Linking Leadership to Student Learning -- Copyright -- Contents -- Figures and Tables -- Acknowledgments -- About the Authors -- About the Contributors -- Foreword -- Preface -- Noteworthy Features of the Research -- Size of the Database -- Multiple Methodological Approaches -- Multiple Theoretical Perspectives -- Comprehensiveness of Leadership Sources -- Framework Guiding the Study -- Three Important Features of the Book -- Chapter One: Leadership and Learning: The Critical Connection -- The Educational Leadership Effect -- Meanings of Leadership -- Alternative Models of Leadership Reflected in the Literature -- Leadership in Nonschool Contexts -- Leadership in Education -- Overview of the Book -- Part One: School Leadership That Matters for Students -- Chapter Two: Collective Leadership: The Reality of Leadership Distribution Within the School Community -- Our Starting Points -- Leadership as Influence -- Collective Leadership Effects -- The Effect of Leadership on Teacher Performance -- New Evidence for this Chapter -- Collective Leadership Effects on Teachers and Students -- The Relative Influence of Collective Leadership Sources -- Patterns of Collective Leadership and Student Achievement -- What Might We Conclude? -- Implications for Policy and Practice -- Reflections -- Chapter Three: Shared and Instructional Leadership: When Principals and Teachers Successfully Lead Together -- Our Starting Points -- Starting with Instruction -- Instructional Leadership -- Shared Leadership -- Trust -- Teacher Leadership and Professional Community -- Additional Evidence: Do Principal Behaviors and Attributes Affect Student Achievement? -- What Might We Conclude? -- Implications for Policy and Practice -- Reflections -- Chapter Four: Distributed Leadership in Action: A Complex Pattern of People, Tasks, and Goals -- Starting Points.

Leadership Distribution Patterns -- Additional Evidence on Leadership Distribution -- Who Participates in Leadership? -- Teachers' Collective Influence as a Pattern of Distributed Leadership -- Formal Role Designations and the Distribution of Leadership Influence -- How Responsibility for Core Leadership Functions is Distributed -- Complexity of Leadership Distribution as a Function of Goal Type and Breadth -- Student Learning and the Distribution of Leadership Roles and Tasks -- What Might We Conclude? -- Implications for Policy and Practice -- Questions for Reflection -- Chapter Five: Core Practices: The Four Essential Components of the Leader's Repertoire -- Starting Points -- Setting Directions -- Developing People -- Refining and Aligning the School Organization -- Improving the Instructional Program -- New Evidence for this Chapter -- Specific Leadership Practices Perceived to Help Improve Instruction -- Differences in Successful Leadership Practices Across School Levels -- Successful Leadership Practices and Teaching Quality -- Principals' and Teachers' Judgments and the Core Leadership Practices -- What We Might Conclude? (And One Implication for Policy and Practice) -- Reflections -- Chapter Six: An Up-Close View of Instructional Leadership: A Grounded Analysis -- Starting Point: The Changing Role of the Principal from Manager to Leader -- New Evidence -- Principals' and Teachers' Views of What Instructional Leadership Looks Like -- Differences in Instructional Leadership Between Elementary and Secondary Schools -- What Might We Conclude? -- Implications for Policy and Practice -- Reflections -- Part Two: The Broad and Unique Role of Districts in the School Improvement Business -- Chapter Seven: How to Harness Family and Community Energy: The District's Role -- What Do We Know from Prior Research? -- Creating Democratic Structures.

District and School Characteristics That Support or Inhibit Family and Community Participation -- Family Engagement and Student Learning -- New Evidence for This Chapter -- Method -- Which District Policies and Practices Foster or Hinder Family and Community Engagement at the District and School Levels? -- How Do Districts Influence the Level of Community Engagement in Schools? -- How Do Participatory and Collective Leadership Structures Relate to Student Learning? -- What Might We Conclude? -- Implications for Policy and Practice -- Questions for Reflection -- Chapter Eight: Confidence for School Improvement: A Priority for Principals -- Starting Points -- Leader Efficacy -- Leadership Practices and District Conditions -- New Evidence -- District Leadership and School Leader Efficacy -- District Conditions and School Leader Efficacy -- Effects of Leader Efficacy on Leader Behavior and School and Classroom Conditions -- Effects of Leader Efficacy on Student Achievement -- Moderating Variables -- The Causes and Consequences of School Leaders' Efficacy Beliefs: Testing a Model -- Conclusion -- Implications for Policy and Practice -- Questions for Reflection -- Chapter Nine: Principal Efficacy: District-Led Professional Development -- Insights from the Qualitative Evidence: Nine Efficacy-Producing District Conditions -- District Conditions Associated with Principals' Efficacy for School Improvement -- Insights from the Quantitative Evidence: District Investments in Instructional Leadership Development -- How Do Principals Assess the Professional Development and Support Their Districts Provide? -- How Does Principals' Experience of Professional Development Affect Their Collective Efficacy? -- To What Extent Is Principals' Professional Development Associated with Student Learning? -- Conclusion -- Implications for Policy and Practice -- Reflections.

Chapter Ten: Succession: A Coordinated Approach to Leadership Distribution -- Starting Points -- School and Classroom Conditions Influenced by Rapid Turnover -- Principal Turnover Effects -- Frequency of Principal Turnover -- Leadership Distribution -- New Evidence for This Chapter -- Method -- Principal Turnover: Frequency and Effects on Schools, Classrooms, and Students -- Leadership Distribution and Leader Turnover Illustrated -- Conclusion -- Implications for Policy and Practice -- Reflections -- Chapter Eleven: Data Use: An Exploration from the District to the School -- What Do We Know from Prior Research? -- Data Use and Support for Data Use at the District Level -- Data Use and Conditions Affecting Data Use at the School Level -- Data Use and Student Learning -- New Evidence for This Chapter -- Data Use and Support at the District Level: Findings from the Surveys -- Data Use and Support at the District Level: Findings from Interviews and Case Studies -- Data Use at the School Level -- Data Use and Student Achievement -- Conclusions -- Implications for Policy and Practice -- Reflections -- Chapter Twelve: The "District Difference": A New Perspective on the Local Challenges for Improvement -- Prior Evidence -- New Evidence -- Principals' Assessments of District Instructional Foci -- District Focus on Instruction and Principals' Instructional Leadership -- How District Leaders Address Differences in School Performance and Implement Local Improvement Efforts -- Challenges and Trends -- Implications for Policy and Practice -- Reflections -- Chapter Thirteen: Case Studies: District Responses to State Leadership -- Previous Research -- How State Policy Affects Small District Leadership for Improvement -- Tortuga Shoals School District (Texas) -- Middle Region School District (Missouri).

How State Policy Affects Medium-Sized District Leadership for Improvement -- Danhill Regional School District (New Jersey) -- North White Pine County (North Carolina) -- Summary of Findings from the District Leadership Cases -- Hierarchical Power: Do States Have a Systemic Effect? -- Implications for Policy and Practice -- Reflections -- Conclusion -- Our Findings: Leadership Effects -- Our Findings: Beyond Heroes and Toward Contextual Leadership -- Our Findings: Promoting Will and Skill for Change -- Our Findings: Increasing Leadership Capacities -- Final Thoughts -- Leadership Affects Student Learning When . . . -- Appendix A: Scale Reliability for Variables -- Appendix B: Additional Evidence Related to Chapter Seven -- Methods -- Regression Tables -- Notes -- References -- Index -- End User License Agreement.