Purposes, Uses, and Practices of Leadership Assessment in Education

Explores recent research literature dealing with personnel evaluations, professional learning, accountability, and the relation of leadership to learning, in order to clarify how leadership assessment practices impact student achievement

Redefining Roles, Responsibilities, and Authority of School Leaders

Addresses the core challenges faced by principals and other school leaders faced with high expectations and accountability and inconsistent or limited support, based on current research literature in the field

Leading, Learning, and Leadership Support

Offers a framework for improving learning-focused leadership through the use of data and evidence, reallocation of resources, redefined roles and responsibilities, assessment of leadership performance, better governance, and a focus on high schools

Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems

Synthesizes three reports on what good education leadership means and how it can best be supported, including the role of the school leader and the transformation of central district offices to focus more on improving instruction. Outlines key practices

Leadership for Learning Improvement in Urban Schools

Examines urban school leaders' efforts to improve the quality of teaching and learning by supporting progress for diverse students, sharing leadership work, and aligning resources. Analyzes school environments and coordination of various leadership roles

Primary headship in a time of systematic change: conceptions of leadership : case studies of three Oxfordshire primary headteachers

The primary headship in England and Wales is in a time of fundamental change and increasing expectations. The influences of recent education acts, and forces, such as choice, parent and governor participation, and increasing LMS responsibility have contributed to a changing headship context.The relative paucity of research which develops a qualitative understanding of primary headteacher perspectives lends an imperative to this qualitative study. A number of central research questions are posed to explore headteacher conceptions of leadership, the influential forces which shape those conceptions, and the context of primary school development. Particular attention is paid to the influence of reflective practice and critical theory as a contribution to professional development. The literature review examines the historic and thematic development of 20th century leadership and management theory. Particular emphasis is placed on what has been termed 'transformational leadership' and the influence of 'reflective practice' in professional development. A case is made for substantive differences between leadership and management, with leadership forming the central core of the study. The data sources were case studies of three perceived 'effective' Oxfordshire primary headteachers; the headteachers represented an opportunity sample of large, multiplestaff primary schools. Semi-structured interviews represented the primary data source, however a breadth of methods were used to form a 'thick' description of the headteacher and school ethos. The repertory grid technique was utilised to illuminate the central constructs which guided the headteachers' conceptions of leadership. Findings from the study are grouped in three areas. The findings suggest headteacher conceptions of leadership were largely idiosyncratic and person-oriented. In addition, a mixed nominal understanding of the terms 'leader' and 'manager' was expressed by the participants. It was found that the headteacher's conception of leadership were influenced by the transitional nature of the headship role. Greater responsibility for LMS, and other governmental forces were indicated as strongly shaping factors. Findings point to the espousal of a number of transformational views, and all headteachers used language of reflective practice to describe a number of the professional development goals of the school. A sense of 'critical' reflection was also present, especially as schools prepared for inspection.The study concludes by discussing the implications for leadership theory and the suggestions for further research in area of headteacher development and evolving conceptions of leadership

Primary headship in a time of systematic change

The primary headship in England and Wales is in a time of fundamental change and increasing expectations. The influences of recent education acts, and forces, such as choice, parent and governor participation, and increasing LMS responsibility have contributed to a changing headship context.The relative paucity of research which develops a qualitative understanding of primary headteacher perspectives lends an imperative to this qualitative study. A number of central research questions are posed to explore headteacher conceptions of leadership, the influential forces which shape those conceptions, and the context of primary school development. Particular attention is paid to the influence of reflective practice and critical theory as a contribution to professional development. The literature review examines the historic and thematic development of 20th century leadership and management theory. Particular emphasis is placed on what has been termed 'transformational leadership' and the influence of 'reflective practice' in professional development. A case is made for substantive differences between leadership and management, with leadership forming the central core of the study. The data sources were case studies of three perceived 'effective' Oxfordshire primary headteachers; the headteachers represented an opportunity sample of large, multiplestaff primary schools. Semi-structured interviews represented the primary data source, however a breadth of methods were used to form a 'thick' description of the headteacher and school ethos. The repertory grid technique was utilised to illuminate the central constructs which guided the headteachers' conceptions of leadership. Findings from the study are grouped in three areas. The findings suggest headteacher conceptions of leadership were largely idiosyncratic and person-oriented. In addition, a mixed nominal understanding of the terms 'leader' and 'manager' was expressed by the participants. It was found that the headteacher's conception of leadership were influenced by the transitional nature of the headship role. Greater responsibility for LMS, and other governmental forces were indicated as strongly shaping factors. Findings point to the espousal of a number of transformational views, and all headteachers used language of reflective practice to describe a number of the professional development goals of the school. A sense of 'critical' reflection was also present, especially as schools prepared for inspection.The study concludes by discussing the implications for leadership theory and the suggestions for further research in area of headteacher development and evolving conceptions of leadership.</p

Making Sense of Leading Schools: A Study of the School Principalship

Presents findings from a survey of educators in 21 schools in four small to mid-size cities in four different states. Looks at core roles that all principals play and how these roles differ across traditional public, magnet, charter, and private schools

The mercury imaging X-ray spectrometer (MIXS) on bepicolombo

The Mercury Imaging X-ray Spectrometer (MIXS) on the BepiColombo Mercury Planetary Orbiter (MPO) will measure fluorescent X-ray emission from the surface of Mercury in the energy range 0.5–7.5 keV, which is induced by incident solar X-rays and solar wind electrons and protons. These X-rays will reveal the elemental composition of the surface of Mercury and aid the determination of the planet's evolution. MIXS is a two component instrument. A collimated channel (MIXS-C) provides measurements on scales of 70–270 km, sufficient to separate the major Mercurian terrains. A second channel (MIXS-T) is the first imaging X-ray telescope for planetary remote sensing and will make measurements on spatial scales of less than 10 km for major elements during solar flares, sufficient to isolate surface landforms, such as craters and their internal structures. The spatial resolution achieved by MIXS-T is made possible by novel, low mass microchannel plate X-ray optics, in a Wolter type I optical geometry. MIXS measurements of surface elemental composition will help determine rock types, the evolution of the surface and ultimately a probable formation process for the planet. In this paper we present MIXS and its predicted performance at Mercury as well as discussing the role that MIXS measurements will play in answering the major questions about Mercury