Lee Alvoid and Les Black, clinical associate professors in Simmons’ Department of Education Policy and Leadership, co-wrote The Changing Role of the Principal: How High-Achieving Districts Are Recalibrating School Leadership, a report that delineates how school leadership has changed, especially with increased expectations for instructional improvement and teacher development.
The report, released by the Center for American Progress, also incorporates six case studies of school districts that have changed proactively to support principals.
Alvoid and Black examine Gwinnette County Public Schools in Georgia; Denver Public Schools in Denver, CO; District of Columbia Public Schools in Washington D.C.; Charlotte-Mecklenburg in Charlotte, NC; Uplift Education in Dallas, TX; and Northeast Leadership Academy at North Carolina State University.
These schools have re-structured their positions so principals can focus strategically on coaching and instructional feedback, customized professional development, more streamlined job duties and ways to partner with universities and nonprofits.
To read the report, click here.
Professor Jill Allor and research colleagues in Simmons release findings of a four-year, pioneering study of reading interventions with students who have intellectual disabilities or low IQ. With persistent, specialized instruction, these students learned how to read at a first grade level.
Students identified with intellectual disability account for nearly one in every 100 public school students, according to the study, which cites the U.S. Department of Education. Of those identified with intellectual disability who do graduate, most don’t receive a diploma, only a certificate of completion, said the study’s authors, who include Patricia Mathes, TI Endowed Chair in Evidence-Based Education and a professor in the Simmons School; J. Kyle Roberts; Jennifer P. Cheatham, research associate; and Stephanie Al Otaiba, Simmons professor.
To read more about the study, click here.