Leadership and Accountability
Effective schooling needs leaders—both inside and outside the classroom—who champion strong supports and sensible accountability for initiatives that matter. UEI's success stories such as Freshmen On Track and the high-achieving UChicago Charter NKO Campus are just two examples that demonstrate the potential impact when systems to monitor and support positive change are helmed by leaders who empower colleagues to make a difference.
Effective schooling needs leaders—both inside and outside the classroom—who champion strong supports and sensible accountability for initiatives that matter.
The New York Times "Principal and Teacher, a Complex Duet." An editorial dives into Consortium research on Chicago's recently updated teacher evaluation system, highlighting the dynamics between school leaders and educators that can drive or hinder school improvement.
- In any given year, approximately half of all Chicago Public Schools principals are in their first four years at their current school »
- "Effective Leaders" is one of the 5Essentials for school improvement. Past research has shown that schools strong in at least three of the Essentials were ten times more likely to improve than schools weak in three or more of the Essentials »
- Principal leadership is critically important—Leithwood, Louis, Anderson, and Wahlstrom (2004) reviewed both quantitative and qualitative research on school leadership and concluded that leadership is second only to classroom instruction among school-related factors in influencing student learning »
Latest from UEI on Leadership & Accountability
Teacher and Principal Responses to the Grow Network: A Preliminary Evaluation of Use in Chicago Publ...
During the 2001-02 school year, Chicago Public Schools officials contracted with the Grow Network to provide supplemental reporting of student test results to parents, teachers, and school administrators. The Grow Network provides a variety of resources, including individualized, printed score repor
Testing and Assessment in Illinois School Districts
This study reports the results of a survey of 75 school districts in the state of Illinois. The survey focused on three dimensions of student assessment practices within the districts: why districts give tests, what tests they give, and what they do with their test results. The survey also asked dis
For the leaders of the University of Chicago Charter School, being in charge means being in the thick of change. Featured in The University of Chicago Magazine.
Charting Reform: The Principals' Perspective
The 1988 Chicago School Reform Act drastically changed the worklife of Chicago's principals; principals lost job tenure and became accountable to the Local School Councils that award their four-year contracts. This 1992 survey of Chicago's principals had a response rate of 83%; their opinion
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learni...
Link to article: Here School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are
Ending Social Promotion: The Effects of Retention
This report and the companion report, Ending Social Promotion: Dropout Rates in Chicago After Implementation of the Eighth-Grade Promotion Gate, are the final two reports in the six-year ending social promotion series. This report describes the experiences of third- and sixth-grade students who
Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs
This is the third report by the Consortium on Chicago School Research (CCSR) that examines leadership development programs supported by The Chicago Public Education Fund for Chicago public school principals and teachers. This current study, like the previous two, is not a comprehensive program eval
Examining Integrated Leadership Systems in High Schools: Connecting Principal and Teacher Leadership...
Link to article: Here Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes.
The Work of Chicago Public Schools' Principals
This report examines the roles and perceptions of Chicago Public Schools’ principals, drawing upon Consortium surveys and principal interviews. Consortium Senior Analyst Sara Ray Stoelinga is the lead author of this report. She was assisted by Holly Hart and David Schalliol. Key finding
Restructuring Principal Preparation in Illinois: Perspectives on Implementation Successes, Challenge...
Executive Summary The goals of the current mixed methods study—the Illinois Principal Preparation Implementation Review Project (I-PREP)—are to describe how the new policy is being implemented, learning which aspects of the implementation have been challenging and why they pres
Working for School Improvement: Reflections of Chicago Annenberg External Partners
In 1995, the Chicago Annenberg Challenge launched a six-year initiative to improve Chicago Public Schools. The Challenge’s primary strategy was to group schools with common interests and needs into networks. Each network was paired with an external partner—an individual, group, or organi
If Small Is Not Enough...?: The Characteristics of Successful Small High Schools in Chicago
This report describes the practices and characteristics of small high schools with better than expected freshman-year course performance. These schools were created by the Chicago High School Redesign Initiative (CHSRI), a partnership between the Chicago Public Schools (CPS), the Bill and Melinda Ga
How Do Secondary Principals Influence Teaching and Learning?
Currently, principals are first and foremost expected to be instructional leaders. But there are so many aspects to ensuring that a school has effective instruction that it is hard to determine where school leaders should put their efforts. Principals are asked to coach and model good instruct
The Network for College Success: A Capacity-Building Model for School Improvement
This paper captures the model and history of the Network for College Success (NCS), and situates NCS’s work within current research. It uses Freshman On Track as an example of how NCS’s model builds school-level capacity for improvement. Located at the University of Chicago School o
It's About Time: Opportunities to Learn
This study investigates the amount of time devoted to instruction in Chicago elementary schools on a day-to-day basis and across the school year. To begin, the report illustrates how insufficient and unbalanced allocations of instructional and non-instructional time make it unrealistic to achieve th
External Support to Schools on Probation: Getting a Leg Up?
In 1996, the Chicago Public Schools (CPS) established a school accountability system that identified low-performing schools. The system intended to improve student achievement by providing failing schools with a mixture of external supports and consequences. Schools were placed on probation if fewer
Principal and Teacher Leadership in Chicago: Continuing Analysis of Three Initiatives
Order printed copy In the spring of 2004, CCSR published a formative evaluation of two leadership development programs—LAUNCH (Leadership and Urban Network for Chicago) for principals and certification from the National Board of Professional Teaching Standards (NBPTS) for teachers. I
The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Medi...
Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate. It identifies paths through w
2006 ISAT Reading and Math Scores in Chicago and the Rest of the State
When the 2006 Illinois Standards Achievements Test (ISAT) scores were finally released in March 2007, there were questions about whether the results of the new test—with its new items, new format, new timing requirements, and new scoring procedures—would be comparable to prior ones. Amid
Navigating the Shift to Intensive Principal Preparation in Illinois: An In-depth Look at Stakeholder...
Policy Brief: Navigating the Shift to Intensive Principal Preparation in Illinoins In 2010, Illinois passed sweeping legislation to redesign the way the school principals are prepared, with the goal of improving schools statewide through higher quality leadership. This study, done in p