The Practices of Instructionally Engaged Leaders in Positive Outlier Districts

• In Event: Perspectives on Leadership

Abstract

District and school leaders play an important role in supporting teachers and contributing to student success. Part of a larger study examining “positive outlier” districts in California in which students across racial/ethnic groups consistently achieve at high levels, this paper explores how effective districts develop leaders, and what it is that these leaders do. The seven case study districts had deeply experienced leaders and cultivated leadership by recruiting leaders from within. These leaders focused on classroom instruction rather than managerial tasks. Data show that these leaders engaged in schoolwide, cross-school, and cross-district professional learning teams; observed instruction frequently, and used student data for school and district decision making. The paper concludes with lessons for districts and recommendations for policymakers.

Authors

• Dion Burns, Learning Policy Institute

• Caitlin Scott, Marzano Research