While the importance of effective principals is undisputed, few studies have identified specific skills that principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers, and parents with rich administrative data to determine which principal skills correlate most highly with school outcomes. Factor analysis of a 42-item task inventory distinguishes five skill categories, yet only one of them, the principals’ Organization Management skills, consistently predicts student achievement growth and other success measures. Analysis of evaluations of principals by assistant principals supports this central result. The analysis argues for a broad view of principal leadership that includes organizational management skills as a key complement to the work of supporting curriculum and instruction.

/pdf/triangulating-principal-effectiveness-how-perspectives-of-27bdx11vv7.pdf

Triangulating Principal Effectiveness How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills

Purpose: Research on educational leadership underscores the importance of principals operating as instructional leaders and intensive job-embedded supports for such work; this research also identifies central office staff as key support providers. However, it teaches little about what central office staff do when they provide such support and how to distinguish what they do as more or less supportive of principals’ development as instructional leaders. This article addresses that gap with findings from an in-depth comparative case study of the work practices of executive-level central office staff in three districts dedicated to providing instructional leadership support to principals. Research Design: The conceptual framework drawn from sociocultural and cognitive learning theories identifies practices that deepen professional practice in authentic work settings. Data came from 283 interviews and approximately 265 observation hours and 200 documents.

https://education.uw.edu/sites/default/files/profiles/documents/honig/2012%20HONIG%20EAQ%20District%20Central%20Office%20Leadership%20As%20Teaching.pdf

District Central Office Leadership as Teaching: How Central Office Administrators Support Principals' Development as Instructional Leaders.

Background:Current federal, state, and local school accountability measures as well as policy initiatives that call for improved leadership have placed increasing demands on principals. Many distri...

"A Job Too Big for One": Multiple Principals and Other Nontraditional Approaches to School Leadership

Purpose: This study attempted to determine the influence of exemplary leadership preparation on what principals learn about leadership, their use of effective leadership practices, and how their practices influence school improvement and the school’s learning climate. The authors also investigated how the frequency of effective leadership practices related to the strength of district support and the extent of school problems and student poverty. Finally, the authors examined the contribution of exemplary leadership preparation to variations in school improvement progress and school effectiveness climate. Research Design: The study, using survey research conducted in 2005, compared 65 principals who had graduated from one of four selected exemplary leadership preparation programs to a national sample of 111 principals. The authors used structural equation modeling to find the best fit. Findings: Participation in an exemplary leadership preparation program was significantly associated with learning about ef...

How Graduate-Level Preparation Influences the Effectiveness of School Leaders: A Comparison of the Outcomes of Exemplary and Conventional Leadership Preparation Programs for Principals

Purpose – Fundamentally, the success of schools depends on first-rate school leadership, on leaders reinforcing the teachers’ willingness to adhere to the school’s vision, creating a sense of purpose, binding them together and encouraging them to engage in continuous learning. Leadership, vision and organizational learning are considered to be the key to school improvement. However, systematic empirical evidence of a direct relationship between leadership, vision and organizational learning is limited. The present study aims to explore the influence of principals’ leadership style on school organizational learning, using school vision as a mediator. Design/methodology/approach – The data were collected from 1,474 teachers at 104 elementary schools in northern Israel, and aggregated to the school level. Findings – Mediating regression analysis demonstrated that the school vision was a significant predictor of school organizational learning and functioned as a partial mediator only between principals’ transformational leadership style and school organizational learning. Moreover, the principals’ transformational leadership style predicted school organizational vision and school organizational learning processes. In other words, school vision, as shaped by the principal and the staff, is a powerful motivator of the process of organizational learning in school. Research implications/limitations – The research results have implications for the guidance of leadership practice, training, appraisal and professional development. Originality/value – The paper explores the centrality of school vision and its effects on the achievement of the school’s aims by means of organizational learning processes.

Leadership Style and Organizational Learning: The Mediate Effect of School Vision.

School leadership study: Developing successful principals (Review of Research). Stanford Leadership Institute.

Tuesday, June 13, 2023 09:00–17:00 CLOSED WORKSHOP Polivalente Room Lugano Classification: Looking toward the future East Campus USI Organizing Committee: Sally Barrington, London, GB, Bruce D. Cheson, Bethesda, MD, USA, Andrew T. Lister, London, GB, Emanuele Zucca, Bellinzona, CH organized with the support of the American Association for Cancer Research—AACR, the European School of Oncology—ESO and the European Society for Medical Oncology—ESMO (by invitation only) 15:00–17:30 LYMPHOMA RADIOTHERAPY WORKSHOP Cinema Corso Radiation therapy as an immunogenic cell death mechanism in the environment of immunotherapy and adoptive cell therapy Moderators: Bouthaina S. Dabaja, Houston, TX, USA and Joachim Yahalom, New York, NY, USA organized in collaboration with the International Lymphoma Radiation Oncology Group—ILROG (open to all 17‐ICML attendees) 15:05 Past, present and future (hematology perspective) Stephen Ansell, Rochester, MN, USA 15:25 Experimental basis for the contribution of radiation therapy to CAR‐T cell therapy Carl DeSelm, St Louis, MO, USA 15:40 Review of current RT/ CAR‐T programs data Brandon Imber, New York, NY, USA 16:00 Break 16:20 Is there a role for consolidation RT post‐CAR‐T? Patient selection and technical considerations George Mikhaeel, London, UK 16:40 Spectrum of CAR‐T and future directions Bouthaina S. Dabaja, Houston, TX, USA 16:55 Case presentation and discussion Bouthaina S. Dabaja, Houston, TX, USA and Timothy Robinson, New Haven, CT, USA 17:15 Summary and Conclusions Joachim Yahalom, New York, NY, USA Wednesday, June 14, 2023 08:30–09:15 Article nr. “MEET THE PROFESSOR” SESSIONS 5 parallel sessions

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/hon.3162

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Papers

School leadership study: Developing successful principals (Review of Research). Stanford Leadership Institute.

SCIENTIFIC PROGRAM (as of May 15, 2023) CONFIDENTIAL