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Friday, November 18 • 11:00am - 12:10pm
Educational Leadership and Policy Targeting Student Learning and Success

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Direct Versus Indirect Relationship Between Principal Leadership and Student Learning: Considering the Source of Information. Jimmy Sebastian, University of Missouri; Haigen Huang, Miami University; Matthew Phillip Cunningham, University of Missouri

In this paper we compare the relationship of instructional leadership with student achievement via mediating organizational when we switch the source of information
on leadership from teacher surveys to principals’ own ratings. With teacher surveys, instructional leadership is indirectly related to achievement via school climate; with principals’ own ratings, the relationship is direct. We discuss implications for direct versus indirect nature of principals’ work in schools and the importance of data source in in uencing ndings.

How Principals Bridge to and Shape Instructional Reforms in Crowded Policy Contexts. John Lane, Michigan State University

This paper answers questions about how the principal at three middle schools built support for voluntary reforms and how they shaped mandatory reforms. It also examines differences among principals’ backgrounds, priorities, and knowledge that help account for their different responses to reform. Finally, it provides evidence that the principals at the three schools played a signi cant role in determining what both mandatory and voluntary reforms became and the opportunities teachers had to learn about them.

Collaborating Across Boundaries: Educational Service Agency Use of Collaboration in Supporting Instructional Reform. Julie R. Freeman, University of Michigan

Drawing on comparative case study methodology, this study explores how three educational service agencies used collaboration as they supported their constituent districts in implementing the Common Core State Standards, an example of ambitious instructional reform. My ndings suggest there are varying, yet overlapping, ways for these agencies to successfully leverage collaboration to support district and school reform, including providing resources, being the center for “common work,” and developing relationships.

Friday November 18, 2016 11:00am - 12:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (15)