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ERIC Number: ED535437
Record Type: Non-Journal
Publication Date: 2008
Pages: 89
Abstractor: ERIC
Reference Count: 67
ISBN: ISBN-1-8966-6042-8
Turnaround Schools and the Leadership They Require
Leithwood, Kenneth; Strauss, Tiiu
Canadian Education Association
"Turnaround Schools and the Leadership They Require" was commissioned by the Canadian Education Association (CEA) in 2006. The research, conducted by Kenneth Leithwood and Tiiu Strauss, was a two-year study of Ontario schools identified as in need of "turnaround" meaning that a significant improvement in school achievement was required. The study examined the impact of leadership on school improvement. The authors believe that this report will be of value to all who strive to understand the urgency and actions required to both increase and sustain levels of achievement in schools that have been unable to meet emerging outcome standards. Results from the study concerned with successful turnaround leadership are summarized around eight claims about leadership justified by the authors' evidence. These claims are: (1) Low-Performing Schools Require Effective Leadership to Turn Around; (2) The "Core" Leadership Practices Encompass Most of What is Required to Successfully Lead a School Turnaround; (3) The Core Leadership Practices Hold Approximately the Same Value for Schools Improving from an Acceptable Level of Performance as They Hold for Turnaround Schools; (4) Changes in School Turnaround Processes are Accompanied by Changes in How Core Leadership Practices are Enacted; (5) Effective Turnaround School Leadership is Narrowly Distributed; (6) As School Turnaround Processes Evolve, the Nature and Number of Sources of Leadership Change; (7) Leaders Face Predictable Challenges in Stabilizing the Declining Performance of Schools; and (8) Leaders Move their Schools from "Declining Performance" to "Crisis Stabilization" by Changing Teacher Attitudes and School Cultures. Appended are: (1) School Improvement Initiatives in Improving Schools; (2) Teacher and Principal Ratings of Extent of Change in Teachers over the Past Three Years: Improving Schools; (3) Teachers' Ratings of the Value of Core Leadership Practices: Improving Schools; (4) Percentage of Principals Identifying Each Role/Group as the Primary Enactor of Leadership Functions: Improving Schools; (5) Sources of Influence on School Improvement Initiatives: Improving Schools; (6) Leadership Dimensions and School Improvement Initiatives: Improving Schools; (7) Leadership and School Improvement Initiatives as a Whole: Improving Schools; (8) Leadership Dimensions and Teacher Changes as a Whole: Improving Schools; (9) Leadership Dimensions and Individual Teacher Changes: Improving Schools; (10) Turnaround Schools and the Leadership They Require--Teachers' Survey; (11) Turnaround Schools and the Leadership They Require--Administrators' Survey; (12) Leadership and Improving Schools--Teachers' Survey; and (13) Leadership and Improving Schools--Administrators' Survey. (Contains 18 tables and 2 footnotes.)
Canadian Education Association. 119 Spadina Avenue, Suite 705, Toronto, ON M5V 2L1, Canada. Tel: 866-803-9549; Tel: 416-591-6300; Fax: 416-591-5345; e-mail:; Web site:
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Canadian Education Association
Identifiers - Location: Canada