NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED494235
Record Type: Non-Journal
Publication Date: 2006-Oct
Pages: 54
Abstractor: ERIC
Reference Count: 124
ISBN: N/A
ISSN: N/A
Purposes, Uses, and Practices of Leadership Assessment in Education
Portin, Bradley S.; Feldman, Sue; Knapp, Michael S.
Center for the Study of Teaching and Policy
This report, one of six state-of-the-field reports, explores the connection between learning-focused leadership and leadership assessment as it contributes to coherent leadership assessment systems. The report outlines the function and implication of leadership assessment in national, state and local contexts. The report clarifies the purposes and uses to which leadership assessment is--or can be--put and notes the implications for leadership assessment practices throughout educational systems. This goal is accomplished by drawing together literature that deals with personnel evaluations, professional learning, accountability, and the relation of leadership to learning. Special attention is paid to the relatively small number of actual studies of assessment in action and to related literatures that help to conceptualize or offer evidence of the ways that assessment fits into leadership practice. At the same time, this paper is not concerned with the technical details of assessment design, as these are being extensively dealt with by others engaged in the redesign of assessment instruments and systems. In the same vein, little time is spent reviewing the body of writing offering advice and tools for leadership assessment. Rather, the focus is on empirical literature that informs how leadership assessment is or can be used in relation to learning improvement. (Contains 4 endnotes.) [Funding for this report was provided by the Wallace Foundation.]
Center for the Study of Teaching and Policy (CTP). University of Washington, Box 353600, Seattle, WA 98195-3600. Tel: 206-221-4114; Fax: 206-616-8158; e-mail: ctpmail@u.washington.edu; Web site: http://www.ctpweb.org
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for the Study of Teaching and Policy, Seattle, WA.