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
Annual CPS Trend Review, 2000
This is the third in a series of research data reviewing annual ITBS test trends. A brief discussion of the findings summarizes key results of the analyses.
Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?
This report is one of a series of special topic reports developed by the Chicago Annenberg Research Project. It presents the results of a study of Chicago teachers' assignments in mathematics and writing in grades three, six, and eight. The study showed that students who received assignments req
2001 CPS Trend Review: Iowa Tests of Basic Skills
This is the fourth in a series of research data reports reviewing annual ITBS test trends. A brief discussion of the findings summarizes key results of the analyses.
Trust in Schools: A Core Resource for School Reform
Link to article: Here This longitudinal study of 400 Chicago elementary schools shows the central role of relational trust in building effective education communities. The final, definitive version of this paper has been published in Educational Leadership, March 2003 by ASCD, All rights reserved.
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
The Chicago Annenberg Challenge: Successes, Failures, and Lessons for the Future
From the 1996-97 through 2000-01 school years, the Annenberg Foundation awarded special funding to as many as 210 of Chicago’s public schools, 90 percent of which were elementary schools. The funding, which had also been provided to cities such as New York and San Francisco, was part of a larg
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
Principal and Teacher Leadership in Chicago: Early Evidence on Two Initiatives
This small-scale study provides preliminary evidence about the performance of LAUNCH principals and National Board Certified teachers. The findings were prepared for the Chicago Public Education Fund, which supports both programs. Results are based on data from annual test-score compilations and the
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
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
Professional Communities and Instructional Improvement Practices: A Study of Small High Schools in C...
This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supp
Promoting Instructional Improvement: A Strategic Human Resource Management Perspective
Schools have typically sought to accomplish instructional improvement through a variety of practices, some of which are “guidance” practices (which specify how teaching and learning should be carried out and hold teachers and schools accountable for doing those things) and “develop
Still Crazy after All These Years: Race in the Chicago School System
In this speech, Professor Charles Payne reflects on the role that race has played in Chicago schools. Professor Payne says that race can often be a sensitive topic that permeates nearly all interactions at the school. He offers keen observations on how racial thinking has influenced pedagogical prac
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
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
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
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
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
A Study of Chicago New Teacher Center Induction Coaching in Chicago Public Schools: 2009-2010
To support new teachers during the challenging transition to the profession, schools and districts across the country often establish induction supports such as professional development, mentorship, and coaching. This report describes the findings of a research study designed to examine how the Chic
Trends in Chicago's Schools Across Three Eras of Reform: Full Report
Trends in Chicago’s Schools Across Three Eras of Reform finds that Chicago Public Schools has experienced tremendous growth in graduation rates over the past 20 years, but learning gains have been modest. The report tracks elementary and high school test scores and graduation rates in Chicago