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Tests--typically cognitive achievement tests--are instruments for providing a more sensitive analysis of the learning sequence and of the instruction guiding it. In addition to an overall score, standardized tests provide a variety of subscores that help the teachers identify where a student might be encountering the greatest difficulties. The author argues that testing is not some sort of an optional add-on to education, but is an integral part of the learning process, part of the instruction-test-instruction feedback loop by which students demonstrate knowledge and skill acquisition. (GCP)

This paper summarizes research on ways to measure a school's instructional climate. Four areas of inquiry revolve around accomplishment, recognition, power, and affiliation. Because a school's instructional climate has a significant impact on student learning, the study of instructional climate is important. Three sets of conditions to examine when measuring instructional climate include generalizability, changes in respondents, and changes over time. School norms are essential for interpreting and understanding a school's score. Samples of two forms of the Instructional Climate Inventory (for teachers and students) are presented and ways to analyze their results are described. A conclusion is that instructional climate is real, important, and measurable. A remaining question is how to create positive learning climates. One way is through school leaders who clearly articulate a school mission by their actions and behaviors. Four figures are included. (LMI)

Findings of a study that examined how effectively instructional leadership and instructional climate predict student learning outcomes are presented in this paper. Surveys to determine principals' self-perceptions and teachers' perceptions of instructional climate were completed by 72 principals and 1,523 teachers. Achievement results for 9,415 students, taken from the Illinois statewide student-assessment program, were available at the third-grade level (56 schools), sixth-grade level (41 schools), and eighth-grade level (15 schools). The dimensions of instructional leadership included: defining mission; managing curriculum and instruction; supervising and supporting teaching; monitoring student progress; and promoting instructional climate. Measured dimensions of instructional climate included accomplishment, recognition, power, and affiliation. Findings demonstrated a significantly positive correlation between principals' self-ratings of instructional leadership and student achievement. The correlations were strongest for academic satisfaction, recognition, accomplishment, and commitment. No significant relationships were found between teacher ratings of instructional leadership and student achievement, though they were generally positive. In conclusion, the findings provide empirical evidence for a strong relationship between instructional leadership and student learning outcomes. (Contains 26 references.) (LMI)

A study examined the impact and cost effectiveness of a principal leadership-development program. The program is based on one-on-one interaction between the participant and a leadership analyst, and it includes the following components: assessment, feedback, and construction of a one-year personal development plan. A survey mailed to 195 Illinois administrators who participated in the program yielded 120 responses, a 62 percent response rate. Respondents' evaluations of the program itself and its impact on them were strongly positive. A utility analysis of program costs and benefits concluded that when program costs are considered within the context of program returns, benefits far outweigh costs. Five tables are included. (Contains 15 references.) (LMI)

The development of sound theory and theory-based instruments is essential for studying the impact of instructional leadership on student learning outcomes. This article argues that a constructivist perspective provides a more reliable basis than a functionalist perspective for understanding what differentiates effective instructional leaders from others. The differences do not lie in a distinctive set of characteristics nor mastery of a set of discrete leadership skills. Instead, what distinguishes effective instructional leaders from others is a proactive approach to work that is guided by a distinctive set of beliefs about what is possible. Data are presented to show the extent to which self-reports of principals and teacher ratings are in agreement regarding perceptions of instructional leadership within the school building. Additional data reported here demonstrate a chain of empirical relationships from principal instructional leadership beliefs and practices, through teacher satisfaction and commitment, to student commitment and achievement. (Contains 41 references.) (Author)

Attending to the questions of how school leadership influences learning and achievement and what effective school leaders do, this document describes a measurement-based approach for studying and developing effective school leadership. The document details the conception, refinement, and psychometric properties of the Instructional Leadership Inventory (ILI), a self-report survey designed to assess the direct impact principals have on their schools. Responses regarding principals' efforts to define school mission, manage curriculum, supervise teaching, monitor student progress, and promote instructional climate and those responses regarding general characteristics of staff, school, and community are used in the ILI to uncover characteristics of effective leadership. Also described are the conception, development, reliability, and validity of the student version and teacher version of the Instructional Climate Inventory (ICI), a multiple-choice survey designed to flesh out and cross-check the information obtained via the ILI. Lastly, the document discusses the School Administrator Assessment Survey (SAAS), a modification of Maehr and Braskamp's SPECTRUM, which is designed to measure administrators' job satisfaction, commitment, self-concept, personal incentive, perception of job opportunities, and perception of instructional climate. Included are six tables and one figure. (46 references) (CLA)

A set of objective instruments to assess school leadership and instructional climate were developed in this study designed to improve upon the primarily descriptive, individual-oriented leadership assessments of prior research. Self-reports on daily activities were elicited from 41 male and 40 female principals, and a leadership inventory was administered to compare the reported relative importance of behavioral descriptions with beliefs for the prediction of effective instructional leadership. Findings indicate that beliefs about work are a significant factor in explaining differences between leaders and that what is learned about instructional leadership is highly dependent on whom is asked. The implementation of an instructional leadership development program indicates that individually oriented programs are effective models for instructional leadership training. (35 references) (LMI)

Results of a descriptive quantitative study to identify personal beliefs and goals shared by effective school principals are presented in this report. Data were collected through an experience sampling study of principals, and through teacher and student attitudinal surveys. The experience sampling stage involved 81 Illinois elementary or secondary principals who were electronically paged at randomly selected times to record current activities, beliefs, and moods. Findings indicate that principals' beliefs most significantly influence leadership effectiveness. An extensive bibliography, 53 tables illustrating the results of responses to the Principal Activity Sampling Form and a copy fo the form are included. (LMI)

The 16 Personality Factor Questionnaire (16PF), which is reviewed historically in this essay, represents a unique and significant chapter in the history of personality assessment. During the first 20 years of its existence, the 16PF underwent numerous revisions and restandardizations. During that period, R. B. Cattell, the creator of the 16PF, laid the foundations for an approach that would uniquely characterize his approach to personality assessment. The 16PF became the parent of an entire family of tests, including shorter versions, single-purpose instruments, and age-specific instruments. At the present time, the system consists of 13 different self-report instruments that encompass 23 different test forms and a total pool of nearly 3,000 items. During its second 20 years of existence, 16PF development has slowed, but use of the instrument has increased. Two notable developments are the Clinical Analysis Questionnaire (CAQ) and the Adult Personality Inventory (API). For the future, it seems that the 16PF tradition will most likely be reflected in the CAQ and API. The former significantly broadened the range of application of the 16PF by adding scales to assess affective and cognitive disturbances. The API anticipated the enormous growth of computerized testing. A 46-item list of references is included. (TJH)

The Adult Personality Inventory assesses personality characteristics in terms of three sets of scales: personal characteristics, interpersonal style, and career factors. Career factors include practical, scientific, aesthetic, social, competitive, and structured dimensions related to career choice, job satisfaction, and lifestyle preferences. (SK)

Current research points to five essential categories defining principals' responsibilities: defining and communicating a mission, managing curriculum and instruction, supervising teaching, monitoring student progress, and promoting an effective instructional climate. The Illinois Administrators' Academy offers a statewide leadership development program that emphasizes theory, individualization, and elements of "cognitive apprenticeship." (Contains 13 references.) (MLH)