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Title:Transformative leadership for learning: ensuring high levels of learning for all students
Author(s):Allison, Robert
Director of Research:Shields, Carolyn M.
Doctoral Committee Chair(s):Shields, Carolyn M.
Doctoral Committee Member(s):Johnston-Parsons, Marilyn A.; Sloat, Linda; Welton, Anjale D.
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Ed Organization and Leadership
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):leadership for learning
instructional leadership
transformative leadership
Abstract:Ensuring that all students are learning at high levels is an important goal for school leaders. This multiple case study examined leadership practices, beliefs, and attitudes in two high schools to describe leadership for learning at these schools. Three bodies of literature were used for this study: principal leadership literature, leadership for learning literature, and transformative leadership literature. The principal leadership literature established the link between principal leadership behaviors and student learning. The leadership for learning literature provided a framework for the study to examine leadership practices, beliefs, and attitudes that could impact student learning. Transformative leadership literature served as a conceptual lens for the study and identified leadership practices that could ensure high levels of learning for all students. Case studies were done at two purposefully selected high schools in the Midwestern United States. Data were collected about leadership for learning practices, beliefs, and attitudes in four ways: a staff survey about leadership for learning, interviews of key administrators and teachers, observations of classrooms and teacher collaboration, and review of documents. Findings about leadership practices, beliefs, and attitudes was detailed for each school in the study. Five major themes emerged from the study about leadership for learning. First, the role of principal is essential in providing effective leadership for learning. Second, the process of change is a critical element in effective leadership for learning. Third, context is a critical factor in effective leadership for learning. Fourth, effective leadership for learning must focus on learning, including curriculum, instruction, and assessment practices in the school. Finally, transformative leadership is key in order to ensure that all students learn at high levels. A number of recommendations were made in three areas: recommendations for practice, recommendations for professional learning, and recommendations for future research. Recommendations included finding strategies that allow principals to focus on leadership for learning and providing principals, both pre-service and in-service, with professional learning in order to provide effective leadership for learning.
Issue Date:2012-09-18
Rights Information:Copyright 2012 Robert Allison
Date Available in IDEALS:2012-09-18
Date Deposited:2012-08

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