Educational Leadership and Quality
Jonathan A. Supovitz
Jonathan Supovitz is the Executive Director of the Consortium for Policy Research in Education (CPRE) headquartered at University of Pennsylvania Graduate School of Education. At University of Pennsylvania, Supovitz is professor at the University of Pennsylvania's Graduate School of Education and director of the Consortium for Policy Research in Education (CPRE).
Penn GSE, The Leadership Academy, and prominent researchers receive $3 million federal grant to research effective culturally responsive school practices
The grant will support the development of a research-based took-kit and resources to push practitioners towards meaningful culturally responsive school practices.
Leading Improvement in Challenging Times Guide
An introduction to tools & skills for educational leaders to adapt in times of crisis.
Watch Training Video
Listen to Educational Leadership in Challenging Times Podcast
The Influence of Teacher Leadership Programs on Teacher Leaders, Teachers, Schools, and Districts
Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of these efforts on teacher leaders themselves and on districts, schools, teachers, and students.
Principal as caregiver of all: responding to needs of others and self
When the school buildings closed in the spring, educators and families faced unknown challenges of supporting students remotely and continuing to provide the necessary resources for student learning and well-being. Principals responded with advocacy and compassion.
New Study: Understanding TN district-led turnaround effort in iZone
For the past three years a team of researchers, led by Joshua Glazer (George Washington University Graduate School of Education and Human Development), examined Shelby County's iZone district-led effort to dramatically improve, or "turn around," 23 of the lowest performing schools in Tennessee.
District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
The Shelby County iZone is a district-led effort to dramatically improve, or “turn around,” 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have proved insurmountable to many past reform efforts, iZone schools have made significant gains in performance in both math and English language arts (ELA).
Engaging in Distributed Leadership
School leadership is broadly acknowledged to be vital to improving outcomes for schools and students. Yet, amongst the countless demands that educational leaders face, making wise choices to pressing issues have become increasingly more complex.
A new CPRE report reveals strategies to help leaders tackle their toughest issues.
