@inbook{0689e219112d4299962df2d965002eb1,
title = "Leaders for productive schools",
abstract = "This article reviews the literature on effective schools and school improvement to develop a portrait of leadership for schools in which all youngsters reach ambitious academic-performance targets, that is, a framework to describe leadership for productive schools is presented. The framework is divided into eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource allocation and use, organizational culture, and social advocacy. Each dimension, in turn, is comprised of three or four core functions. Functions, in turn, are defined by the specific behaviors that leaders employ to shepherd the school toward important organizational outcomes.",
keywords = "Administration, Curriculum and instruction, Effective schools, Instructional leadership, Leadership, Leadership for learning, Leadership standards, Management, School climate, School improvement, School leadership, School mission",
author = "J. Murphy and Elliott, {S. N.} and Goldring, {E. B.} and Porter, {A. C.}",
note = "Funding Information: Andrew Porter is the dean of the graduate school of education at the University of Pennsylvania and the George and Diane Weiss Professor of education. He has published widely on psychometrics, education policy, student assessment, education indicators, and research on teaching. His current work focuses on curriculum policies and their effects on opportunity to learn and student achievement. Currently, he has research support from the National Science Foundation (codirector, System-Wide Change for All Learners and Educators ; principal investigator, Longitudinal Design to Measure Effects of Math-Science Partnership Professional Development in Improving the Quality of Instruction and Science Education ); and the Wallace Foundation (principal investigator, Develop and Test Education Leadership Performance Assessment ). He is an elected member and vice president of the National Academy of Education, member of the National Assessment Governing Board, lifetime national associate of the National Academies, and past-president of the American Educational Research Association. Funding Information: Ellen Goldring is the Patricia and Rodes Hart Chair and Head department of education policy and leadership at Peabody College of Vanderbilt University. She received her PhD from the University of Chicago. Prior to coming to Vanderbilt, Professor Goldring was chair of the Department of Educational Administration, Tel Aviv University, Israel. Professor Goldring{\textquoteright}s research interests reside in two main areas. One strand centers on understanding and shaping school-reform efforts that connect families, communities, and schools with a focus on school choice. Much of her other scholarly work focuses on the changing role of school leaders as the organizational contexts for schools become more complex and varied. Her work has been funded by the Spencer Foundation, The WT Grant Foundation, the Wallace Foundation, the Bill and Melinda Gates Foundation, and the Institute of Education Sciences of the US Department of Education. She serves on numerous editorial boards and policy forums, is the coauthor of books and hundreds of book chapters and articles, including Principals of Dynamic Schools (Corwin Press) and School-Choice in Urban America (Teachers College Press). ",
year = "2010",
doi = "10.1016/B978-0-08-044894-7.00461-9",
language = "English (US)",
isbn = "9780080448947",
pages = "746--751",
booktitle = "International Encyclopedia of Education",
publisher = "Elsevier Ltd.",
}