Case Studies
Clara Barton Elementary
Dodge Academy
PS 230
Driven by Data: Morrell Park and Explore Charter
EPIC Video Cases
Monarch Academy (Charter), Aspire Public Schools
Creating Structures and Protocols for Focused Data Talks
LaRose Elementary School
Instituting a Schoolwide Approach to Instruction and Classroom Management
EPIC Practice Profiles
School Climate at Dunbar
Student Engagement at Maya Angelou
More Policy Recommendations from NLNS
Investing in Innovation guidance comments
Race to the Top guidance comments
School Improvement Grants guidance comments
State Fiscal Stabilization Fund guidance comments
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New Leaders for New Schools
PRINCIPAL EFFECTIVENESS
A New Principalship to Drive Student Achievement, Teacher Effectiveness, and School Turnarounds with Key Insights from the UEFTM
Contents: Principal Impact |
Principal Effectiveness |
Leadership Actions: UEFTM |
Policy Recommendations
Principal Impact
A new analysis finds that among the lowest-achieving schools in a large urban system, there is a 15 percentile point average gap in both math and ELA achievement between the highest and lowest gaining schools – this percentile is comparable to the achievement differences between effective and ineffective teachers and is two and a half times the impact of small class sizes.
Nearly 60% of a school's impact on student achievement is attributable to principal and teacher effectiveness. These are the most important in-school factors driving school success, with principals accounting for 25% and teachers 33% of a school’s total impact on achievement.
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Principal Effectiveness
New Leaders for New Schools strongly advocates for the adoption of an evidence-based, three-pronged definition of principal effectiveness and the alignment of all human capital policies to this definition:
- Increasing Student Achievement
- Improving Teacher Effectiveness
- Effective Leadership Actions
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Leadership Actions: UEF™
New Leaders for New Schools developed The Urban Excellence FrameworkTM to understand and define the key leadership actions taken by highly effective principals to drive teacher effectiveness and student learning outcomes. Over the past two years, we have built an evidence-based framework rooted in data from over 60 site visits comparing incremental and breakthrough-gaining urban public schools in 10 cities across the country. We also incorporated a full review of the practices documented by the Effective Practice Incentive Community. We found that certain leadership actions within the following five categories are critical to achieving transformative results:
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Policy Recommendations
New Leaders for New Schools recommends that the federal government, states, school systems, and philanthropic funders adopt the following policies to support principal effectiveness and school turnarounds at scale:
- Adopt an evidence-based definition of principal effectiveness like the one set forth in this report
- Align principal standards, selection, evaluation, and management to this definition
- Ensure autonomy of decision-making for principals, especially in their crucial role as school-level human capital managers – critically important in turnaround schools
- Build a human capital pipeline to ensure effective turnaround teachers and leaders
- Require principal preparation programs to track their graduates’ eventual effectiveness and provide annual plans for improvement based on this data
- Study and disseminate learnings from breakthrough gaining and turnaround schools, using new insights to drive periodic policy revision
For additional policy recommendations, download the full report or view “More Policy Recommendations from NLNS”
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