Skip to main content

Educator Preparation and Development

Engaging in Distributed Leadership

Project Updates

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. 

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?

Managing Networks for School Improvement: Seven Lessons from the Field


In recent decades, new networks for school improvement (NSI) have proliferated across the country. These emerging organizational structures present education leaders with an opportunity to build dynamic infrastructures to engage schools in improvements to teaching and learning. NSI are diverse. Some NSI are part of school districts, while others are contracted by school districts to design blueprints for school improvement.

Lizzy Pecora

Senior Research Coordinator, CPRE
University of Pennsylvania

Lizzy Pecora is a Senior Research Coordinator with CPRE and Penn GSE. She is the project manager for the Responsive Math Teaching Project and a Heising Simons study on assessing the efficacy of OGAP in Philadelphia schools. Lizzy has extensive experience in project management and school partnerships. Lizzy holds a B.A. from Allegheny College and an M.A. from Villanova University.

Publications: A Model for Developing Sustainable Math Instructional Leadership

Study reveals OGAP produced meaningful impacts on teacher knowledge and student learning


New report describes the results of a rigorous two-year study of the impacts of the Ongoing Assessment Project (OGAP), a mathematics initiative, on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content.

Janine Remillard

Senior Research Specialist, CPRE
University of Pennsylvania

Janine Remillard is an associate professor of mathematics education at the University of Pennsylvania’s Graduate School of Education. Her research interests include teachers’ interactions with mathematics curriculum materials, mathematics teacher learning in urban classrooms, and locally relevant mathematics instruction.

Katharine M. Conn

Senior Research Scientist, CPRE-TC
Teachers College, Columbia University

Katharine Conn is a senior research scientist at the Consortium for Policy Research in Education (CPRE) at Columbia University. Her current research focuses on issues of quality and access in primary and secondary education, teacher retention, alternative teacher preparation programs, school-to-work transitions in developing countries, and the use of meta-analysis in education research.

TASK Technical Report

Working Paper

This report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development.

TASK: A Measure of Learning Trajectory-Oriented Formative Assessment

Research Report

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics.

Allan Odden

Senior Research Specialist, CPRE
University of Wisconsin-Madison

Allan Odden is professor emeritus of educational leadership and policy analysis at the University of Wisconsin-Madison and co-director of the Consortium for Policy Research in Education (CPRE). He previously served as professor of education policy and administration at the University of Southern California (1984-1993), and director of Policy Analysis for California Education (PACE), an education policy consortium of USC, Stanford and the University of California, Berkeley.


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


Sign up to receive news and announcements

This question is for testing whether you are a human visitor and to prevent automated spam submissions.