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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As a part of the Wallace Foundation’s Principal Pipeline Initiative, GLISI helped participating principals prepare a guide based on their own best practices, as well as those from experts in…Read More
As a part of the Wallace Foundation’s Principal Pipeline Initiative, GLISI prepared a set of case studies and a web-based tools to support principals in the development of assistant principals. Through these case…Read More
As a part of the Wallace Foundation’s Principal Pipeline Initiative, GLISI developed this roadmap, prepared for principals, by principals. It captures the key practices that have worked for the participating…Read More
Most new principals learn quickly that their new job is simply too big for one person. While the principal’s role is taking on ever-increasing complexity, research is clear that instruction…Read More
How did leaders in a rural school district in middle Georgia consistently improve math outcomes for traditionally underperforming students? That is the driving question of GLISI’s third report in it’s Conditions for Success case study…Read More
Education journals, conferences, and new books everywhere emphasize how important teacher leaders are to effective teaching and learning in schools. With so much visibility, many principals might be tempted to simply…Read More
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…Read More
Conducting Effective Meetings is a Performance-based Module containing specific strategies and tools for improving the efficiency and productivity of group members in completing work assigned to them in a team…Read More
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.Read More