of developing new partnerships between school and district leaders, the importance of aligning central office services to support the district’s instructional needs, and building the leadership capacity of central office personnel.
This kit includes three tools specifically designed to assist district leaders engaged in a major restructuring of their central office. Each tool is intended help leaders create a central office that better serves principals’ efforts to improve instruction and learning.
This report serves as an update on the progress of the Civic Marshall Plan, a plan designed to dramatically increase high school graduation rates and college and career readiness in the United States by 2020.
This document offers an 8-point framework for driving systemic reform at the high school level, including a map for the roles of the school, the district, and the state.