At schools where teachers are leaders, involved in the decision-making process, students achieve greater results.
This is according to the New Teacher Center’s latest study, which analyzes data from nearly 1 million teachers across 16 states. The key findings include:
- Students perform better in schools with the highest levels of instructional and teacher leadership.
- Specific elements of instructional leadership are strongly related to higher student achievement: (a) Fostering a shared vision for the school; (b) Providing an effective school improvement team; and (c) Holding teachers to high instructional standards.
- When teachers are involved in decision-making processes related to school improvement planning and student conduct policies, students learn more.
- Schools rarely implement the instructional and teacher leadership variables most strongly related to increased student achievement.
- High-poverty schools often lack the instructional and teacher leadership elements that strongly relate to increased student achievement, limiting students’ potential.