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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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 MoreIn 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…
Read MoreFeedback 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.…
Read MoreConducting 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 MoreThe 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 MoreHow 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.
Read MoreIf 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.
Read MoreWhat did school and community leaders do that led to rural school success in third-grade reading? Researchers at GLISI found three conditions in a case study with implications for rural student achievement. This is the second in GLISI’s Conditions for Success series.
Read MoreThe 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.
Read MoreThis 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.
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