Instructionally Engaged Leaders in Positive Outlier Districts. Research Brief. Positive Outliers Series

Autor/inn/en	Scott, Caitlin; Darling-Hammond, Linda; Burns, Dion
Institution	Learning Policy Institute
Titel	Instructionally Engaged Leaders in Positive Outlier Districts. Research Brief. Positive Outliers Series
Quelle	(2020), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Minority Group Students; Racial Differences; Ethnicity; Academic Achievement; High Achievement; Language Arts; Mathematics Achievement; Socioeconomic Status; Family Income; Predictor Variables; Correlation; African American Students; Hispanic American Students; White Students; Standardized Tests; Leadership Responsibility; Teacher Leadership; Educational Administration; Principals; Assistant Principals; Superintendents; Central Office Administrators; Instructional Leadership; Leadership Qualities; Educational Policy; Leadership Training; English Language Learners; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Rassenunterschied; Ethnizität; Schulleistung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Familieneinkommen; Prädiktor; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Standadised tests; Standardisierter Test; Lehrerfunktionsstelle; Bildungsverwaltung; Schuladministration; Schulverwaltung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Schulrat; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseigenschaft; Politics of education; Bildungspolitik; Führungslehre; Kalifornien
Abstract	This brief summarizes the practices of successful, instructionally engaged leaders and the ways districts develop these leaders. These practices are drawn from "positive outlier" districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and then cultivating their talent to enable some to move into principalships and central office positions. Successful practices of these leaders included engagement in collaborative professional learning through observation of instruction, participation in professional learning communities, and use of student data to guide school and district decisions. [This brief is based on the full report, "Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series" (ED610874).] (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01