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1. Organizational Knowledge
Effective leadership begins with extensive knowledge of the instructional environment: individual student needs, strengths and weaknesses of staff members, aspects of the instructional programs, student data, and schedules. It is the manner in which school leaders weave these data sources together that they lay the foundation for effective school leadership.


Researchers exploring the qualities of effective school leadership often begin with the leader’s knowledge of the students in his or her school. By developing a data-driven understanding and knowledge of the students, the principal and other school leaders can inform their decisions pertaining to:


Resource allocation – Do I have enough teachers and enough time to meet the needs of my at-risk students?

Scheduling – Have I scheduled the reading blocks in such a way that my teachers and paraprofessionals have sufficient time to provide instruction, and provide intervention for students in need?

Professional development – Have patterns in student skill gaps revealed a gap in teachers’ instructional abilities requiring additional professional development?

Funding and procurement – How do the characteristics of my student population affect the available sources of funding or the ways in which I can allocate my budget?


Effective leaders have a strong knowledge of the range of instructional tools available to address their students’ needs. This entails—in many cases—a team-based approach to researching and vetting research-proven programs that address specific needs.

Once an instructional program has been selected, it is imperative that school leaders develop an in-depth understanding of the program in order to ensure fidelity of implementation, drive behavior around proper use levels and ensure that teachers avail themselves of the training and professional development resources provided to them.



2. Use of Data
Effective school leaders develop their organizational knowledge based, in large part, on their understanding of student data. This includes the use of summative data—analyzing outcome data in the spring to allocate resources and plan for the upcoming school year—as well as a wealth of real-time formative data. There are a number of assessment products—and even some online instructional programs that gather student data without administering a test—that can provide real-time performance data to inform instructional decisions.


The frequency of the meetings can meet the needs of the individual school. The critical piece is that the meetings are scheduled ahead of time, so they do not get pushed out and missed on a regular basis. It is important to establish these meetings as something that is important to the school leadership, because when student data is closely examined on a frequent basis, teachers understand the importance of driving improvements on these performance indicators.



An important factor of effective data meetings is having the right people in the meeting in order to act on the decisions made about the data. Time spent tracking down the appropriate team member to inform or act upon a particular data point results in missed opportunities to improve student outcomes. Data meetings must include all of the key players, or at the very least, incorporate specific next-steps to ensure that instructional decisions are made and implemented based on the findings at the data meeting.



3. Scheduling
High-performing schools consistently identify scheduling as one of the key factors of their success. For purposes of this discussion, we will focus on schools’ efforts to support an uninterrupted period of at least 90 minutes for reading instruction.


Some schools schedule a 90-minute reading block across all grades first thing in the morning, regrouping students into homogeneous skill groups in each classroom. Sometimes called the “walk and read” model, this approach helps schools better utilize all of their trained intervention staff by placing them in classrooms with the students most at-risk of reading failure.