0.6 Richardson, t., delp, c., & Wood-setzer, g. (july 2009). leading  (Page 6/3)

Introduction

When one tosses a stone in the water, it sinks to the bottom and although one may not see it anymore, the effects that the rock has on the surface of the water are visible and extend outward influencing everything on the surface. The ripple effect spreads slowly and intentionally even after the stone has fallen to the bottom. The stone cannot be seen, but has made a lasting impression on the water. As educational leaders, we hope our influence can make a positive, lasting impact on teaching and learning like the stone created on top of the water. In Leading from Below the Surface (2005), Theodore Creighton reveals a non-traditional approach to educational leadership. He compares school leadership to an iceberg and encourages educational leaders to discover what lies beneath the surface and withstand the urge to focus only on what is evident.

Evidence-based decision making

Creighton discusses evidence-based decision making in Leadin g from Below the Surface (2005). A critical component of evidence based decision making is a willingness to investigate the existing data. Currently, most school leaders do not go beyond what is readily apparent with their data to see what other inferences can be made. To be able to have the most impact upon the lives of students, administrators at all levels must go further that what meets the eye.

In Leading from Below the Surface , Creighton refers to the children that are sometimes “below the surface” including children of color and non-English speaking students, many of whom are considered subgroups by the federal legislation, No Child Left Behind (No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115Stat. 1425.). The NCLB standards require schools to identify students that are in particular subgroups such as Black, Hispanic, English Language Learners (ELL), Special Education and Economically Disadvantaged. School leaders must monitor achievement and progress of children in the respective subgroups in order to achieve Adequately Yearly Progress (AYP).