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ERIC Number: ED558021
Record Type: Non-Journal
Publication Date: 2014
Pages: 2
Abstractor: ERIC
Reference Count: N/A
An Interim Report on Pennsylvania's Framework for Leadership: Frequently Asked Questions
Bing-ru, Teh; Chiang, Hanley; Lipscomb, Stephen; Gill, Brian
Regional Educational Laboratory Mid-Atlantic
A new study analyzed data from the 2012/13 pilot of the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. Based on the FFL scores of 336 principals and 69 assistant principals evaluated by their supervisors in the 2012/13 school year, this interim report found that school leaders' scores from different categories of practices produced consistent assessments of their effectiveness. However, most scores were high, regardless of whether the school leaders made large or small estimated contributions to student achievement growth. These findings suggest that the FFL is based on a coherent definition of leadership quality, but more evidence is needed on whether this tool can distinguish effective school leaders from ineffective ones. This document presents frequently asked questions relating to the report on the following topics: (1) Purpose of the study; (2) Key findings and lessons from the study; (3) Study design, participants, and stakeholders; and (4) Future steps. The full report, "Measuring school leaders' effectiveness: An interim report from a multiyear pilot of Pennsylvania's Framework for Leadership," is available at [To view the full report in ERIC, see ED550494.]
Regional Educational Laboratory Mid-Atlantic. Available from: ICF International. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. Tel: 301-572-0889; Tel: 866-735-6239; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Mid-Atlantic (ED); ICF International
Identifiers - Location: Pennsylvania
IES Funded: Yes
IES Grant or Contract Numbers: ED-IES-12-C-0006