The Every Student Succeeds Act gives states and districts new opportunities to invest in school leadership. Looking at the evidence base on school leadership interventions can help inform policymakers' decisions.
The nomination of Betsy DeVos for U.S. Secretary of Education has shone a spotlight on charter schools. While charters could become an important part of a great education system, this burst of attention poses a risk that other issues will be ignored.
School leadership can have an important effect on student achievement. New federal rules offer states and school districts greater flexibility about how to use federal funds to strengthen school leadership.
The Every Student Succeeds Act provides states and districts with new chances to invest in school leadership. A review of interventions can serve as a starting point to enact relevant solutions and build the evidence base for what works.
A nationally representative sample of principals reported having some form of on-the-job support available during the past school year, but less than a third indicated their district provided a combination of regular supervisory communication, mentoring, and at least one day of professional development.
Many U.S. states have recently made major changes to their K-12 testing programs. The media have reported growing dissatisfaction with the amount of testing and the use of tests in high-stakes decisions. So what concerns do educators have?
In an era of dramatic change in education, the American Teacher Panel and the American School Leader Panel provide quick and easy access to nationally representative panels of teachers and principals—fulfilling the critical need for information on a wide range of educational topics.
Until recently, little was known about how much support principals in the United States receive to be effective “instructional leaders.” A national survey shows that mentors and supervisors do provide feedback focused on principals' role in teaching and learning, but the amount varies.
The Bill & Melinda Gates Foundation launched its teacher reform initiative in 2009–2010 to improve effectiveness of teachers and to ensure that low-income minority students have access to highly effective teachers. The impact on student outcomes began to show a positive trend during the 2013–2014 school year.
The Intensive Partnerships for Effective Teaching initiative seeks to determine whether a school can implement a high-quality measure of teaching effectiveness and use it to support and manage teachers in ways that improve student outcomes. The reforms are showing signs of progress in seven sites.
There is evidence that having strong school leaders is instrumental for improving the quality of teaching. But resource constraints and pressure to spend money directly on students have left interventions focused on principals largely overlooked. However, the new Every Student Succeeds Act may be changing the script.
This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over 3 school years.
A majority of school principals are satisfied with teachers provided to their campuses through the Teach For America (TFA) program. Principals with more experience rated TFA corps members more highly. Principals who are TFA alumni, along with principals at charter schools, were similarly satisfied overall but rated corps members' abilities lower in specific areas.
A majority of school principals are satisfied with teachers provided to their campuses through the Teach For America (TFA) program. Principals with more experience rated TFA corps members more highly. Principals who are TFA alumni, along with those at charter schools, were similarly satisfied overall but rated corps members' abilities lower in specific areas.
The results of the Teach For America (TFA) 2015 National Principal Survey show the context in which TFA corps members work, how principals perceive corps members, and how principals perceive their interactions with TFA.
Reports results of a survey of K-12 principals to take inventory of student mental health and wellness needs and the types of programs schools are most often implementing to help students in California's public schools.