Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McREL’s Balanced Leadership Program on Principals in Rural Michigan Schools

Miller, Robert J.; Goddard, Roger D.; Kim, Minjung; Jacob, Robin; Goddard, Yvonne; Schroeder, Patricia

doi:10.1177/0013161x16651926

Cited by 33 publications

(24 citation statements)

References 31 publications

(51 reference statements)

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“…Leithwood and Jantzi (2008) suggest that leaders empower the more effective teachers and that it is through them that their student learning is experienced. More recent research has shown that professional development for school leaders is key to their development and can result in improved student learning outcomes (Miller et al, 2016;Grissom et al, 2021).…”

Section: School Leadership In Lics and Micsmentioning

confidence: 99%

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

2021

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In early 2020, the rapid spread of the COVID-19 pandemic was an unprecedented shock to the global education system, resulting in most educational institutions closing their doors and turning to various forms of remote learning to ensure continuous education for their communities. Since the world has not experienced this scale of school closure before, the goal of this study was to explore what, if anything, non-state schools (NNSs) were doing to support remote learning that may help them to prepare for future events that curtail education. In May 2020, Edify, an international non-governmental organization (INGO) operating in eleven nations in Latin America (LATAM), Sub-Saharan Africa and India conducted a telephone survey with a stratified random sample of 388 school leaders. Since the extent learning had continued across contexts was relatively unknown, the survey aimed to inform the organization's current and future responses to the COVID-19 pandemic and potential future educational interruptions. In addition to identifying the various uses of technology and possible innovations as to how non-state schools can respond when a crisis impacts their operating status, this paper describes three areas of concern expressed by the school leaders: (1) the health and safety of children and adults in their schools; (2) the various challenges of maintaining financial sustainability; and (3) the learning loss of students from the lack of preparedness for such a massive interruption in their school's normal operations.

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Section: School Leadership In Lics and Micsmentioning

confidence: 99%

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

2021

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“…The program consists of 10 2-day workshops focused on 21 leadership functions, carried out over a 2-year period. Principals in the program apply learning between sessions and reflect on application with other principals and trainers (Miller et al, 2016).…”

Section: The Principal Development Pipelinementioning

confidence: 99%

The Principal Development Pipeline: A Call for Collaboration

Gordon

2020

NASSP Bulletin

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The author identifies 10 phases of the principal development pipeline, some of which are seldom acknowledged and many of which are inadequately addressed. The author argues that various stakeholder groups should collaborate to provide continuous professional development to future and current principals through each phase of the pipeline. Examples of leadership development and stakeholder collaboration for each phase of the pipeline are also provided in this article.

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“…quasi-experimentellem Design unterstützt (vgl. Jacob, Goddard, Kim, Miller & Goddard, 2015;Miller, Goddard, Kim, Jacob, Goddard & Schroeder, 2016;Petridou, Nicolaidou & Karagiorgi, 2017). Die Teilnehmer*innen der jeweiligen Treatment-Gruppen berichteten in diesen Untersuchungen über positive Veränderungen verschiedener Einstellungsmerkmale (z.…”

Section: Berufl Iches Lernen In Fortbildungenunclassified

Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten“. Evaluationsergebnisse einer Fortbildungsreihe für Schulleitungen zum Thema Schulentwicklung

Meyer¹,

Richter²,

Richter³

et al. 2020

DDS

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Schulleitungsfortbildung -Stand und Desiderate Zusammenfassung Empirische Studien und schulische Rechtsvorschrift en betonen die Relevanz von Schulleiter*innen für die Schulentwicklung. Auf diese Aufgabe müssen Schulleiter*innen in Aus-und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem längsschnittlichen Design Eff ekte der Fortbildungsreihe Werkstatt "Schule leiten". Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Veränderungen in ihrem selbstberichteten berufl ichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei über die größten Zuwächse. Der Beitrag diskutiert Implikationen für die Forschung und Fortbildung von Schulleiter*innen.

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Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McREL’s Balanced Leadership Program on Principals in Rural Michigan Schools

Cited by 33 publications

References 31 publications

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

The Principal Development Pipeline: A Call for Collaboration

Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten“. Evaluationsergebnisse einer Fortbildungsreihe für Schulleitungen zum Thema Schulentwicklung

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