The Comprehensive Assessment of Leadership for Learning as a Predictor of Performance on Accountability Measures

• In Event: Leadership and Learning for School Improvement

Abstract

This quantitative study assesses the predictive validity of the Comprehensive Assessment of Leadership for Learning (CALL) in relation to schools’ ability to meet accountability demands in English Language Arts and Mathematics. Specifically, this study employed a multiple-regression analysis to understand the relationship between CALL’s measures of instructional collaboration and accountability performance in math and ELA and the relationship between CALL’s measure of shared leadership and accountability performance in math and ELA. Findings suggest that engaging in high-quality teacher discussions of instruction and learning is more predictive of performance on accountability assessments than sharing leadership amongst teachers. Implications highlight the need for leaders to center their work on creating spaces for teachers to engage in collaborative discussions of pedagogy.

Authors

• Jason Salisbury, University of Illinois at Chicago

• Marsha E. Modeste, The Pennsylvania State University