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.

Creating Useful Knowledge About Leadership Networks : Taking It to the Next Level

Creating Useful Knowledge About Leadership Networks : Taking It to the Next Level

Creating Useful Knowledge About Leadership Networks

LSA’s multiple annual evaluations indicated that principal learning teams (PLTs) were consistently perceived to be of considerable value by most project members. Furthermore, among eleven different sources of professional learning, principals ranked PLTs second only to their own personal professional reading. Such consistent evidence of PLTs’ value helped to ensure twelve years of continuing support for PLTs by the project Steering Team. Leaders were provided with many opportunities to learn from one another—to learn from those working in similar contexts and facing similar challenges. PLTs provided structures within which valuable procedural knowledge could be shared, critically reflected upon, and adapted for use in individual schools with ...

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