LEADERSHIP AS LEARNING: Closing the achievement gap by improving instruction through content-focused leadership - 1 views

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  #1 shommel on 30 Jun 18

   

  http://info.k-12leadership.org/hs-fs/hub/381270/file-1416346430-pdf/documents/academic-papers/leadership_as_learning.pdf
  
  The Center for Educational Leadership (CEL) at the University of Washington "believes that the achievement gap will be eliminated only when the quality of instruction improves, and that instruction will only improve at scale when leaders better understand what powerful instruction looks like in order to lead and guide professional development and target and align resources." (Fink, 2008) The CEL maintains a small number of school district partnerships with a focus on improving instructional practices and instructional leadership. Perhaps the CEL's partnerships would be more widespread, if their methodologies didn't contradict theories behind Common Core State Standards. "In essence the partnership is not conceived or advertised as a 'short-term fix.' This is problematic in an increasingly punitive federal accountability environment which is geared solely to increase student test scores on single, standardized test measurements." (Fink, 2008)

   

  <div class="cArrow"> </div><div class="cContentInner"><a href="http://info.k-12leadership.org/hs-fs/hub/381270/file-1416346430-pdf/documents/academic-papers/leadership_as_learning.pdf" target="_blank" rel="nofollow">http://info.k-12leadership.org/hs-fs/hub/381270/file-1416346430-pdf/documents/academic-papers/leadership_as_learning.pdf</a> <br /> <br /> The Center for Educational Leadership (CEL) at the University of Washington "believes that the achievement gap will be eliminated only when the quality of instruction improves, and that instruction will only improve at scale when leaders better understand what powerful instruction looks like in order to lead and guide professional development and target and align resources." (Fink, 2008) The CEL maintains a small number of school district partnerships with a focus on improving instructional practices and instructional leadership. Perhaps the CEL's partnerships would be more widespread, if their methodologies didn't contradict theories behind Common Core State Standards. "In essence the partnership is not conceived or advertised as a 'short-term fix.' This is problematic in an increasingly punitive federal accountability environment which is geared solely to increase student test scores on single, standardized test measurements." (Fink, 2008)</div>

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