Principals in improving schools actively reach out to teachers, parents, and community leaders and coordinate programs strategically¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prior Consortium studies documented that principals in improving schools engage local actors in school improvement and show strong strategic orientation toward program coordination and quality implementation. → Luppescu 2003

Evidence¶

Luppescu 2003¶

Luppescu, S., Hart, H., Jennings, S., & Dean, M. (2003). Torvalds Improving Chicago's Schools: 2003 Survey Report. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/improving-chicagos-schools-torvalds

q2 · i? · associational · r2

The report summarizes prior Consortium research on school leadership, citing Democratic Localism as a Lever for Change and School Leadership and the Bottom Line in Chicago. No design or effect details of those studies are printed here.

"Previous Consortium studies have documented that principals in improving schools actively reach out to teachers, parents, and local community leaders to engage them in the tasks of strengthening teaching and learning at the school."

Discussion¶

Related Claims¶

• Improving schools secured external resources aligned with a development agenda and employed them strategically, and cultivated strong distributive leadership with a make-or-break principal role — related
• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — related
• An innovation and improvement space in local school communities brought forward new leaders — related
• In about a third of Chicago elementary schools, expanded local democratic participation served as a strong lever for systemic change focused on improved instruction — related
• Effective leadership plays a pivotal role in guiding digital transformation in educational organizations — related
• Foxglove Elementary distributes leadership across staff roles but has few mechanisms to coordinate the work — related
• Partner success varies substantially between schools based on teacher and administrator willingness to collaborate — related
• Respondents viewed local foundations, businesses, and community groups as promoting cross-sector collaboration, while competition, political divisions, and teachers' unions may hinder it — related
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related
• Transition Leaders play a central role in coordinating collaboration between schools and stakeholders, but their effectiveness depends on sufficient flexibility and resources — related