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ERIC Number: EJ941373
Record Type: Journal
Publication Date: 2011-Aug
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0276-928X
Leadership: Support and Structures Make the Difference for Educators and Students
Wahlstrom, Kyla L.; York-Barr, Jennifer
Journal of Staff Development, v32 n4 p22-25, 32 Aug 2011
The critical role that leadership plays in student learning is documented in a six-year research study funded by The Wallace Foundation that examined the effect of leadership on learning. From that research, professional development emerges as a primary vehicle for authentic and sustainable school improvement. The voices in interviews of nearly 900 teachers, principals, and district staff in 167 schools across the U.S. tell the story of the actions that effective school leaders take to develop and support the context and processes leading to increased student achievement. Learning Forward's Leadership standard has three key contextual concepts that clearly link with the Learning From Leadership findings: (1) building capacity; (2) providing support; and (3) distributing responsibility. From all the data in the national leadership study, it was clear that context matters. When leaders attend to the context in which others around them learn, they strive to put in place structures and supports that are likely to be effective. This is true whether the leadership comes from the district level, or from a principal working with teachers in her school, or a teacher leading among his peers or with his students. High-quality leadership has no substitute, and high-quality professional development depends on such leadership.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States