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Improving School Leadership: The Promise of Cohesive by Catherine H. Augustine, Gabriella Gonzalez, Gina Schuyler

By Catherine H. Augustine, Gabriella Gonzalez, Gina Schuyler Ikemoto, Jennifer Russell, Gail L. Zellman

This research records activities of Wallace starting place grantees to create more-cohesive guidelines and tasks to enhance educational management in faculties; describes how states and districts have labored jointly to forge such guidelines and tasks; and examines the speculation that cohesive structures increase tuition management. Such efforts seem to be a promising method of constructing tuition principals engaged in enhancing guideline.

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For example, Jefferson County Public Schools (JCPS) received funding from the Foundation before the state of Kentucky did. 1 moted will improve student learning. If that is the case, policymakers and practitioners have little empirical evidence to guide them, and cohesion could be built on unproven policies and initiatives. A set of policies may be coherent but not the appropriate solution to a problem (May, Sapotichne, and Workman, 2006). Second, the hypothesis does not focus on cohesion at the school level, although it could be argued that leadership teams would serve the function of aligning school-level practices and policies.

To document work undertaken in selected sites to build CLSs 2. To describe how such system-building is achieved and the strategies and contextual factors associated with the most advanced systems 3. To examine the CLS hypothesis that cohesion improves school leadership. To meet the first objective, we synthesized existing literature to identify areas in which districts and states pursue policies and initiatives to improve school leadership: standards, pre-service/recruitment, licensure, evaluation, in-service, and principal conditions.

Third, we did not measure the relative effectiveness of particular leadership policies and practices implemented by each site. We looked at the comprehensiveness of these actions, but not at their effectiveness: In other words, we cannot say whether the actions we document are likely to lead to improvements in school leadership. Fourth, we did not examine cohesion within individual schools. , 2001) discusses within-school instruc- 10 Improving School Leadership: The Promise of Cohesive Leadership Systems tional program coherence.

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