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ERIC Number: ED499788
Record Type: Non-Journal
Publication Date: 2007-Dec
Pages: 245
Abstractor: ERIC
Reference Count: 25
ISBN: N/A
ISSN: N/A
Instructional Leadership, Teaching Quality and Student Achievement Suggestive Evidence from Three Urban School Districts
Quint, Janet C.; Akey, Theresa M.; Rappaport, Shelley; Willner, Cynthia J.
MDRC
The Instructional Leadership Study provides suggestive evidence that providing instruction-related professional development to school principals can improve teaching and learning in their schools. The study examines a theory of school change articulated by the Institute for Learning at the University of Pittsburgh. The IFL provides technical assistance to school districts, primarily through strategic planning, coaching, and professional development for district and school administrators; it has also enunciated a set of "Principles of Learning" about the ideas and practices that promote students' academic achievement. According to the IFL's theory, through leadership training, school principals learn about high-quality instruction and about actions that they can take to motivate and support their teachers. Principals then organize professional learning for their teachers and otherwise help teachers improve their classroom practices. With improved instruction, the theory maintains, student achievement will also improve. To test this theory, the researchers recruited 49 elementary schools in three districts that had been working with the IFL for one to five years at the time the study began. The study focuses on elementary schools because the researchers reasoned that the principal's role as an instructional leader would be especially pronounced in these settings. Researchers concluded that instruction-related professional development for principals was indeed linked to an increase in the frequency with which teachers received professional development at their schools; that these increased professional development opportunities for teachers helped them improve the quality of their instructional practices; and that higher instructional quality was linked to higher student achievement. (Contains 49 tables, 21 figures, and 21 boxes.)
MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Manpower Demonstration Research Corp., New York, NY.
Identifiers - Location: Pennsylvania
IES Funded: Yes
Grant or Contract Numbers: R305E040100