Learning-focused Leadership and Leadership Support: Meaning and Practice in Urban Systems
<p>This report synthesizes what has been learned about how leaders in urban systems focus their leadership on the improvement of learning, and what it takes to support their leadership in these settings.
Who's Teaching Washington's Children? What We Know-and Need to Know-About Teachers and the Quality of Teaching in the State
Who's Teaching Washington's Children? A 2006 Update
Understanding How Policy Meets Practice: Two Takes on Local Response to a State Reform Initiative
In this CTP Occasional Paper, Center Director Mike Knapp explores connections between policy and instructional practice by analyzing two studies that employed different and contrasting research perspectives to examine the same policy case-the early implementation of the California Mathematics Framework. In reviewing the studies, Knapp discusses the conceptual blind spots of each perspective and suggests conceptual work that would enable scholars to entertain richer pictures of policy, instruction, and avenues of influence on instruction.
Teaching Math in Washington's High Schools: Insights from a Survey of Teachers in High Performing or Improving Schools
Teachers Count: Support for Teachers' Work in the Context of State Reform
Teacher Retention and Mobility: A Look Inside and Across Districts and Schools in Washington State
Standards-Based Reform and Small Schools of Choice: How Reform Theories Converge in Three Urban Middle Schools
This report examines the ways two seemingly opposite theories of educational reform converge in three New York City middle schools. Using in-depth case studies, the authors look at what happened when a theory of centralized, standards-based instructional improvement was introduced into these schools on top of an existing theory that emphasized small schools, distinctive programs, and close relationships among students and adults. The result, a surprise to some, is that the two theories can coexist, even complement each other, but not without some tension.
Revisiting What States Are Doing to Improve the Quality of Teaching: An Update on Patterns and Trends
This updated version of an earlier CTP Working Paper takes a fresh look at recent developments in the realms of state policy related to teacher and teaching quality.
Redefining and Improving School District Governance
This paper takes a close look at local school boards-an enduring feature of public education governance. Using published accounts in the research literature, the paper synthesizes the frameworks, beliefs, and activities concerning the roles and responsibilities of the district school board. Using three common critiques of modern school boards as a guide, the paper further identifies the underlying currents of governance reform, conditions that influence governance structure, and the connections between governance and learning-focused leadership.
Redefining Roles, Responsibility, and Authority of School Leaders
This report considers school leaders' roles and responsibilities, and the authority they need to pursue an agenda of improving teaching and learning. The report frames what it means to lead schools toward improvements in teaching and learning, who does or can exercise that leadership (including but not limited to the principal), how leaders can be equipped to lead learning communities, what conditions empower leaders to lead in this way, and how such leadership is cultivated in individuals or school communities over time.
Purposes, Uses, and Practices of Leadership Assessment in Education
This report discusses connections between learning-focused school leadership and leadership assessment as it contributes to coherent leadership assessment systems. Drawing upon exemplary research, and through the use of scenarios drawn from common school leadership assessment practices, this report outlines multiple purposes and uses of leadership assessment in national, state and local contexts. The central theme of the report is connecting learning-focused leadership with leadership assessment.
Preparing for Reform, Supporting Teachers' Work: Surveys of Washington State Teachers, 2003-04 School Year
Preparation and Support for Teaching: Working Conditions of Teachers
Preparation and Support for Teaching: Teachers' Response to State Education Reform
Preparation and Support for Teaching: Teachers' Assignment and Certification
Preparation and Support for Teaching: Support for Teachers' Professional Learning
National Board Certified Teachers in Washington State: Impact on Professional Practice and Leadership Opportunities
Making Subject Matter Part of the Equation: The Intersection of Policy and Content
This conceptual paper offers a framework for understanding how educational policy is related to subject matter. Drawing on literature concerning instructional policymaking and the cultures that surround teaching in different subject areas, the paper distinguishes and illustrates three types of policy, that ignore, target, or differentiate among subject matter areas, respectively. The paper then demonstrates, for each type, how subject matter acts as a crucial context for policy implementation and effects, affecting the policy's impact in often unintended ways.
Leadership and Learning
This report maps out activities and supporting conditions in states, districts, and schools, that enable educational leadership to exert productive influence on learning. The report draws together threads from the research literature and from practical experimentation in a variety of states, districts, and schools, as described in greater detail within six reports that comprise the Improving Leadership for Learning series.
How Leaders Invest Staffing Resources for Learning Improvement
Federal Research Investment and the Improvement of Teaching, 1980-1997
Development and Deployment of a Fast Response Survey System in Washington State: Methodological Notes
Data-informed Leadership in Education
Drawing from empirical studies and the landscape of current practice, this report explores ideas related to how educational leaders access data, the meanings they give to it, and the uses to which they put these data in the varying settings in which leaders seek to improve teaching and learning. Moving away from the potentially appealing rhetoric that data can provide clear, indisputable direction for future action (e.g. data-driven decision making), the notion of data-informed leadership captures the complex and often ambiguous nature of data use in educational settings.
Building Systems of Support for Classroom Teachers Working with Second Language Learners
An Examination of Longitudinal Attrition, Retention, and Mobility Rates of Beginning Teachers in Washington State
Allocating Resources and Creating Incentives to Improve Teaching and Learning
This report reviews research, practice, and theory related to resource allocation and its relationship to teaching and learning. The report describes the state of the field, discussing a range of practices, both current and emerging, while framing the central challenges facing leaders who make resource decisions at the state, district, and school levels. The report links the allocation of resources to the exercise of learning-focused leadership.