Summary
Contents
Subject index
An actionable guide for improving student success by improving school leadership system-wide Effective school leadership can have a transformative impact on the lives of students. In Leadership Development on a Large Scale, educational leaders and policy makers will gain evidence-based guidance for sustaining improved leadership and scaling up existing leadership initiatives across school districts and states. Written by one of the foremost scholars in the field, this book draws lessons from one of the most successful long-term educational leadership studies ever conducted to provide actionable advice and specific strategies. Learn how to: • Understand the evidence base to design effective leadership development programs and initiatives • Support instructional leaders in leading collaborative inquiry approaches to classroom pedagogy to help teachers convey complex ideas to students • Establish Principal Learning Teams to help guide school-wide and districtwide decision-making By drawing on the numerous cases and stories outlined in Leithwood’s book, educators will gain a deep understanding of how to take leadership development to the next level and prepare the next wave of talented school leaders for success.
Key Learning Conditions : A Subject for Collaborative Inquiry
Key Learning Conditions : A Subject for Collaborative Inquiry
Chapter 5 described LSA’s early efforts to help project members develop structures and processes in support of collaborative inquiry in their schools. As that chapter also indicated, the implementation of these structures and processes made positive but, overall, modest contributions to improving teaching and learning in members’ schools.
Consistent with LSA’s commitment to evidence-informed decision making, results of the first phase of the project evaluation quite directly informed deliberations among members of the project Steering Team about what could be done over the next several years that would take the project to the next level. This chapter briefly describes the basis for continuing to prioritize two existing priorities (professional learning communities [PLCs] and classroom ...
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