9.9.15

Leadership’s Influence

O ne of the largest impacts to student achievement is teacher quality (Greenlee & Brown, 2009, Wynn et al., 2007). Understand-

ing that teacher quality is so vital to student achievement, we must now comprehend how to improve teacher quality. Additionally, we must understand the barriers that negatively affect teacher quality and student achievement. There are numerous studies that address the deficiencies surrounding these two areas. Many different focuses and several theories to suggest solutions, but little research suggested a common denominator that was truly attainable especially from the district level.

As it is important to focus our talents and energy on areas we can truly influence teacher effectiveness. Too often change efforts focus on barriers outside the control of the school or district, and these are things we cannot control such as, mandates, federal requirements, and lack of funding (Stewart et al., 2012), but we must spend our efforts on the items we can influence. Reviewing the literature on influential elements provided additional revelations that we as a district administration can positively impact student achievement (Fenn & Mixon, 2011, Waters & Marzano, 2006). Furthermore, the role of the superintendent and principal play a significant role in improving student achievement (Ash et al., 2013, Fenn & Mixon, 2011, Kaniuka, 2012, Wells, 2012, Wynn et al., 2007). Understanding the significance of these two roles and the impact they have to student achievement are central to improving our schools. A third relevant leadership role also surfaced during the investigation, teacher leaders. Wells (2012) acknowledged that teacher leadership was integral to the continuous improvement of teaching and learning, and a strong response to educational reform efforts aimed at improving student achievement. Wells also recognized the role that

superintendents, district leaders and principals play in supporting the development of teacher leaders.

ISLLC Leadership Standards

“O ver the past decade, dramatic changes have put education leadership at the forefront of education policy research and debate. Research has taught us

that school leaders are crucial to improving instruction and raising student achievement. At the policy level, school performance measures have been codified in state and federal law to hold schools increasingly accountable for raising student achievement among students from all population subgroups. At the same time, schools are under pressure to produce high school graduates who are better trained and who can adapt to an ever-changing workplace.

These mounting demands are rewriting administrators’ job descriptions every year, making them more complex than ever. Today, education leaders must not only manage school finances, keep buses running on time, and make hiring decisions,

but they must also be instructional leaders, data analysts, community relations officers, and change agents. They have to be able to mobilize staff and employ all the tools in an expanded toolbox.

“The national conversation has shifted from ‘whether’ leadership really matters or is worth the investment, to ‘how’ to train, place, and support high-quality leadership where it’s needed the most: in the schools and districts where failure remains at epidemic levels,” wrote Wallace Foundation President M. Christine DeVita in A Bridge to School Reform. Unfortunately, the same report also noted that “states are only beginning to put together coherent systems that reliably achieve the goal of placing an appropriate,

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“Research has taught us that school leaders are crucial to

improving instruction and raising student achievement.”

well-trained principal in every school.”

Fortunately, the last decade has produced more research than ever about education leadership and the role that school leaders can and should play in raising student achievement. One of the clearest lessons from this research is that the states that are using education leadership standards are on the right track. According to an extensive review of the research literature funded by The Wallace Foundation, goal- and vision setting, which are articulated in the standards, are areas in which education leaders can have the most impact. Standards and other guidelines have been shown to be essential tools in developing effective pre-service training programs for principals Therefore, incorporating clear and consistent standards and expectations into a statewide education system can be a core predictor of strong school leadership” (CCSCO, 2009, pp. 3-4).

References

Ash, R. C. Hodge, P. H., & Connell, P. H. (2013). The recruitment and selection of principals who increase student learning. Education, 134(1), 94-100

Council of Chief State School Officers. (2008) Educational Leadership Policy Standards: ISLLC 2008 ., Washington, DC: Author. Retrieved from http http://illinoisschoolleader.org/documents/ISLLC_2008.pdf

Fenn, W., & Mixon, J. (2011). An examination of self-perceived transformational leadership behaviors of texas superintendents. International Journal of Educational Leadership Preparation, 6(2), 1-14.

Greenlee, B., & Brown Jr., J. J. (2009). Retaining teachers in challenging schools. Education, 130(1), 96-109.

Kaniuka, T. (2012). Toward an understanding of how teachers change during school reform: Considerations for educational leadership and school improvement. Journal of Educational Change, 13(3), 327-346.

Stewart, C., Raskin, C., & Zielaski, D. (2012). Barriers to district-level educational reform: A statewide study of minnesota school superintendents. International Journal of Educational Leadership Preparation, 7(3), 1-10.

Waters, J.T., & Marzano, R. J., (2006). School district leadership that works: The effect of superintendent leadership on achievement. [Electronic Version]. Mid-continent Research for Education and Learning (McRel). Retrieved from http://www.mcrel.org

Wells, C. M. (2012). Superintendents' perceptions of teacher leadership in selected districts. International Journal of Educational Leadership Preparation, 7(2), 1-10.

Wynn, S. R., Carboni, L., & Patall, E. A. (2007). Beginning teachers' perceptions of mentoring, climate, and leadership: Promoting retention through a

Page 3

Standard 1: Vision and Mission An educational leader promotes the success and well-being of every student by ensuring the development, articulation, implementation, and stewardship of a child centered vision of quality schooling that is shared by all members of the school community. Functions: A. Collaboratively develops, implements, and promotes a

shared vision and mission B. Collects sand uses data to identify goals, assess organiza-

tional effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans F. Acts in ways that consistently reflect the school's district's

vision, mission, and values

Standard 2: Instructional Capacity An educational leader promotes the success and well-being of every student by enhancing instructional capacity. Functions: A. Recruits and hires effective teachers and other professional

staff B. Develops individual and collective capacity of staff C. Ensures on-going and differentiated professional learning D. Supports staff with human, financial, and technological

resources E. Employs research-anchored and valid systems of perfor-

mance management F. Buffers learning and teaching from disruptive forces G. Provides emotional support to staff teachers and other

professional staff

Standard 3: Instruction An educational leader promotes the success and well-being of every student by promoting instruction that maximizes student learning. Functions: A. Maintains a culture of high expectations and challenge B. Ensures a focus on authenticity and relevance in instruction C. Ensures that instruction is anchored on best understandings

of child development D. Ensures strengths-based approaches to learning and

teaching E. Ensures the use of effective pedagogy to close learning gaps F. Provides ongoing, salient, informative, and actionable

feedback to teachers and other professional staff G. Ensures the use of pedagogy that treats students as individ-

uals and promotes self-esteem H. Ensures the presence of culturally congruent pedagogy and

assessment

I. Monitors instruction and instructional time J. Employs technology in the service of teaching and

learning Standard 4: Curriculum and Assessment An educational leader promotes the success and well-being of every student by promoting robust and meaningful curricula and assessment programs. Functions: A. Ensures program rigor B. Ensures culturally relevant curricula and assess-

ments C. Maximizes opportunity to learn D. Ensures authentic learning and assessment experi-

ences E. Emphasizes assessment systems congruent with

understandings of child development and stand-ards of measurement

F. Ensures the use of learning experiences that enhance the enjoyment of learning

Standard 5: Community of Care for Students An educational leader promotes the success and well-being of every student by promoting the development of an inclusive school climate characterized by sup-portive relationships and a personalized culture of care. Functions: A. Ensures the formation of a culture defined by trust B. Ensures that each student is known, valued, and

respected C. Ensures that students are enmeshed in a safe,

secure, emotionally protective, and healthy environment

D. Ensures that each student has an abundance of academic and social support

E. Ensures that each student is an active member of the school

Standard 6: Professional Culture for Teachers and Staff An educational leader promotes the success and well-being of every student by promoting professionally normed communities for teachers and other profes-sional staff. Functions: A. Develops productive relationships and trust B. Nurtures a commitment to shared goals C. Provides for collaborative work D. Facilitates shared ownership E. Develops collaborative leadership skills F. Promotes a climate of collective efficacy G. Fosters and supports the growth of trust H. Nurtures a culture of shared accountability

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Standard 7: Communities of Engagement for Families An educational leader promotes the success and well-being of every student by promoting communities of engagement for families and other stakeholders. Functions: A. Promotes understanding, appreciation, and use of

the community's diverse cultural, social, and intellectual resources

B. Nurtures a sense of approachability and sustains positive relationships with families and caregivers

C. Builds and sustains productive relationships with community partners in the government, non-profit, and private sectors

D. Advocates for policies and resources for the community

E. Understands and engages with community needs, priorities, and resources

F. Communicates regularly and openly with families and stakeholders in the wider community

Standard 8: Operations and Management An educational leader promotes the success and well-being of every student by ensuring effective and efficient management of the school or district to promote student social and academic learning. Functions: A. Develops and demonstrates well-honed interper-

sonal skills B. Manages student behavior with a focus on learning C. Ensures effective leadership throughout the school

or district D. Crafts and connects management operations,

policies, and resources to the vision and values of the school

E. Monitors and evaluates all aspects of school or district operations for effect and impact

F. Ensures the implementation of data systems that provide actionable information

G. Uses technology at the school or district to improve operations

H. Manages organizational politics with an eye on school or district values and mission

I. Enables others to understand and support relevant laws and policies

J. Acts as a steward of public funds K. Develops and manages relationships with the

district office or the school board

Standard 9: Ethical Principles and Professional Norms An educational leader promotes the success and well-being of every student by adhering to ethical princi-ples and professional norms. Functions: A. Nurtures the development of schools that place

children at the heart of education B. Acts in an open and transparent manner C. Maintains a sense of self-awareness and attends to

his or her own learning D. Works to create productive relationships with

students, staff, parents, and members of the extended school community

E. Maintains a sense of visibility and is approachable to all stakeholders

F. Acts as a moral compass for the school or district G. Safeguards the values of democracy, equity,

justice, community, and diversity

Standard 10: Equity and Cultural Responsiveness An educational leader promotes the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. Functions: A. Ensures equity of access to social capital and

institutional support B. Fosters schools as affirming and inclusive places C. Advocates for children, families, and caregivers D. Attacks issues of student marginalization; deficit-

based schooling; and limiting assumptions about gender, race, class, and special status

E. Promotes the ability of students to participate in multiple cultural environments F. Promotes understanding, appreciation, and use of diverse cultural, ecological, social, political, and intellectual resources

Standard 11: Continuous School Improvement An educational leader promotes the success and well-being of every student by ensuring the development of a culture of continuous school improvement. Functions: A. Assesses, analyzes, and anticipates emerging

trends to shape school or district decision making B. Initiates and manages system-wide change C. Enables others to engage productively with change

experiences D. Navigates change in the midst of ambiguity and

competing demands and interests E. Promotes a culture of data-based inquiry and

continuous learning F. Maintains a systems perspective and promotes

coherence across all dimensions of the school or district

G. Promotes a culture of collective direction, shared engagement, and mutual accountability

References

Council of Chief State School Officers. (2014) 2014 ISLLC standards.,

Washington, DC: Author. Retrieved from http:// blogs.edweek.org/edweek/District_Dossier/Draft% 202014%20ISLLC%20Standards%2009102014.pdf

Page 5

Page 6

Summary:

Instructional Leadership: A Pathway to Teacher

Collaboration and Student Achievement

by Miller, Goddard, Goddard, Larsen, and Jacob

2010

Goddard et al. (2010) described the emerging research

connecting instructionally focused transformational leadership

affects teachers’ instructional practices. Understanding that the

full scope of leadership falls outside of the realm of the

principal, Miller et al. (2010) suggested that principals involve

teachers in collaborative efforts to achieve school improvement.

Collaboration performs an important function in helping

teachers focus on instruction. Pounder (1999) found that little

professional growth occurs when teachers work in isolation.

Successful collaboration requires allocated time and specified

goals. Therefore, principals must foster teacher collaboration

by providing support and defining the structures for

collaboration.

Several decades of researchers and practitioners have

advocated for teacher collaboration in schools. Teachers can

acquire unique knowledge about instructional and classroom

management approaches through professional development

opportunities, first-hand working with their students, and

teacher training programs. This unique knowledge facilitated

through the principal in collaborative exchanges creates

opportunities for knowledge diffusion and innovation. Principals

should be intimately involved in collaborating around

instructionally related matters impacting student achievement

(Miller et al., 2010).

Teachers face considerable hurdles related to

collaboration. The isolation of time emerges as the most

consistent challenge teachers face in establishing collaborative

efforts (Darling-Hammond & Richardson, 2009; Friend & Cook,

2009). Additionally, teachers struggle with the structure or

content of their work together. In order to focus on teachers’

work on improving instruction, their work must become public

and be willing to adjust their practices (Miller et al., 2010).

This sharing of work proves challenging for many. However,

teachers must overcome these obstacles as research has

indicates that teacher collaboration positively impacts student

achievement. Principals play a key role in addressing these and

other emerging challenges for collaboration.

“Similarly, Blase and Blase (2000) observed that

effective principals work to develop connections between

teachers socially and in the exchange of professional knowledge.

Good school leaders encouraged open communication, guiding

teachers to reflect critically on their own learning and teaching

practice. Performing an instructional monitoring function,

principals provided feedback to teachers post-observation and

through informal day-to-day interactions. Teachers reported

that effective principals modeled teaching practices in

classrooms and that collaboration with principals increased

teacher motivation, efficacy, reflective practice, and

instructional innovation” (Miller et al., 2010, p. 7).

Ultimately, there is need for additional study

surrounding instructional leadership’s connection to teacher

collaboration and student achievement. However, the growing

body of literature supporting the positive impact to student

achievement continues to confirm the need for instructional

leadership.

References

Blase, J. & Blase, J. (2000). Effective instructional leadership:

Teachers' perspectives on how principals promote

teaching and learning in schools. Journal of Educational

Administration, 38(2), 130-141.

Darling-Hammond, L., & Richardson, N. (2009). Teacher learning:

What matters? Educational Leadership, 66(5), 46-53.

Friend, M., & Cook, L. (2009). Interactions: Collaboration skills

for school professionals (6th ed.). Upper Saddle River,

NJ: Prentice Hall.

Goddard, Y. L., Neumerski, C., Goddard, R. D., Salloum, S., &

Berebitsky, D. (2010). Is principal leadership related to

teachers‟ instructional practice? A multilevel

investigation of the relationship between principals‟

support of instructional improvement and differentiat-

ed instruction in schools. Manuscript under review in

Elementary School Journal.

Miller, R. J., Goddard, Y. L., Goddard, R., Larsen, R., & Jacob, R.

(2010). Instructional Leadership: A Pathway to Teacher

Collaboration and Student Achievement. [Online

Submission}. Retrieved from http://files.eric.ed.gov/

fulltext/ED528591.pdf

Pounder, D. G. (1999). Teacher teams: Exploring job

characteristics and work-related outcomes of work

group enhancement. Educational Administration

Quarterly, 35, 317-348.

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Summary:

Successful Educational Leadership at High

Performing Schools

by Wilson

2011

Successful educational leadership is not a random

phenomenon. Successful leaders understand the challenges of

change, communicate a sense of urgency balanced with

patience, persistence, and optimism. “Principal leadership has

been known to be pivotal to a school’s success and particularly

critical in schools that have ranked persistently low performing

over time, the greater the challenge, the greater the impact of

leadership on teaching and learning” (Wilson, 2011, p. 393).

Decades of research surrounding the best educational

leadership strategies was refined to six critical factors:

No. 1: An Agreed Upon Vision

“A compelling and optimistic vision statement was created by all

stakeholders, staff, parents and students that clearly indicated a

picture of their shared aspirations and hopes for the school. The

vision speaks to the powerful dreams and positive values voiced

by the school community. The principal consistently

communicated the vision for the school, and it was discussed at

the opening of faculty meetings, school site council meetings,

student leadership and parent meetings” (Wilson, 2011, p. 394).

No. 2: Instructional Leadership

“From early on, successful principals have lived and breathed

the role of the instructional leader, consistently communicating

the school’s visions and goals to staff, students, parents and

community. Change has been inherent in transforming schools.

The principals have understood change, its components and

particularly why educators and other staff members resist

change. During times of change and challenges, the shared

vision has kept the school team moving in the same direction.

Overcoming resistance to change has been facilitated through

building relationships based on trust, credibility and connection

to the shared vision of the school community. The quality of

instruction has always been the key indicator of students’

performance in school, therefore, the principal engaged in work

that supported teachers in improving instructional practic-

es” (Wilson, 2011, pp. 394-395).

No. 3: A Safe, Orderly, and Respectful Environment

“Clear and consistent school rules and procedures must be in

place regarding behaviors, with consistent consequences for

violation of rules. The rules and procedures are created with

student participation and reviewed frequently for their

effectiveness in developing self-discipline and responsibility.

Early detection of students who have high potential for extreme

behaviors was in place and counselors and behavioral specialists

provided assistance in re-engaging students in school. Public

recognitions for exemplary behavior and scholarship need to be

acknowledged” (Wilson, 2011, p. 395).

No. 4: Timely Monitoring of Student Progress

“Curriculum and instruction are aligned with district and state

standards. Students’ progress has been measured with frequent

and meaningful assessments in correlation with the guaranteed

curriculum. Teachers have gathered evidence of students’

learning from classroom and district data to monitor individual

student’s progress. Students’ achievement data were analyzed

and openly shared among teachers to facilitate the improve-

ment of individual and collective performance. Daily instruction

has been proven to be pivotal in regard to the effective use of

data at the classroom level. Data are used to group and re-group

students, for a continual practice throughout the year. Students

who have needed additional support and time are quickly

identified and needs are addressed. The challenge to ensure

academic success for all students required re-thinking current

students’ support systems, resources and personnel. The

principal has authority, responsibility, and accountability from

the superintendent and board of education regarding flexibility

of staffing, professional development, budget, scheduling and

instructional programs to ensure student success” (Wilson,

2011, pp. 395-396).

No. 5: Professional Learning Communities

“Professional communities of learners at each grade level and

content area share experiences that promote continuous

learning. A culture of collaboration and teamwork has been

based on an agreed set of beliefs and values evidenced by the

school’s vision statement. Shared decision-making has been

apparent among staff and administrators. Targeted and focused

professional development of promising instructional practices

and the analysis and understanding of data was facilitated at the

school level. The principal addressed the time for reflection,

inquiry, sharing knowledge and data regarding students through

flexibility of time, people and resources, i.e., scheduling

common preparation periods by grade or content, banking of

instructional minutes to create early release day and minimizing

school-wide staff meetings. Teachers have opportunities to

practice and refine what they have learned in a continuous

process of improvement.

PLCs (professional learning communities) (DuFour et

al., 2004) address three crucial questions that drive the work of

those within a PLC: (1) What do we want each student to learn?

(2) How will we know when each student has learned it? (3)

How will we respond when a student experiences difficulty in

learning? Staff members work together to clarify what each

student must learn. Effective instructional methodologies are

implemented so that all students benefit. School wide goals and

specific goals for individual students are set. Common

assessments are developed for each grade/content and each

student’s learning is monitored on a timely basis. School-wide

interventions are targeted to students who need to master

critical concepts. PLCs judge their effectiveness on the basis of

results. Failure is not an option for staff or students” (Wilson,

2011, p. 396).

No. 6 School and Family Partnerships

“Partnerships have implied mutual trust and respect, two-way

collaboration and support and equality in the relationship.

Evidence has indicated a strong connection between parent and

family involvement in schools and children’s academic

achievement, attendance, attitude and continued education

(Epstein, 1994). However, parents may not become involved if

perceived barriers are present. An effective school climate is one

that makes families feel welcomed, respected, trusted and

needed. Students have frequent opportunities to see families

and school staff members interact positively and respectfully.

Family involvement activities are directly linked to the

curriculum and student learning. Successful school leaders have

understood the overlapping spheres of influence between the

home and school and found ways for the school to become an

extension of the family, providing continuity between the two

settings.

Epstein (1994) created a framework of six basic levels of parent

involvement:

(1) The basic obligations of parents responsibilities of families

to ensure children’s health and safety, to the skills needed

to prepare children for school and support learning at each

grade level;

(2) (2) The basic obligations of schools effective communica-

tions from school to home about programs and children’s

academic and social progress;

(3) (3) Parent involvement at school parent volunteers who

assist teachers/children at school, and who support

students’ performances, sports and attend programs for

their own education;

(4) (4) Parent involvement in learning activities at home

parents monitor or assist their own children at home on

learning activities from the school;

(5) (5) Parent involvement in governance and advocacy parents

take decision-making roles in parent/school organizations at

school, district or state level;

(6) (6) Collaborating with community parents seek to integrate

various community agencies and resources to strengthen

school program.

Successful principals think “outside of the box” in regard to the

varied communications, personal connections and activities they

must implement K-12 to build strong partnerships with families,

particularly the hard to reach or reluctant parent” (Wilson,

2011, pp. 396-97).

References

DuFour, Richard, DuFour, Rebecca, Eaker, R., & Karhanek, G.

(2004). Whatever it takes: How a professional learning

community responds when kids don’t learn.

Bloomington, IN: Solution Tree.

Epstein, J. (1994). Theory to practice: School and family

partnerships lead to school improvement and student

success. Boulder, CO: Westview Press.

Wilson, D. L. (2011). Successful Educational Leadership at High

Performing Schools. [Online Submission].

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