Background: Few "intervention agnostic" strategies have been developed that can be applied to the broad array of evidence-based practices (EBPs) in schools. This paper describes two studies that reflect the initial iterative redesign phases of an effective leadership-focused implementation strategy--Leadership and Organizational Change…

Recent teacher supervision and evaluation system (TSES) reform efforts have resulted in wide adoption of policies targeting improvements in teaching quality and student outcomes; however, impact of these policies has been inconsistent (Hazi, 2019; Stecher et al., 2018). Failure of TSES efforts to realize their intended outcomes is the result of…

With an increase of English language learners in public schools across the United States, the importance of addressing the needs of students who require language access in their home language has resulted in an increase in the implementation of dual language programs. This increase continues to challenge educators to provide effective programs…

This guide aims to present district instructional leaders and staff with a core set of criteria for what high-quality professional development entails. What makes this particular document different and useful is the focus on practical issues of district-level implementation in multiple teaching and learning environments. This is a guide designed…

In the ESSA Leadership Learning Community (ELLC), education agency leaders, community organization leaders, and others have together taken on challenges facing schools and school leaders in their states. They have produced advice to state agencies on policy design and rollout, for example on official definitions of equity, on requirements for…

A leadership academy is a formal professional learning opportunity for current school leaders, focused on augmenting knowledge and skills, increasing specialization, and refreshing leadership practices. States interested in supporting leadership academies through federal or other funding sources can look to current models of leadership academies…

The study reported in this article responds to the need for empirical studies that provide evidence of positive change in education at the micro-level of the classroom -- an important component of the complex education environment in South Africa. This article describes teachers' and principals' reports of micro-level changes that occurred during…

The swift growth of Content and Language Integrated Learning (CLIL) has caused a diversification of CLIL models designed to fit specific contexts. Although variation across programmes is inevitable, exploring the main factors for the effective implementation of CLIL may help avoid the risk of promoting inefficient practices. The main purpose of…

This article is a summary of a report prepared for the University Council for Educational Administration Program Improvement Project for the Wallace Foundation. This explores the research base for educational leadership preparation programs, specifically examining literature on program features. The review covers context, candidates, faculty,…

At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing…

Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound…

This article provides a descriptive case study of the process used at one of North Carolina's public universities to respond to a state-mandated "revisioning" directive for educational leadership preparation programs. The case provides an overview of the state educational leadership policy context, discussion of state and local support…

This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

A review of studies selected from the Educational Resource Information Center (ERIC) covering the years 1985 through 2011 revealed three key evaluation components to analyze within a comprehensive teacher evaluation program: (a) designing, planning, and implementing instruction; (b) learning environments; and (c) parent and peer surveys. In this…

New Leaders for New Schools created the Effective Practice Incentive Community (EPIC) initiative in 2006 to learn from educators driving achievement gains in high-need urban schools. EPIC identifies school leaders and teachers whose students are making significant achievement gains and financially rewards these educators in exchange for sharing…