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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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.Read More
What 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 More
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.Read More
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.Read More
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.Read More
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.Read More
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.Read More
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.Read More
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.Read More
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.Read More