Publicación reciente (marzo 2009) de la Wallace Foundation sobre el importante tema de cómo evaluar las capacidades de liderazgo de los directivos en los colegios.
Ver el documento completo (inglés) aquí 1,75 MB
Summary
Research concludes that most assessments of school leaders in use today are not as focused on learning as they should be, nor are they effective in gathering reliable facts about how leaders’ behaviors are or are not promoting learning. This Wallace Perspective describes the elements of a possible new direction in leader assessment – what should be assessed, and how. It highlights newly-developed assessment instruments that seek to apply those elements. And it discusses the potential, the challenges and the unknowns of using assessment as a key means of promoting not only better leader performance but also systemwide improvements that benefit children.
Informes previos de la Wallace Foundation sobre el mismo tema:
— Purposes, Uses,
and Practices of Leadership Assessment in Education, octubre 2006
Summary
Research concludes that most assessments of school leaders in use today are not as focused on learning as they should be, nor are they effective in gathering reliable facts about how leaders’ behaviors are or are not promoting learning. This Wallace Perspective describes the elements of a possible new direction in leader assessment – what should be assessed, and how. It highlights newly-developed assessment instruments that seek to apply those elements. And it discusses the potential, the challenges and the unknowns of using assessment as a key means of promoting not only better leader performance but also systemwide improvements that benefit children.
— Leading, Learning, Leadership Support: Overview , octubre 2006
Summary
The education field could greatly benefit from a deeper understanding of the conditions and policy issues that affect the success of principals as leaders of learning, for better or worse. As part of its education leadership initiative, The Wallace Foundation has convened six “Leadership Issue Groups” for the last several years to address some of these questions and to identify what states, districts and schools can do to better support more learning-focused leadership. This set of reports, written by noted authorities on education leadership from the University of Washington’s Center for the Study of Teaching and Policy, includes an overview and six accompanying “State of the Field Reports” that were prepared in conjunction with the work of Wallace’s Leadership Issue Groups. The reports provide practitioners, policymakers and others a factual basis for considering a range of key leadership issues, including: data-informed leadership; resource allocation; redefining leadership roles; leadership assessment; improving governance; and high school transformation.