RESOURCES
Develop your leadership today
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 build a an online repository of tools for school leaders at various stages of readiness to implement quality professional learning that builds school-wide instructional capacity. The repository includes professional learning community tools to help build robust data and inquiry-driven learning communities within…
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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 the field, to create a roadmap by principals for principals with concrete strategies and recommendations for focusing principals’ time on instructional leadership for the benefit…
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As a part of the Wallace Foundation’s Principal Pipeline Initiative, GLISI prepared a compilation of thirteen effective strategies, identified by principals for principals, designed to ensure the implementation of a rigorous curriculum in every classroom, for every child. These strategies are organized within a Plan, Do, Check, Act (PDCA) framework, referred to throughout as “The Rigor…
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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 studies, eight principals of the Wallace Principal PLC describe how they have cultivated the leadership of their assistant principals to meet the needs of not…
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As a part of the Wallace Foundation’s Principal Pipeline Initiative, GLISI developed this professional development toolkit to help school leaders in identifying, influencing and avoiding the common pitfalls associated with changing school culture. The toolkit provides transitioning principals with skills and resources to navigate the unique challenges of shifting a school’s culture, and includes several resources, including: Fictitious vignettes…
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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 principals in developing a sustainable shared vision for high performing students and adults, organized around four key processes: Casting the vision; implementing the vision; communicating/branding…
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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 and student learning improve most when leadership is distributed effectively throughout a school, beyond formal, titled leaders. Yet many principals – even experienced ones –…
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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 series. The study, Starting With Why: How District Leaders Create a Compelling Sense of Urgency to Drive District-wide Change, features the Wilkinson County School District in Irwinton, GA…
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What happens to students’ post-secondary dreams when schools aren’t equipping them with the foundational knowledge and skills needed for college and career success? Meandering Toward Graduation, a report from EdTrust explores that issue, highlighting the gulf between the growing expectation that all students be “college and career ready” and the realities of high school curriculum that are poorly preparing students to achieve their postsecondary goals. The report…
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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 designate teachers as “teacher leaders” and wait for the benefits of teacher leadership to take root in a school. However, rushing in without understanding what skills, dispositions,…
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