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It translates implications for principals’ instructional leadership into concrete expectations expressed as knowledge, appreciations, and skills, supported by the role’s necessary systems and supports.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Psychology  \nand Special Education, University of Saskatchewan  \n&  \nPatrick Renihan, Ph.D. Professor, Educational Administration, University of  \nSaskatchewan  \nAbstract  \nIn a climate of accountability, the development of assessment literacy among school professionals has become critical to school success. The provision of assessment leadership is viewed as the means by which such literacy can be enhanced. The writers examine the conditions under which student achievement gains can be realized. Implications of assessment reform for the instructional leadership role are translated into the knowledge, appreciations and skills that can help principals transform assessment leadership expectations into instructional leadership practice.  \nDemystifying Assessment Leadership  \nInstructional leadership is generally recognized as one of the important roles of the school principal. Indeed recent research on the role of the principal has identified instructional leadership as one of the principal’s central purposes. (Dufour, 2001; Fullan, 2003, 2001) . As is the case with many aspects of education, the nature of the instructional leadership role, and the demands it places upon the principal (with accompanying expectations for principal effectiveness) have changed significantly in recent years. There have been numerous catalysts for this change, but among the more prominent has been the sustained emphasis among governments throughout the world on school accountability for student achievement. In an increasingly ‘high-stakes’environment, the focus of attention has been the quality of leadership that can produce desired results. Turnbaugh-Lockwood (2005) framed the development in this way:  \nIn the swirling wake of the No Child Left Behind (NCLB) Act, a vortex of educational changes now affects the way public educators at all levels conduct daily business. School principals, in particular, find themselves in a relentless public spotlight as they are held accountable for student achievement. This new accountability, of course, is measured by adequate yearly progress (AYP) requirements-coupled with increasingly stiff sanctions if all student subgroups do not meet established goals. (p.1) .  \nMore generally, the importance of leadership in securing sustainable school reform has been demonstrated in research and practice, while it is becoming increasingly apparent that the focus on student learning is a central element of the leadership mandate (Harris, 2002). What leadership actions might this imply? Cizek (1995) referred to the leadership of ‘planned assessment systems’ in which the beneficiaries of assessment are clearly defined; the uses of the assessment information are real, tangible and valued by the users; and the assessments are conducted in an efficient manner (ensuring, for example, that redundant practices are not reducing the time available for instruction) .  \nIn this article, we examine several critical implications of assessment reform for the instructional leadership role of the principal. Based upon an examination of what the research says to us about the meanings and dynamics of effective assessment and instruction, we identify some of the related, hitherto unanticipated, expectations for leadership. We frame these expectations in terms of sets of knowledge, appreciations and skills, which may serve as a focus for principal self-reflection and professional planning. Finally, we turn our attention to the issue of the supports necessary for principals to be successful in what, for many, represents a formidable and ambiguous aspect of their instructional leadership role.  \nManaging the Meanings  \nBefore we get further into this discussion, some clarification as to what we mean by several of the key terms needs to be provided. In particular, the ideas of assessment reform, assessment literacy, assessment leadership, and instructional leade","cbCaicAWuTU99oS5","https://ap.wps.com/l/cbCaicAWuTU99oS5","pdf",77999,21,"English","# Abstract\n# Instructional Leadership and Accountability\n# Managing the Meanings\n## Assessment Reform\n## Assessment Literacy","[{\"question\":\"Why is assessment literacy considered critical in an accountability climate?\",\"answer\":\"It supports school success by improving professionals’ understanding and use of assessment, which in turn strengthens student learning outcomes and achievement.\"},{\"question\":\"How does assessment reform connect to instructional leadership for principals?\",\"answer\":\"The document frames leadership expectations as sets of knowledge, appreciations, and skills that help principals translate assessment leadership goals into instructional leadership practice.\"},{\"question\":\"What does assessment literacy include according to the document?\",\"answer\":\"Assessment literacy involves capacity to interpret student performance data, develop action plans to raise achievement, and engage in the political debate about proper and improper uses of achievement data.\"}]","Demystifying Assessment Leadership - read online free | PDF",1792084913,53]