Leadership Resources for School Leaders

Beyond the hero: How narrative can shift power around who leads and who has voiceAn emergent learning initiative at the Robert Wood Johnson Foundation, in partnership with Metropolitan Group and informed by dozens of people working to advance leadership for greater equity Leadership Development...

Using a social justice framework for systems change planning can help leaders work out the root causes of social problems and create concrete strategies to solve them.

The Whole Child Policy Toolkit gives state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy.

It is well known that many principals report feeling isolated since they are ultimately the person held accountable for high-stakes decisions that have real consequences for students and schools. What

︎︎︎ Full Report (PDF) 1. Executive Summary 2. Introduction 3. Research Design 4. The State of Non-Punitive School Disciplin

We need leaders who can develop shared visions of what school can be.

To take advantage of this moment, we need to undo many of the policies that prop up our existing model of schooling.

FSG works with foundations to transform systems and help build an equitable world. Here are 3 resources for transforming systems.

Despite the best of intentions, educators often err in their approaches to teaching students the English language.

More than 5 million children in the U.S. are living in deep poverty. Responsive schools can address children’s needs and help heal trauma associated with living in deep poverty.

Access free equity frameworks from the National Equity Project designed specifically to help educators approach challenges and lead with an equity lens.

Navigate the complex territory of equity challenges & develop the capacity to engage in purposeful leadership action with our Leading for Equity Framework.

How do principals make decisions about how to address student misconduct? Sometimes their hands are tied, write Rachel Perera and Melissa Diliberti.

In this archived webinar, find out how you can apply the concepts of blending and braiding funds in K-12 education to support all students.

CENTER FOR Transformative Systems for Equitable Educational Outcomes The Center for Transformative Systems facilitates a common integrated vision for the Statewide System of Support for the development of coordinated, equitable, educational student outcomes.

Improving reading instruction requires a system-level approach.

The discussion featured our President & CEO Dr. Nancy B. Gutiérrez in conversation with Chancellor of New York City Public Schools Richard Carranza and Interim Education Commissioner of the New York State Education Department Dr.

Examining five school districts committed to serving students experiencing homelessness, researchers explore how districts fund and staff their programs; how federal, local, and district policies can strengthen supports; and how districts identify and address the needs of this vulnerable student group.

This report details components of effective teacher professional development & model programs to inform leaders & policymakers.

This brief discusses how three recent popular educational reform policies move teaching towards or away from professionalization. These reforms are (1) policies that evaluate teachers based on students’ annual standardized test score gains, and specifically, those based on value-added assessment; (2) fast-track teacher preparation and licensure; and (3) scripted, narrowed curricula. These particular policy reforms are considered because of their contemporary prominence and the fact that they directly influence the way teaching is perceived. This analysis demonstrates that these three reforms, on the whole, lower the professional status of teaching. The pattern is nuanced, however. For instance, value-added teacher evaluation policies could be viewed as increasing professional status by their heavy emphasis on the role teachers can play on student achievement. To the contrary, value-added policies can be considered de-professionalizing: pressuring teachers to mechanically teach to tests while systematically devaluing the broader yet essential elements of teaching. Alternative, fast-track teacher preparation programs, such as Teach For America, purport to recruit from academic elites, which can be seen as a step towards professionalization. At the same time, fast-track teacher preparation and licensure programs de-professionalize teaching by the lack of focus on pedagogical training, the small amount of time dedicated to preparing teachers to teach, the assignment of inexperienced personnel to the most challenging schools, and the itinerate nature of these teachers. Scripted and narrowed curriculum could be said to move teaching closer to professional status by defining what should and will be covered. To the contrary, scripted and narrowed curriculum moves teaching away from professionalization by not allowing teachers to rely on their professional judgment to make curricula decisions for student learning, with the consequent sacrifice of higher-level learning, creativity, flexibility, and breadth of learning.