Armistead, Lew

Abstract: Collective, not individual, leadership in schools has a greater impact on student achievement; when principals and teachers share leadership responsibilities, student achievement is higher; and schools having high student achievement also display a vision for student achievement and teacher growth. Those are just a few of the insights into school leadership presented in a new report, "Learning from Leadership: Investigating the Links to Improved Student Learning." Presented by the Wallace Foundation, the 338-page report attempted to connect leadership and learning. The study looked at "collective leadership" in schools which was defined as "the sum of influence exercised on school decisions by those educators, parents and students associated with the school." Positive effects were found comparing collective to individual leadership. Among them were: (1) Collective leadership has a stronger influence on student learning than any individual source of leadership; (2) Almost all people associated with high-performing schools have greater influence on school decisions than is the case with people in low performing schools; (3) Compared to all teacher respondents, teachers from high-performing schools attribute greater influence to teacher teams, parents, and students; (4) In all schools, principals and district leaders exercise the most influence on decisions; and (5) Teacher motivation had the strongest relationship with student achievement. When looking at parent involvement as part of collective leadership, the researchers found that greater district level support for greater parental involvement in schools led to more diversity of membership on site councils. However, district leadership did not impact how open principals were to community and parental involvement outside of site councils.

总结：

1、学校领导对学生成绩的影响更大，当校长和教师分享领导责任，学生的成绩也较高。

2、比较集体到个人领导被发现有积极影响。其中包括：（1）领导集体对比领导任何单个学生学习更强的影响力；（2）几乎与高绩效学校有关的所有的人都对学校的决策影响力进一步提高提出要求；（3）在所有的学校，校长，区领导行使最具影响力的决定；（4）教师激励曾与学生成绩有最强关系。当看着家长参与集体领导的一部分，研究人员发现，更大的家长参与学校更大的区级领导的支持为成员的现场议会更具多样性。

来源：Education Partnerships, Inc.. 6 pp..