Load Reduction Leadership: A Novel School Improvement Framework Based on Cognitive Load Theory, Early Findings (Poster 18): Division A - Section 2: School Organization and Effects, 9:12 AM

• In Event: e-Lightening Ed-Talk Session 1

Abstract

Load reduction leadership (LRL) is a promising new approach to school leadership based on cognitive load theory (CLT). Support includes preliminary findings from a mixed methods in-progress dissertation. LRL extrapolates CLT phenomena to teacher working conditions via job demands-resources theory to identify leadership moves that enhance teacher learning and performance across entire school communities. Longitudinal case studies and complementary interviews illustrate correlations between LRL practices and patterns of school performance. Specific, theory-based leader actions are recommended to support teacher and student learning and performance.

Author

• Kristopher Cole Bertoglio, New York City Department of Education