Regional Summaries

Northern Illinois vs. Suburban Chicagoland
Central Illinois vs. Suburban Chicagoland
Southern Illinois vs. Suburban Chicagoland
Suburban Chicagoland


Recent Research

Center Research in Progress
  • External Evaluation of the Ounce of Prevention Fund's i3-Funded Professional Development Initiative (PDI). January 2012 through December 2014.  CUEL is conducting a 3-year impact and implementation evaluation of an innovative, job-embedded design for ambitious professional development for community-based early childhood educators in Chicago, based on the Ounce of Prevention Fund's highly-regarded EduCare early childhood education model.  The project is funded through the US Department of Education's Investing in Innovation (i3) grant program.

  • School Leadership Program Grant. U.S. Department of Education Office of Innovation and ImprovementSchool Leadership Program Grant. U.S. Department of Education Office of Innovation and Improvement. $1,000,330, funded 2013-2017. Principal Investigator, Steve Tozer, Department of Educational Policy Studies. Co-principal investigators Sam Whalen, Shelby Cosner, Andrea Evans, and David Mayrowetz.

  • Examining pre-service preparation of school leaders. Finnegan Family Foundation, $30,000, funded 2013-2014. Lead Researcher: Shelby Cosner

  • Examining the principal residency experience and its impact on candidate competency, role, and identity development. Lloyd A. Fry Foundation, $200,000, funded 2013-2015. Principal Investigator: Sam Whalen, Center for Urban Education Leadership. Lead Researcher: Shelby Cosner.

  • Building a suite of measures for assessing the development of leadership capacities for transformational school leadership. Two years, $200,000 from an anonymous donor. Principal Investigator: Steve Tozer, Director, Center for Urban Education Leadership. Research couples with the Fry Foundation project above. 

UIC Faculty Research: Selected Recent Publications
  • Cosner, S., Kimball, S., Barkowski, L. Carl, B., & Jones, C. (under review). Principal roles, work demands, and supports needed to implement new teacher evaluation. Research on Urban Education Policy Initiative.

  • Cosner, S. (in press). Advancing a phase-based model of school leadership for the support of collaborative data practices as a school-wide improvement strategy. Journal of School Leadership.

  • Cosner, S. (in press). Strengthening collaborative data practices in schools:  The need to cultivate developmental perspectives and diagnostic approaches. In A. Bowers, A. Shoho, & B. Barnett (Eds.), Using data in schools to inform leadership and decision making. Charlotte, NC: Information Age Publishing.

  • Cosner, S., Tozer, S., & Smylie, M. (2012). The Ed.D. Program at UIC: Using cycles of inquiry and improvement to advance leadership preparation. Planning and Changing, 43(1-2), 127-148.

  • Cosner, S. (2012). Leading the on-going development of collaborative data practices: Advancing a schema for diagnosis and intervention. Leadership and Policy in Schools, 11(1), 26-65.

  • McDonald, J. P. with Christman, J. B., Corcoran, T. B., Fruchter, N., McLaughlin, M. W., Pradl, G., Reich, G., Smylie, M. A., & Talbert, J. (in press). Cities and their schools. Chicago: University of Chicago Press.

  • Murphy, J.; Smylie, M.; Mayrowetz, D.; Louis, K.S. (2009). The Role of the Principal in Fostering the Development of Distributed Leadership. School Leadership & Management, 29 (2), p181-214 Apr 2009

  • Shoho, Alan R.; Barnett, Bruce G.; Martinez, Peter (2012). "Enhancing 'OJT' Internships with Interactive Coaching," Planning and Changing, 43(1-2). Illinois State University

  • Superfine, B. M., Gottlieb, J. J., & Smylie, M. A. (2012). The expanding federal role in teacher workforce policy. Educational Policy, 26(1), 58-78

  • Superfine, B. M. (2013). Equality in education law and policy: 1954-2010. New York, NY: Cambridge University Press.

  • Smylie, M. A., (2009). Continuous School Improvement (Leadership for Learning Series). Newbury Park, CA: Corwin Press. 

  • Smylie, M. A. (2010, June). Never good enough: Tips for continuous school improvement. The Leader’s Edge (a monthly publication of the American Association of School Administrators).

  • Superfine, B. M. (2010). New directions in school funding and governance: Moving from politics to evidence, Kentucky Law Journal, 98(4), 653-701.

  • Superfine, B. M., Smylie, M. A., Tozer, S.E., & Mayrowetz, D. (2009). "Promising strategies for improving K-12 education in Illinois: Improving the educator workforce," The Illinois Report 2009 (pp. 49-64). Urbana-Champaign, IL: Institute of Government and Public Affairs, University of Illinois.

  • Tozer, S.E., B. Gallegos, & A. Henry, eds. (2011). "Handbook of Research in the Social Foundations of Education," New York: Routledge/Taylor Francis, Inc.  

School Leadership Knowledge Base Exemplars
Policy Briefs
  • Wallace Foundation: Research Findings to Support Effective Educational Policies: A Guide for Policymakers, 2nd Edition. March, 2011. Illinois cited as an example in multiple areas. Read the full report here

  • Göncü, A., Main, C., Perone, A. & Tozer, S. A. (2012). "Crossing the Boundaries: The Need to Integrate School Leadership and Early Childhood Education." UIC Research on Urban Education Policy Initiative, Vol. 1, Book 2. November 2012. 

Assessment and Cycles of Inquiry
  • UIC data model adopted by Evanston school district - UIC's principal preparation coach Paul Zavitkovsky inspired the school district to become the first in the state to adopt UIC's model of test-score interpretation. The model is one of many innovations developed by UIC's EdD program and supported by the Center to help leaders transform education.

  • UIC report shows how school leaders can better slice test scores to improve teaching and learning - 2009 presentation before the American Educational Research Association