Leadership That Sparks Learning
Author: J. Timothy Waters, Robert J. Marzano, and Brian McNulty Publisher: Association for Supervision and Curriculum Development (ASCD) Publication Date: April 2004 Journal:Educational Leadership Full text available online at:http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/
Brief Description: Using a meta-analysis of 30 years of research examining the effects of leadership practices on student achievement, the authors identify 21 leadership responsibilities found to be significantly associated with student achievement. This article presents the findings of the study, which is described in detail in a more comprehensive McREL report available online on at http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031RR_BalancedLeadership.pdf.
Abstract :
Leadership Defined
So what is effective leadership? Our analysis of the 70 studies found that effective leadership comprises 21 key areas of responsibility, all of which are positively correlated with higher levels of student achievement. Although these responsibilities are interrelated, they have unique defining characteristics, and we report them as distinct responsibilities.
Culture: fosters shared beliefs and a sense of community and cooperation.
Order: establishes a set of standard operating procedures and routines.
Discipline: protects teachers from issues and influences that would detract from their teaching time or focus.
Resources: provides teachers with the materials and professional development necessary for the successful execution of their jobs.
Curriculum, instruction, and assessment: is directly involved in the design and implementation of curriculum, instruction, and assessment practices.
Knowledge of curriculum, instruction, and assessment: is knowledgeable about current practices.
Focus: establishes clear goals and keeps these goals at the forefront of the school's attention.
Visibility: has high-quality contact and interactions with teachers and students.
Contingent rewards: recognizes and rewards individual accomplishments.
Communication: establishes strong lines of communication with teachers and students.
Outreach: is an advocate and spokesperson for the school to all stakeholders.
Input: involves teachers in the design and implementation of important decisions and policies.
Affirmation: recognizes and celebrates school accomplishments and acknowledges failures.
Relationship: demonstrates empathy with teachers and staff on a personal level.
Change agent role: is willing and prepared to actively challenge the status quo.
Optimizer role: inspires and leads new and challenging innovations.
Ideals and beliefs: communicates and operates from strong ideals and beliefs about schooling.
Monitoring and evaluation: monitors the effectiveness of school practices and their impact on student learning.
Flexibility: adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
Situational awareness: is aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems.
Intellectual stimulation: ensures that faculty and staff are aware of the most current theories and practices in education and makes the discussion of these practices integral to the school's culture.
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