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ERIC Number: ED564259
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 2
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Changing Principals' Leadership through Feedback and Coaching. CPRE Policy Brief. PB #15-3
Goff, Peter; Goldring, Ellen; Guthrie, J. Edward; Bickman, Leonard
Consortium for Policy Research in Education
There is substantial evidence that instructional leadership is needed to foster effective teacher practices and student achievement. Instructional or learning-centered leadership (LCL) includes aspects of school leadership that highlight the importance of principals' actions in supporting teachers to improve instruction. Research has also shown that principals need support to developtheir capacity in LCL. Providing feedback for principals has been identified as a viable, cost-effective method for principals to develop their capacity in LCL, yet feedback alone may not be sufficient to stimulate changes in leadership behaviors. Coaching with feedback may enhance principals' LCL. Researchers Leonard Bickman, Ellen Goldring, Peter Goff, and J. Edward Guthrie conducted a randomized experiment of principals in a large urban school district to explore if coaching, when combined with feedback from teachers, changes principals' leadership practices. This brief summarizes the research findings regarding the impact of the feedback and coaching intervention on principals' leadership behaviors. [This brief is derived from the journal article "Changing principals' leadership through feedback and coaching" (2014) by P. Goff, E. Goldring, J. Guthrie, and L. Bickman which appeared in the "Journal of Educational Administration," 52(5), 682-704.]
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Consortium for Policy Research in Education
IES Funded: Yes
Grant or Contract Numbers: R305A070298; R305B040110