000 08258cam a2200901Ia 4500
003 OCoLC
005 20190131170958.0
006 m o d
007 cr unu||||||||
008 100114s2009 caua ob 000 0 eng d
019 _a593295892
_a620433172
_a647899625
_a781272269
_a992080329
_a1011772562
020 _a0833049178
_q(electronic bk.)
020 _a9780833049179
_q(electronic bk.)
020 _z0833048910
020 _z9780833048912
027 _aRAND/MG-885-WF
029 1 _aAU@
_b000048791188
029 1 _aAU@
_b000051329010
029 1 _aDEBBG
_bBV043135741
029 1 _aDEBBG
_bBV043606476
029 1 _aDEBSZ
_b421884010
029 1 _aDEBSZ
_b449181812
029 1 _aGBVCP
_b1008653217
035 _a(OCoLC)498417577
_z(OCoLC)593295892
_z(OCoLC)620433172
_z(OCoLC)647899625
_z(OCoLC)781272269
_z(OCoLC)992080329
_z(OCoLC)1011772562
037 _a22573/ctthnfp
_bJSTOR
040 _aCLU
_beng
_epn
_cCLU
_dN$T
_dYDXCP
_dEBLCP
_dOCLCQ
_dCOO
_dUBY
_dE7B
_dOCLCQ
_dJSTOR
_dOCLCF
_dOCLCO
_dAU@
_dOCLCQ
_dDEBSZ
_dOCLCQ
_dAGLDB
_dCUS
_dPIFSG
_dMERUC
_dOCLCQ
_dLND
_dNJR
_dWY@
_dVFL
_dJBG
_dLOA
_dLUE
_dICG
_dSTF
_dU3W
_dVTS
_dCEF
_dOCLCQ
_dINT
_dOCLCQ
_dERL
_dWYU
_dOCLCQ
043 _an-us---
050 4 _aLB2805
_b.I4367 2009
072 7 _aBUS071000
_2bisacsh
072 7 _aEDU
_x001000
_2bisacsh
072 7 _aEDU034000
_2bisacsh
082 0 4 _a371.200973
_222
245 0 0 _aImproving school leadership :
_bthe promise of cohesive leadership systems /
_cCatherine H. Augustine [and others].
260 _aSanta Monica, CA :
_bRAND,
_c©2009.
264 4 _c©2009
300 _a1 online resource (xxviii, 150 pages) :
_billustrations
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
500 _a"Commissioned by the Wallace Foundation."
500 _a"MG-885-WF"--Page 4 of cover.
500 _a"This study was conducted by RAND Education"--Preface.
504 _aIncludes bibliographical references.
505 0 _aIntroduction -- Data sources and analytic approach -- Policies and initiatives taken to improve leadership -- Variations in state and district roles in improving school leadership -- Building cohesion across policies and initiatives -- Effective strategies for system-building --Prospects for sustainability -- Support for the CLS hypothesis -- Recommendations -- Appendix A. Background information on study states and districts -- Appendix B. Indicators of leadership policy initiatives, factors of cohesion, conditions, and effective leadership practices -- Appendix C. Principal survey technical notes -- Appendix D. Principal end-of-day-log technical notes -- Appendix E. Index construction for the analyses in Chapter Eight -- Appendix F. Methodology and elaborated results for analyses in Chapter Eight.
505 0 _aThe cohesive leadership system hypothesis -- Research relevant to cohesive leadership systems -- Data Sources and Analytic Approach -- What policies and initiatives have states and districts pursued to improve school leadership? -- How are districts and states interacting to improve school leadership? -- To what extent have CLS sites built cohesion among policies and initiatives? -- How have sites built CLSs and why have some sites been more effective than others? -- How are sites attempting to scale up and sustain their work? -- Do we find support for the CLS hypothesis? -- Policies and Initiatives Taken to Improve Leadership -- Variations in State and District Roles in Improving School Leadership -- Building Cohesion Across Policies and Initiatives -- Efffective Stategies for System-Building -- Growing importance of the state -- Strategies pursued to develop cohesive leadership systems -- Differences in strategies across sites -- Contextual factors enabling and inhibiting efforts to build a CLS -- Contextual differences across sites -- Prospects for Sustainability -- Challenges to sustainment and expansion -- Strategies for sustainment and growth -- Support for the CLS Hypothesis -- Instructional leadership practices -- Links between favorable conditions and engagement with instructional leadership practices -- Recommendations -- Consider local contexts and address the challenges they pose -- Identify strong lead organizations and individuals -- Capitalize on external expertise and funding -- Build trust and mend fences -- Engage a broad coalition of stakeholders -- Hone skills at applying pressure while providing support -- Recognize innovative districts as "lead learners" -- Connect leadership efforts to standards and to other reforms in the state -- Solidify programs and funding through legislation and regulations -- Engage in continuous learning and improvement -- Commit to engaging in the work over the long term.
520 _aImproving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
588 0 _aPrint version record.
590 _aJSTOR
_bBooks at JSTOR Open Access
650 0 _aEducation and state
_zUnited States.
_97332
650 0 _aEducational change
_zUnited States.
_94316
650 0 _aEducational leadership
_zUnited States.
_99668
650 0 _aPublic schools
_zUnited States.
_99670
650 0 _aSchool management and organization
_zUnited States.
_92030
650 0 _aSchool principals
_zUnited States.
_99669
650 7 _aEducation and state.
_2fast
_0(OCoLC)fst00902835
_94906
650 7 _aEDUCATION
_xAdministration
_xGeneral.
_2bisacsh
_947
650 7 _aEDUCATION
_xEducational Policy & Reform
_xGeneral.
_2bisacsh
_9611
650 7 _aEducational change.
_2fast
_0(OCoLC)fst00903371
_9966
650 7 _aEducational leadership.
_2fast
_0(OCoLC)fst00903527
_99671
650 7 _aPublic schools.
_2fast
_0(OCoLC)fst01082942
_99672
650 7 _aSchool management and organization.
_2fast
_0(OCoLC)fst01107575
_92035
650 7 _aSchool principals.
_2fast
_0(OCoLC)fst01107681
_99673
651 7 _aUnited States.
_2fast
_0(OCoLC)fst01204155
_994180
655 4 _aElectronic books.
_994181
700 1 _aAugustine, Catherine H.,
_d1968-
_96617
710 2 _aRand Education (Institute)
_9617
710 2 _aWallace Foundation.
_99676
776 0 8 _iPrint version:
_tImproving school leadership.
_dSanta Monica, CA : RAND, ©2009
_z9780833048912
_w(DLC) 2009045738
_w(OCoLC)461632203
856 4 0 _uhttp://www.jstor.org/stable/10.7249/mg885wf
938 _aEBL - Ebook Library
_bEBLB
_nEBL510396
938 _aebrary
_bEBRY
_nebr10375773
938 _aEBSCOhost
_bEBSC
_n314472
938 _aYBP Library Services
_bYANK
_n3206034
942 _cEBK
994 _a92
_bZAHUG
999 _c34886
_d34886