Successful Leadership in Turnaround Schools: A Case Study about the Center for Creative Leadership (CCL) and the School Leadership Executive Institute (SLEI)
Academic Leadership - Online Journal,
Vol. 7 No. 4 (2006): Vol-7-Issue-4-April-2006
The topic of turning failing schools around has gained significant attention throughout the world within
the last decade. Accountability systems from the government to the general community have expressed
their concern for this issue, and have called for plans to turn these schools around (Chapman, 2002;
Hassel & Steiner, 2003; Levin, 2006; Malen & Rice, 2004; Wong & Shen, 2003). How do principals
meet these challenges and successfully turn failing schools around? How can they gain the insight,
knowledge and competencies to effectively lead their schools through these challenging times?
One way is to expose them to professional development programs that have proven to be successful.
Prior research suggests that 25% of the variance in student achievement can be explained by the
quality of leadership (Waters, Marzano & McNulty, 2003, Leithwood, Louis, Anderson, & Walstrom,
2004), with leadership second only to classroom teaching in impact on student learning (Leithwood,
Day, Sammons, Harris, & Hopkins, 2006).
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