The CLEE Core Leadership Practices
How Were the Core Practices Developed?
The core practices were developed by CLEE Research from Rhode Island schools and supporting research:
CLEE Research in Rhode Island Schools
Braun, Gable and Kite’s, Situated in a Community of Practice breaks “Building Capacity” into subcategories of Building Capacity to (a) Teach, (b) Collaborate, and (c) Lead.
Braun, Billups, and Gable’s, Closing Intraschool Achievement Gaps, pages 15-22 describe the core practices from focus groups/interviews with teachers and principals. This work was used to create a Learning Community Survey used by CLEE partner schools (see below).
Bottoms, G., & O’Neill, K. (2001). Preparing a new breed of principals: It’s time for action.
Elmore, R. (2006). Leadership as the practice of improvement
DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground: The power of professional learning communities.
Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan83(8), 578-606.
Hallinger, P., & Heck, R. H. (2002). What do you call people with visions? The role of vision, mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (eds.). Second international handbook of educational leadership and administration (pp. 9-40). Dordrecht, UK: Kluwer Academic Publishers.
Lambert, L. (2005). Leadership for lasting reform. Educational Leadership 62(5), 62-65.
Leithwood, Seashore Louis, Anderson and Wahlstrom. (2004). How Leadership Influences Student Learning
Leithwood, Harris, and Strauss. (2010). Leading School Turnaround
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly 39(3), 370-397.
Murphy, J. (2002). Reculturing the profession of educational leadership: New blueprints. Educational Administration Quarterly, 38(2), 176-191.
Waters, J. T., Marzano, R. J., & McNulty, B. A. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement.
How are the practices assessed?
CLEE developed and uses a Learning Community Survey with schools to help them diagnose their current reality and next steps toward further enacting the core leadership practices.