Reform System Leadership
and Governance 


The vision

Connecticut’s education system provides a framework that allows education leaders to foster student-centered districts, schools, and classrooms. Within the framework, the roles of school leaders, district leaders, regional leaders, and state leaders are clearly defined and delineated.

Why is this important?

School and district leadership have a strong impact on student achievement.24 School leaders include all educators, principals and teachers, working together to create an organization focused on learning.25 Their efforts are most successful when working within a system that provides a framework focused on achievement and continuous improvement and that allows for local variation to meet the needs of students.26

 


FOOTNOTES

24     Timothy Waters and Robert Marzano (2007); Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom (2004).
25     Lambert, L. (2002) “A Framework for Shared Leadership,” Beyond Instructional Leadership. May 2002, Volume 59, Number 8, pp. 37-40. Washington, DC: ASCD.
26     Pont, B., Nusche, D.,.Moorman, H. (2008) Improving School Leadership: Policies and Practice. Paris: Directorate for Education, Organization for Economic Cooperation and Development. Darling Hammond, L. (2010). Soaring Systems: High Flyers All Have Equitable Funding, Shared Curriculum, and Quality Teaching. American Educator, Winter 2010-11. Washington, DC: American Federation of Teachers.


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OUR MISSION
To lead the continuous improvement of public education for all students by advocating public policy for children and by developing and supporting executive school leaders.

CONNECT WITH US

            

Connecticut Association of
Public School Superintendents

26 Caya Ave | West Hartford CT 06110-1186
Phone: 860.236.8640 | Fax 860.236.8628
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