School Leadership That Works Essay

858 Words4 Pages
In School Leadership that Works, Marzano, Waters, and McNulty discuss their findings of 69 studies on the effects of school leadership on student achievement. Additionally, they share the survey results of over 650 building principals. Based on these findings, they have developed a list of 21 leadership responsibilities, along with a five-point plan that will affect student achievement. Finally, they present a first order and second order of change sequence to facilitate student success.
Marzano, a well-established researcher in the field of education and President of Marzano Associates consulting firm, has teamed with Timothy Waters and Brian McNutly to write this book that combines research with action steps. Waters bring with him his
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To begin their study, Marzano, Waters, and McNulty reviewed studies from 1970 to 2005 when the book was published. They had a cross section of research from Kindergarten to 12th grade in both urban and suburban school districts, choosing a quantitative, meta-analytic approach. This, they felt, allowed them the ability to analyze a large sampling of information. Their results show that the stronger the leadership, the higher and more consistent the student achievement. Specifically, Marzano et. al found a .25 correlation which can increase student achievement up to 22% higher than the starting percentile (2005, pgs. 11-27).
To help make a strong case for the findings, the team utilized the theories and writings of other educational experts. In this part of the book, they briefly touch upon transformative leadership, total quality management, servant and situational leadership, and instructional leadership.
Based upon their results, the authors break down their information to form what they consider to be the key “21 Responsibilities of the School Leader.” They caution the reader that these theories are not new but rather ‘validate the opinions expressed by leadership theorists for decades” (pg. 41). The 21 responsibilities are Affirmation, Change Agent, Contingent Rewards, Communication, Culture, Discipline, Flexibility, Focus, Ideals/Beliefs, Input, Intellectual Stimulation, Involvement in Curriculum, Instruction and Assessment, Knowledge of
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