Vanderbilt Assessment Of Leadership Research Articles

Evaluation of pedagogical leadership through the Vanderbilt Assessment of Leadership in Education (VAL-ED). Adaptation to the context of Higher Education in Spain

Evaluation of pedagogical leadership through the Vanderbilt Assessment of Leadership in Education (VAL-ED). Adaptation to the context of Higher Education in Spain

Learning-Centered Leadership: Exploring How Distinguished Learning-Centered Principals Apply Key Processes of Learning-Centered Leadership

Research on school leadership has shown that a principal's influence on student achievement is indirect and significant. A sample of principals who earned the highest (distinguished) rating on the Vanderbilt Assessment of Leadership in Education (VAL-ED) measure responded to open-ended questions during an in-person interview. Principals in this study identified specific actions of school leadership related to the VAL-ED-defined key processes and core components of learning-centered schools. A comparative analysis was conducted to discover if a difference existed between elementary and secondary principal responses.

Principal Learning-Centered Leadership and Faculty Trust in the Principal

Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal.

Comparing CALL and VAL-ED: An Illustrative Application of a Decision Matrix for Leadership Feedback Instruments

Initiatives to increase leadership accountability coupled with efforts to promote data-driven leadership have led to widespread adoption of instruments to assess school leaders. In this article, we present a decision matrix that practitioners and researchers can use to facilitate instrument selection. Our decision matrix focuses on the psychometric properties of the instruments, the model of leadership used to construct the instruments, the feasibility of implementation, and the extent to which feedback lends itself to changes in behavior (actionability). We apply this decision matrix to two of the most prominent leadership feedback instruments, Comprehensive Assessment of Leadership for Learning and Vanderbilt Assessment of Leadership in Education. Through our decision matrix, we are able to reveal the commonalities between the measures and also identify tangible differences. We discuss the implications of the comparative strengths and drawbacks of the two instruments and how they might be deployed most effectively to improve leadership practices.

Efficacy of the Educational Leadership in the Spanish Context: The Perspective of Its Agents

Our study aims to discover the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The Vanderbilt Assessment of Leadership in Education (VAL-ED) questionnaire was applied. Contingency analyses were calculated. We concluded that the three sectors considered the principal’s work to be effective in actions related to the learning objectives, curriculum planning, and responsibility for the outcomes.

Evaluando el liderazgo educativo centrado en los aprendizajes del alumnado

The research shows that school leadership influences school management resultsin general, and it particularly impacts student learning. This article presentsand analyzes the VAL-ED (Vanderbilt Assessment of Leadership in Education)as a school leadership assessment tool that is based on the research on learningcentered leadership.

A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.

Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

This case study of a high-achieving, high-poverty school describes the school’s leadership, culture, and programs that contributed to its success. Data were collected from two surveys (the School Culture Survey and the Vanderbilt Assessment of Leadership in Education), observations at the school site, and interviews with school personnel. The study revealed school leadership that had high expectations for staff members and emphasized small group instruction, collaboration, and continuous improvement in instructional practices. The culture of the school was that of excellence, continuous improvement, school pride, and collaboration.

Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership (“rigorous curriculum,” and, to a lesser extent, “performance accountability”) significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors.

An Examination of Differential Item Functioning on the Vanderbilt Assessment of Leadership in Education

The Vanderbilt Assessment of Leadership in Education is a 360-degree assessment of the effectiveness of principals’ learning-centered leadership behaviors. In this report, we present results from a differential item functioning (DIF) study of the assessment. Using data from a national field trial, we searched for evidence of DIF on school level, geographic region, and urbanicity. We found evidence of intercept DIF for urbanicity on four items and slope DIF for urbanicity on one item, although all magnitudes were small to moderate. We conclude that the Vanderbilt Assessment of Leadership in Education's items are not biased on the basis of these school characteristics, bolstering its use in schools around the country.