Leadership That Sparks Learning

Author: Waters, J.T., Marzano, R.J., and McNulty, B.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2004, April
Journal: Educational Leadership
Journal Volume: 61(7)
Pages: 48-51
Available for purchase online at: http://www.ascd.org/publications/educational_leadership/apr04/vol61/num07/abstract.aspx#Leadership_That_Sparks_Learning

Abstract (written by WestEd)

In a meta-analysis of classroom and leadership studies, the authors ask whether the quality of leadership has a significant relationship to student achievement and what specific leadership responsibilities and practices have the greatest impact. They concluded:

1. Leadership matters — it correlates positively with student achievement.
   
   
2. They can empirically define effective leadership and identified 21 key areas of leadership that correlate positively with student achievement. These key areas are: culture; order; discipline; resources; curriculum, instruction, and assessment and knowledge thereof; focus; visibility; contingent rewards; communication; outreach; input; affirmation; relationship; change agent role; optimizer role; ideals and beliefs; monitoring and evaluation; flexibility; situational awareness; and intellectual stimulation.
   
   
3. Effective leaders know not only what to do, but how, when, and why to do it — most specifically, they understand the impact on student achievement, school staff and community, and how to adjust their practices to take the culture into account.
   Two primary variables determine whether leadership will have a positive or negative impact on student achievement:
   
   • Focus of Change — correctly identifying the focus for improvements.
     
   • Order of Change — understanding how closely the proposed change matches prevailing values and norms. A first-order change extends or expands existing models, norms, and practices. A second-order change challenges existing models, norms, and practices.
   
   The authors add that the difficulty and success of implementing a change depends more on the perceptions of the stakeholders than on the magnitude of the change.

*To access the full report on which this article is based, go to "Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement," also in the SchoolsMovingUp Reading Room.

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