Educational Leadership Glossary

Systems that hold schools and educators responsible for student outcomes through standards, assessments, and reporting requirements.

Persistent disparities in academic performance between student subgroups, often correlated with race, ethnicity, socioeconomic status, or language.

A framework developed by Ronald Heifetz for mobilizing people to tackle tough challenges that require changes in values, beliefs, and behavior.

The structured process of transitioning an organization from its current state to a desired future state, addressing both technical and human dimensions.

In educational policy, the design of how options are presented to families and students to influence enrollment, program selection, and other decisions.

A professional development approach in which an experienced practitioner provides ongoing, individualized support and feedback to improve practice.

A leadership approach that emphasizes shared power, joint decision-making, and collective responsibility among stakeholders.

An ongoing cycle of planning, implementing, assessing, and refining practices to achieve progressively better results, often using frameworks like Plan-Do-Study-Act.

Teaching practices that use students' cultural knowledge, prior experiences, and frames of reference to make learning more relevant and effective.

A framework where leadership responsibilities are shared across multiple individuals rather than held by a single person.

The principle of providing each student with the resources and support they need to succeed, recognizing that different students require different levels of support.

Ongoing assessment used during instruction to monitor student learning and provide feedback that guides teaching adjustments.

A leadership model centered on the leader's direct involvement in shaping and improving teaching and learning.

The deeply held commitment to making a positive difference in students' lives that drives and sustains educational leaders through challenges.

The shared assumptions, values, and beliefs that determine how members of an organization perceive, think, and react.

Structured learning opportunities for educators designed to improve their knowledge, skills, and effectiveness.

A group of educators who meet regularly to share expertise and work collaboratively to improve teaching skills and student outcomes.

An approach to discipline that focuses on repairing harm through cooperative processes rather than punishment.

The perceived quality of the school environment based on patterns of people's experiences, reflecting norms, goals, values, and relationships.

A leadership philosophy where the leader's primary purpose is to serve the needs and growth of others in the organization.

Any individual or group with an interest in a school's performance, including students, parents, teachers, administrators, and community members.

A systematic process for defining a school's direction and making decisions about allocating resources to pursue that direction.

A leadership style that inspires followers to transcend self-interest through vision, intellectual stimulation, and individualized consideration.

A chronically low-performing school undergoing rapid, significant reform to dramatically improve student outcomes.

The capacity to create and communicate a compelling picture of a desired future state that inspires action and commitment.