ABSTRACT
Having an effective teacher is commonly viewed as the most significant school-level factor in students' academic performance. One of the earliest and most often cited studies on teacher effectiveness is the Tennessee Value-Added Assessment System (TVAAS). The TVAAS provides researchers and policymakers with a large longitudinal database that makes it possible to connect students, their schools, and their teachers to their learning outcomes, and thereby determine the factors that influence student learning over time. This chapter provides a brief overview of the literature related to effective school leadership practices. It addresses the important role school principals can play as enablers of organizational learning through their efforts to build individual, interpersonal, organizational, and community capacity. This development occurs when formal school leaders, such as principals, enact a combination of instructional leadership and transformational leadership practices.
