Helping School Leaders Develop the Capacity Necessary for Continuous Improvement: McRELS Balanced Leadership Framework TMReport as inadecuate




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Mid Continent Research for Education and Learning

This framework shows how specific leadership responsibilities can be linked to areas of influence that are critical to continuous school improvement. To date, very little research has attempted to understand the effects of school leadership on student achievement mediated through factors like culture, improvement methods and strategies, or resources (Hallinger & Heck, 1996). As Hallinger and Heck (1996) note. In brief, McREL?s Balanced Leadership Framework TM assumes that for sustainable school improvement to be realized, school leaders, including principals and teacher-leaders, must better understand (1) the relationship between research-based leadership responsibilities and practices; (2) those areas of influence associated with sustainable school improvement including establishing a community of purpose; and (3) that change can vary dramatically in terms of its focus and magnitude. The critical question for school leaders and leadership teams is, How can school leaders influence those components associated with sustainable school improvement in order to enhance student achievement? This monograph examines this question by first reviewing McREL?s latest research on leadership and the components of the Balanced Leadership Framework.

Descriptors: Educational Improvement, Leadership Responsibility, Instructional Leadership, Academic Achievement, Educational Research, Teaching Methods, Educational Change





Author: Bailey, James; Cameron, Greg; Cortez-Ford, Evelyn

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8099&id=ED484547







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