School leaders should be viewed and trained as instructional leaders¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The study's findings support viewing and training school leaders as instructional leaders. → Kevin Kelly 2020

Evidence¶

Kevin Kelly 2020¶

Kevin Kelly, Veronica Severn, Ramya Tallapragada, Matthew Johnson. (2020). Critical Drivers of Performance Among School Districts and Charter Management Organizations. Washington, DC: Mathematica. https://www.mathematica.org/publications/critical-drivers-of-performance-among-school-districts-and-charter-management-organizations

q1 · i? · associational · r?

A key finding from the report's Key Findings section, one of three themes the authors report emerged across the study's literature review, correlational analysis, and case studies of high-performing districts and a CMO. No effect size is printed.

"School leaders should be viewed and trained as instructional leaders"

Discussion¶

Related Claims¶

• Without clear expectations and support from district leaders, coaches might not devote sufficient time to the full range of coaching activities needed to improve teachers' instruction — related
• Teachers play a key role in determining students' success in school districts and CMOs — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — a narrower finding that bears on this claim
• CMOs with the greatest positive impact on student achievement were most likely to use an intense approach to monitoring and coaching teachers — related
• Five successful CMOs used identifiable approaches intended to help improve student achievement — related
• Cross-sector collaboration is less widespread among school leaders than central office administrators but is particularly strong among participants in grant-funded intensive leadership training or principal residency programs — related
• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — related