Also see the Administrator Effectiveness page on PreK-3rd Grade wiki
McCormick Center for Early Childhood Leadership
Research & Literature
Balanced Leadership: What 30 Years of Leadership Research Tells Us about the Effect of Leadership on Student Achievement
Click Here from McREL
Contextualizing Distributed Leadership Within Early Childhood Education: Current Understandings, Research Evidence and Future Challenges
Click Here Educational Management Administration & Leadership 41(1) 30–44
This article seeks to establish a new research agenda on distributed leadership by linking early childhood and school leadership research. It begins with a discussion of how distributed leadership is conceptualized, including a discussion of the main features and meanings of distributed leadership as defined by key scholars who have maintained a sustained interest in this topic. It explores theoretical bases underpinning leadership research that have adopted a distributed leadership framework in general and within early childhood education organizations in particular. By critiquing the application of learning derived from school-based research within early childhood settings, this article aims to engage readers across different education sectors to collaborate in reconceptualizing distributed leadership in the future.
Early Care and Education Leadership and Management Roles: Beyond Homes and Centers
Click Here Early Childhood Research & Practice, Volume 14 Number 1
Findings also indicate that the education and professional background of staff varies, and that child development, management, and supervision are areas in which staff members most identify wanting additional knowledge. These results, both promising and concerning, suggest that infrastructure staff play an integral role in shaping and delivering services and programs, yet little attention has been paid to their professional knowledge and needs, amplifying the necessity for further research to better understand the range of responsibilities of infrastructure staff and for policies to support their professional development.
Early Childhood Champions: Exceptional Administrators of School-based Programs for Young Children
Click Here National Association of State Boards of Education
How Do They Manage? An Investigation of Early Childhood Leadership
Click Here Educational Management Administration & Leadership 41(1) 5–29, 2012
How leadership influences student learning
Click Here The Wallace Foundation, University of Minnesota, University of Toronto
Leading and Managing in the Early Years: A Study of the Impact of a NCSL Programme on Children’s Centre Leaders’ Perceptions of Leadership and Practice
Click Here Educational Management Administration & Leadership 40(3) 289–304
Research has shown that the quality of early years provisions is directly linked to the quality of leadership and management of early years settings. The extant research also shows that the quality of preschool settings are almost always characterised by strong leadership, where leaders and practitioners share a clear vision of the setting’s practices. This paper presents the key findings of a national evaluation of early years leadership across a range of children centres in England… The findings reveal that integrated and multiagency working, reflective learning and practice, as well as professional status and pay, are key factors that can significantly influence the role of children’s centre leaders and which in turn has a direct impact on their professional practice.
Learning from Leadership: Investigating the Links to Improved Student Learning
Click Here University of Minnesota, Center for Applied Research and Educational Improvement; University of Toronto; Ontario Institute for Studies in Education; Commissioned by The Wallace Foundation
Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System
Click Here Early Childhood Research & Practice, Volume 13 Number 1