Exploring, Comparing, and Contrasting Two Distinct Assessments of Instructional Leadership: Bringing Together the Vanderbilt Assessment of Leadership for Education (VAL-ED) and the Comprehensive Assessment of Leadership for Learning

• In Event: Defining and Assessing the Impact of Instructional Leadership

Abstract

Effective school leadership is widely recognized as a significant factor to advance student learning. Therefore, education researchers have sought to develop assessment tools that provide information on the effectiveness of school leadership. This paper examines how two distinct leadership assessment tools measure instructional leadership practices similarly and differently: The Vanderbilt Assessment of Leadership for Education (VAL-ED) and the Comprehensive Assessment of Leadership for Learning (CALL). This paper presents results from an exploratory factor analysis to determine factors composed of items found only on VAL-ED, factors composed of items found on both surveys, and factors composed of items found only on CALL. The authors discuss implications for utilizing each tool and provide implications for research and leadership assessment practice.

Authors

• Mark Blitz, University of Wisconsin - Madison

• Peter Trabert Goff, University of Wisconsin - Madison

• Jason Salisbury, University of Wisconsin - Madison