Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey…

How educational leaders initiate and sustain change is often hotly debated by those inside and outside of the system. Given the many reform initiatives of the past 30 years, and the resulting changes public educators have made lurching from initiative to initiative, one must ask if public education has truly improved. The answer to why public…

One popular approach to teacher leadership is to identify certain teachers as particularly successful, then have others learn from them. Collaborative leadership, in contrast, looks at leadership as a quality that anyone can have. In this model, the goal is not to figure out who is best. Instead, teachers share their unique talents and interests…

Models of response to intervention (RtI) are being widely implemented in schools across the country in order to increase effective teaching and remove barriers to student learning. The implementation of RtI is greatly facilitated when teachers and staff see themselves as a professional learning community (PLC). This article begins with an…

Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. "Multidimensional Perspectives on Principal Leadership Effectiveness" combines best practices and the latest approaches in…

Teachers have the greatest school-based effect on the achievement of any child in their classrooms, but highly effective principals can positively affect the achievement of every student in their schools. The difference between a highly effective principal and an average one is equal to two-to-seven months of extra learning per year for each child…

This study focus on the question: "How do high school principals, regarded as having skills in developing the instructional capacity of teachers, exercise their leadership to promote the development of teacher's instructional capacity in three primary contexts; whole school, content department or grade level teams and individually?"…

This report concludes that for the U.S. to prosper and compete in the 21st century, the education system will need to change its goals and practices so all students may succeed. That is, as information has become ubiquitous, schools need to emphasize 21st century skills such as analyzing, synthesizing, and creating along with understanding and…

Urban Teacher Residencies (UTRs) are an emerging innovation designed to embody best practices in recruitment, screening, preparation, placement, induction, and teacher leadership for urban school districts. UTRs can be a key element of urban districts' portfolio of pathways into teaching and a lynchpin of a larger strategy to strengthen the…

We analyse two narratives of teacher-facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher-facilitators position themselves with respect to other educators (e.g. peer teachers and development-team members), to real and imagined students and parents, to…

Meeting the requirement for highly qualified teachers as outlined in the No Child Left Behind Act has left school districts in a quandary, especially those that serve a population of students deemed "at-risk" and where attracting and retaining highly qualified teachers is difficult. One professional development program based on…

In 2001, Illinois was one of 15 states across America selected and funded by the Wallace Foundation, in cooperation with the National Council for State Legislatures, National Governors' Association, Education Commission of the States, Council of Chief State School Officers, and the National Association of State Boards of Education, to plan,…

This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill…

This study investigated professional development as provided through the Teacher Leadership Academy (TLA) model used in rural Illinois area school districts and district consortia. Surveys were distributed to TLA participants that sought their perceptions of the desirability, involvement, and feasibility of school reform in general and the…

The profession of educational leadership in the 21st century is changing. School leaders, educational administration faculty, and policymakers are endeavoring to redefine the profession in an era of ferment, during which the legitimacy of its knowledge base and the appropriateness of programs for preparing school leaders have been thrown into…