Showing papers by "Kenneth Leithwood published in 2011"
01 Jan 2011
TL;DR: In this article, the authors argue that evidence about student performance is clearly essential for school leaders to successfully carry out their school improvement task, but such information provided by large-scale assessment is often fraught with limitations and is always woefully insufficient.
Abstract: This chapter argues that evidence about student performance is clearly essential for school leaders to successfully carry out their school improvement task. But such information provided by large-scale assessment is often fraught with limitations and is always woefully insufficient. Actually improving student performance also requires information of a very different order and the absence of this information in most schools greatly diminishes school leaders’ chances of success. Several types and sources of such evidence are proposed and illustrated in the chapter.
16 citations
01 Jan 2011
TL;DR: In this article, the authors argue that policymakers in one nation need to be cognizant of policy trends from other countries, and they consider converging policy trends for organizational learning, instructional leadership, and culturally responsive practices across the seven nations featured in this volume.
Abstract: This chapter argues that policymakers in one nation need to be cognizant of policy trends from other countries. Specifically, the authors consider converging policy trends for organizational learning , instructional leadership , and culturally responsive practices across the seven nations featured in this volume. The chapter then briefly addresses a convergence of trends related to the pre-service and in-service preparation of school leaders and how this convergence might be influenced by cross-national research.
14 citations
01 Jan 2011
TL;DR: In this article, the authors identify lessons from a major effort by the Ontario government to improve school and district leadership as one means of enhancing student achievement in the province, which so far consists of some 15 aligned but distinct initiatives.
Abstract: This chapter identifies lessons from a major effort by the Ontario government to improve school and district leadership as one means of enhancing student achievement in the province. Guided by the Leadership Development Branch of the Ministry of Education, this effort so far consists of some 15 aligned but distinct initiatives. Most of these initiatives have been built on relevant existing evidence and have been the object of their own evaluations. Evidence from these evaluations is analyzed for lessons useful to others for developing leadership on a large scale. Eight lessons are described along with the evidence justifying them.
10 citations