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Educational Leadership and Quality

Meaningful & Sustainable School Improvement with Distributed Leadership

Research Report

School leadership is broadly acknowledged to be the lynchpin for school success. Yet, amongst the countless demands that school leaders face, making wise leadership choices is increasingly challenging. On what should leaders focus their attention and how should they prioritize their improvement efforts?

Typology of Teacher Leadership Programs | A Scan of U.S. Programs & Initiatives that Support Teachers to Take New and Varied Roles

Research Report

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers’ support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017; York-Barr & Duke, 2004).

Jal Mehta

Senior Research Specialist, CPRE
Harvard University

Jal Mehta is a professor at the Harvard Graduate School of Education. His research explores the role of different forms of knowledge in tackling major social and political problems, particularly problems of human improvement. He has also written extensively on what it would take to improve American education, with a particular focus on the professionalization of teaching.

Amanda Datnow

Senior Research Specialist, CPRE
UC San Diego

Amanda Datnow is a Professor in the Department of Education Studies and Associate Dean of the Division of Social Sciences at the University of California, San Diego. Her research focuses on educational reform and policy, particularly with regard to issues of equity and the professional lives of educators.  Over the past decade, she has conducted numerous studies examining the use of da

Dr. John B. Diamond

Senior Research Specialist, CPRE
University of Wisconsin-Madison

John B. Diamond is the Kellner Family Distinguished Chair in Urban Education and Professor of Education in ELPA and a faculty affiliate in Afro-American Studies and Educational Policy Studies. A sociologist of education, he studies the relationship between social inequality and educational opportunity. More specifically, he examines how educational leadership, policies, and practices shape students' educational opportunities and outcomes.

Peter Goff

Senior Research Specialist, CPRE
University of Wisconsin-Madison

Peter Goff is an assistant professor at the University of Wisconsin-Madison in the department of Educational Leadership and Policy Analysis, where he teaches classes on quantitative analysis, research methods, and K-12 finance policy. Dr. Goff’s research examines the policies and practices surrounding the strategic management of human capital (SMHC).

Donald J. Peurach

Senior Research Specialist, CPRE
University of Michigan

Donald J. Peurach’s research, teaching, and outreach focus on the production, use, and management of knowledge in practice, among social innovators and those they seek to serve. Peurach examines these issues in the context of large-scale educational improvement initiatives in public school districts and in school improvement networks — focusing specifically on how districts and networks continuously learn and improve over time.

Richard Ingersoll

Senior Research Specialist, CPRE
University of Pennsylvania

After teaching in both public and private schools for a number of years, Richard Ingersoll obtained a Ph.D. in sociology from the University of Pennsylvania in 1992. From 1995 to 2000 he was a faculty member in the Sociology Department at the University of Georgia and currently he is the Board of Overseers Professor of Education and Sociology at the University of Pennsylvania.

James Spillane

Senior Research Specialist, CPRE
Northwestern University

James Spillane's work explores the policy implementation process at the state, school district, school and classroom levels. He has worked to develop a cognitive perspective on the implementation process, exploring how local policymakers and practitioners come to understand state and national reforms. Spillane is also interested in organizational leadership and change.


Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914


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