1. EDU 791 Module Figures Permissions for Graphics Barbara Orr September 2007 This document and the others within the series can be downloaded free of charge from the center’s website, www.ctpweb.org, and also from The Wallace Foundation’s Knowledge Center site, www.wallacefoundation.org.

2. EDU 791 Module 2, Topic 2 FILENAME: edu791_m2t2_link.jpg Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: Wallace Foundation. http://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/EducationLeadership/HowLeadershipInfluencesStudentLearning.htm. http://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/EducationLeadership/HowLeadershipInfluencesStudentLearning.htm 1. State leadership, policies, and practices (e.g. standards, testing, funding) 2. District leadership, policies, and practices (e.g. standards, curriculum alignment, use of data) 9. Leaders’ professional learning experiences (e.g. socialization, mentoring, formal preparation) 3. Student/ family background (e.g. family educational culture) 4. School leadership 5. Other stakeholder e.g. unions, community, groups, business, media 6. School conditions (e.g. culture/ community, school improvement planning) 7. Teachers (e.g. individuals’ capacity, professional community) 8. Classroom conditions (e.g. content of instruction, nature of instruction, student assessment) 10. Student learning

3. EDU 791 Module 2, Topic 2 FILENAME: edu791_m2t2_components.jpg Knowledge and Skills Personal Characteristics Values and Beliefs Leadership Behaviors Core Components & Key Processes Context that might have bearing on leadership evaluation: Amount of leadership experience Length of time of current leadership in the school Student body composition Staff composition at beginning of leadership team appointment Level of schooling (elementary, middle, high school) Urban, suburban, rural School performance on core components: High standards of performance Rigorous curriculum Quality instruction Culture of learning and professional behavior Connections to external conditions Systemic performance accountability Student success value added to: Student achievement Student attendance Student graduation College enrollment Porter, A., Goldring, E., Murphy, J., & Craven, X. (2006). A framework for the assessment of learning–centered leadership. New York: Wallace Foundation. http://www.wallacefoundation.org/wallace/framework.pdf

4. EDU 791 Module 4, Topic 1 FILENAME: edu791_m4t1_team.jpg Inputs Outputs - Effectiveness Team Task Design Variety of skill, identifiable objective, significance, autonomy, feedback, interdependence Team Characteristics a: Composition Technical skills, interpersonal skills, size, stability, IS skills, degree of virtualness / isolation b: Team Beliefs Norms, group efficacy c: Team Process Coordination and caring (team spirit), sharing of expertise, implementation of innovations Organizational Context that Supports Employee Involvement Power, information, rewards, training, resources, IS resources Encouraging Supervisory Behaviors Self-observation, evaluation, goal setting, criticism, expectation Team Performance Outcomes Quality, productivity, controlling costs Attitudinal Outcomes - with Quality of Work Life Satisfaction with job, team, social relationships, growth opportunities, motivation Trust in management & team Organizational commitment Withdrawal Behaviors Outcomes Absenteeism, turnover Staples, S., & Cameron, A. (2005). The effect of task design, team characteristics, organizational context and team processes on the performance and attitudes of virtual team members. Proceedings of the 38th Hawaii International Conference. Retrieved 9/14/07 from http://csdl2.computer.org/comp/proceedings/hicss/2005/2268/01/22680052a.pdf

5. EDU 791 Module 5, Topic 1 FILENAME: edu791_m5t1_leadership.jpg The Exercise of School Leadership in Relation to Learning What leaders bring to the team from their work Potential leadership influences on student, professional, and system learning Leadership Practice Knapp, M., Copland, M., Plecki, M., Portin, B., & Colleagues. (2006). Leading, learning, and leadership support. Seattle, WA: University of Washington, Center for Teaching and Policy. Retrieved 9/12/07 from http://www.wallacefoundation.org/NR/rdonlyres/605E03B3-64E9-48F1-AA1C-A13AEB2BC93D/0/LeadingLearningAndLeadershipSupporT.pdf

6. EDU 791 Module 5, Topic 1 FILENAME: edu791_m5t1_learning-focused.jpg The Exercise of Learning-Focused Leadership What leaders bring to the team from their work Leadership Practice Potential leadership influences on student, professional, and system learning Feedback on learning, improvement efforts, and performance Leadership Support System State and local activities that seek to direct, support, improve, and assess leadership practice Policy Environment Federal, state, and local activities that affect resources, set reform expectations, and allocate authority Portin, B, Alejano, C., Knapp, M., & Marzolf, E. (2006). Redefining roles, responsibilities, and authority of school leaders. Seattle, WA: University of Washington, Center for Teaching and Policy. Retrieved 9/12/07 from http://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdfhttp://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdf

7. EDU 791 Module 5, Topic 2 FILENAME: edu791_m5t2_enduring.jpg Leadership Practice Leadership influences on student, professional, and system learning Leaders: What they bring to their work, and what they learn about and from it Enduring Functions of School Leadership Allocation of authority for leadership practice Leadership conceptions of leaders’ roles and responsibilities The Exercise of School Leadership in Relation to Learning Portin, B, Alejano, C., Knapp, M., & Marzolf, E. (2006). Redefining roles, responsibilities, and authority of school leaders. Seattle, WA: University of Washington, Center for Teaching and Policy. Retrieved 9/12/07 from http://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdfhttp://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdf

8. EDU 791 Module 5, Topic 2 FILENAME: edu791_m5t2_contexts.jpg The Exercise of School Leadership in Relation to Learning Leadership influences on student, professional, and system learning Leaders: What they bring to their work, and what they learn about and from it Enduring Functions of School Leadership Allocation of authority for leadership practice Leadership conceptions of leaders’ roles and responsibilities Emerging leadership responsibilities and leadership distribution Policy, Professional, and Community Contexts Distribution, demographic trends and imperatives Achievement and accountability pressures School choice and competition Local reform and restructuring Dynamics of the leadership “pipeline” Portin, B, Alejano, C., Knapp, M., & Marzolf, E. (2006). Redefining roles, responsibilities, and authority of school leaders. Seattle, WA: University of Washington, Center for Teaching and Policy. Retrieved 9/12/07 from http://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdfhttp://depts.washington.edu/ctpmail/PDFs/Roles-Oct16.pdf

9. EDU 791 Module 6, Topic 1 FILENAME: edu791_m6t1_principal.jpg Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Palo Alto, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved on 9/12/07 from http://www.pedagogy.ir/images/stories/media/preparning-school- leaders.pdf

10. EDU 791 Module 6, Topic 2 FILENAME: edu791_m6t2_agendas.jpg Knapp, M., Copeland, M.., & Talbert, J.. (2003, February). Leading for learning: Reflective tools for school and district leaders. Seattle, WA: Center for the Study of Teaching and Policy. Retrieved 7/28/07 from http://www.dept.washington.edu/cptmail/Reports.html#Wallac eSummary. http://www.dept.washington.edu/cptmail/Reports.html#Wallac eSummary

11. EDU 791 Module 7, Topic 1 FILENAME: edu791_m7t1_ciprocess.jpg Improvement efforts of increasing scope and impact Increasing efficacy Increasing capacity Increasing sustainability Maintain momentum Take stock Focus on the right solution Take collective action Monitor and adjust Cicchinelli, L., Dean, C., Galvin, M., Goodwin, B., & Parsley, D. (2006). Success in sight: A comprehensive approach to school improvement. Denver, CO: Mid-Continent Research for Education and Learning. http://www.mcrel.org/pdf/schoolimprovementreform/5052_ir_success_in_sight.pdf

12. EDU 791 Module 8, Topic 3 FILENAME: edu791_m8t3_framework.jpg Knapp, M., Copeland, M.., & Talbert, J.. (2003, February). Leading for learning: Reflective tools for school and district leaders. Seattle, WA: Center for the Study of Teaching and Policy. Retrieved 7/28/07 from http://www.dept.washington.edu/cptmail/Reports.html#Wallac eSummary. http://www.dept.washington.edu/cptmail/Reports.html#Wallac eSummary

13. Wallace Foundation Document and the others within the series can be downloaded free of charge from the center’s website, www.ctpweb.org, and also from The Wallace Foundation’s Knowledge Center site, http://www.wallacefoundation.org/KnowledgeCent er/KnowledgeTopics/EducationLeadership/ Wallace Foundation Center for Teaching Policy