Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Research Review
Study focuses on principal practices that influence student achievement
By Joellen Killion
June 2017
Vol. 38 No. 3
At a glance Principal practices influence student achievement, and identifying those that influence student achievement guides principal development and decision-making. The study Hitt, D. & Tucker, P. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569. WHAT THE STUDY SAYS Twenty-eight principal practices arranged in five domains positively influence student achievement. Researchers unify three existing frameworks of concrete, research-based principal practices associated with student achievement into a single one for use by researchers and practitioners. This study identifies and synthesizes “peer-reviewed, empirical research on how leader practices influence student achievement, which, in turn, provides evidence on how school leaders should direct their efforts” (p. 532). Study description The study synthesizes and unifies over
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References
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
Joellen Killion is a senior advisor to Learning Forward and a sought-after speaker and facilitator who is an expert in linking professional learning and student learning. She has extensive experience in planning, design, implementation, and evaluation of high-quality, standards-based professional learning at the school, system, and state/provincial levels. She is the author of many books including Assessing Impact, Coaching Matters, Taking the Lead, and The Feedback Process. Her latest evaluation articles for The Learning Professional are “7 reasons to evaluate professional learning” and “Is your professional learning working? 8 steps to find out.”
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