Publications and Reports

CTAC’s reports focus on cutting edge issues in education and community development. Our research and evaluation studies inform practice and guide policy decision-making at local, state and national levels.

Implementing with Fidelity and Impact: An Evaluation of the Missouri Leadership Development System

The Region 12 Comprehensive Center conducted an evaluation of the Missouri Leadership Development System (MLDS) to support the Missouri Department of Elementary and Secondary Education (DESE) in learning from educators about the implementation of MLDS across the state.

For this evaluation, R12CC used a mixed-methods approach by collecting both qualitative and quantitative data, including (a) statewide surveys of MLDS principals, superintendents, and specialists; (b) survey of classroom teachers at ten schools in four districts; (c) interviews with MLDS principals, superintendents, and specialists; (d) fall 2020 participant satisfaction survey administered by DESE; and (e) a review of MLDS documents.

The evaluation focuses on MLDS implementation during the 2020–21 school year and, building on the 2019 and 2020 formative reports, gauges changes in perceptions over time. Data show that from 2018–19 to 2020–21, principals and superintendents continuously believe the program is being implemented with fidelity and effectively develops and supports school leaders. They also see a connection, through MLDS, between leadership development and student learning. The report presents key issues and provides recommendations to assist DESE in making evidence-based refinements to MLDS.

Principal Leadership at a Challenging Time: An Evaluation of the Missouri Leadership Development System

The Region 12 Comprehensive Center conducted an evaluation of the Missouri Leadership Development System (MLDS) to examine the perceptions of participants and help the Missouri Department of Elementary and Secondary Education learn from educators across the state about the implementation of the program, both preceding and during the COVID-19 pandemic. The primary purpose of MLDS is to develop and nurture effective school leaders throughout the state. MLDS supports principals at four levels, from Aspiring (pre-certificated), to Emerging (initial career entry), to Developing (practicing), and ultimately to the Transformational Principal.

The report indicates that dominant recommendation by principals, superintendents, and specialists is to build on current program strengths and extend customized services that address emerging, pandemic-related needs. Data from both interviews and survey responses show clearly that the first year of full implementation of the program was well-received by the field, both before and during the COVID-19 pandemic. The report identifies key issues and provides recommendations for making targeted refinements to MLDS.

Preparing Tomorrow’s Principals Today: A Formative Review of the Missouri Leadership Development System

CTAC conducted an independent, formative review of the Missouri Leadership Development System (MLDS) to learn from educators regarding the implementation of MLDS and to support the state in making evidence-based refinements to the program. The primary goal of MLDS is to develop and support effective school leaders throughout the state at each level of experience in their career—from Aspiring (pre-certificated), to Emerging (initial career entry), through Developing (practicing), and ultimately to the Transformational Principal. The report examines and presents perceptions of program participants of the MLDS competencies, learning experiences, and treatments in strengthening their practice and improving student learning, factors enhancing or impeding the progress of implementation, and benefits and value. It also identifies key issues and provides recommendations for making targeted refinements to the program. This report was made possible by the support of the Central Comprehensive Center.

Improving Teacher Practice: Debunking the Myth of the Performance Plateau

The CEOs of two of America’s leading education consultancies join forces to argue for school districts to play a more active role in teacher development. The “disheartening” but tenacious myth that new teachers improve for a few years and then coast is dangerous because it causes HR departments to focus on the wrong things, write Bryan Goodwin and William Slotnik. Newer studies have debunked the “performance plateau” and should lead districts in the direction of career-long development for career-long improvement. They propose a four-part plan for making it happen, and point out that a handful of districts have already started.