By Catherine H. Augustine, Gabriella Gonzalez, Gina Schuyler Ikemoto, Jennifer Russell, Gail L. Zellman
This examine files activities of Wallace starting place grantees to create more-cohesive regulations and tasks to enhance tutorial management in colleges; describes how states and districts have labored jointly to forge such rules and projects; and examines the speculation that cohesive structures increase tuition management. Such efforts seem to be a promising method of constructing university principals engaged in bettering guideline.
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Additional resources for Improving School Leadership: The Promise of Cohesive Leadership Systems
It is possible, however, that districts and states will not easily determine how to improve school leadership in ways that reliably improve student learning. Some critics argue that researchers have not yet found sufficient evidence that the leadership practices that are now pro1 The partners included the Council of Chief State School Officers (CCSSO), the Education Commission of the States, the National Association of State Boards of Education, the National Conference of State Legislatures, and the National Governors Association.
To better understand how states and districts built CLSs, we analyzed the state and district interview data that described strategies for building cohesion and contextual factors enabling or hindering states’ work in this regard. To determine patterns, we compared the more advanced CLS sites against all the other sites. How Are Sites Attempting to Scale Up and Sustain Their Work? We used state and district interview data to document how sites were attempting to scale up and sustain their work. To answer the question, we mapped the challenges and sustainment strategies reported by interviewees.
These sites were addressing only one condition. Sites in the leadership network category were deemed to be making less progress on creating aligned systems. These categories have dictated funding and support levels from the Foundation for the past two years. The Foundation and our study team purposively selected 10 of the 21 funded state/district sites representing a range of progress in developing a CLS. 1 lists the selected sites and the Wallace classification of each state and district. Each site consists of one state plus one to three affiliated districts.
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