The Mid- Continent Research for Education and Learning (MCREL) is a research analysis designed to determine twenty one leadership responsibilities in order to impact student achievement. Three researchers, Tim Waters, Robert Marzano, and Brian McNulty, developed these leadership skills to help school leaders shape and encourage student achievement. After thirty years of studying and developing these highly beneficial leadership skills, the researchers published an article entitled “Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement.” The MCREL 21 leadership responsibilities highlight the effectiveness of school leaders’ leadership responsibilities on student achievement. Rather than focusing solely on the teachers influence on student achievement, or the instruction itself, MCREL emphasized the importance of other school leaders (i.e. administrators, principals, superintendents) role in influencing student achievement.

The twenty one leadership responsibilities outlined in the MCREL study include: culture (1) which fosters shared beliefs and a sense of community and cooperation, order (2) which establishes a set of standard operating procedures and routines, discipline (3) which protects teachers from issues and influences that would detract from their teaching time and focus, resources (4) which provides teachers with materials and professional development necessary for successful execution of their jobs, Curriculum, Instruction and Assessment (5) which is directly involved in the design and implementation of curriculum, instruction, and assessment practices, focus (6) which establishes clear goals and keeps those goals in the forefront of the school’s attention, Knowledge of Curriculum, Instruction, and Assessment (7) Is knowledgeable about current curriculum, instruction, and assessment practices, visibility (8) has quality contact and interaction with teachers and students, contingent rewards (9) which recognizes and rewards individual’s accomplishments, communication(10) which establishes strong of line communication with teachers and among students, outreach (11) which is an advocate and spokesperson for the school to all stakeholders, input (12) which involves teachers in the design and implantation of important decisions and policies, affirmation (13) which recognizes and celebrates school accomplishments and acknowledges failures, relationship (14) which demonstrates an awareness of the personal aspects of teachers and staff, change agent (15) which is willing to and actively challenges the status quo optimizer (16) which inspires and leads new and challenging innovation ideals/beliefs (17) which communicates and operates from strong ideals and beliefs about schooling, monitors/evaluates (18) which monitors the effectiveness of school practices and their impact on student learning, flexibility (19) which adapts leadership behaviors to the needs of the current situation and is comfortable with dissent situational awareness (20)which is aware of the details and undercurrents in the running of the school and uses the information to address current and potential problems, and intellectual stimulation (21) which ensures that faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school culture.

Along with embracing the twenty one leadership responsibilities, MCREL also mentions the importance of recognizing positive/negative effects of leadership change when considering student’s achievement. There are two aspects, in particular, which MCREL states as a necessary implication on achievement; the first aspect being focus of change and the second aspect being magnitude of change.
When considering the focus of change, MCREL mentions that the school, the teacher and the student can either positively or negatively effect student achievement. The safety of the school environment, classroom management, and the home environment are some examples of aspects that can either positively or negatively influence achievement.
When considering the magnitude of change (upon implication of leadership skills), MCREL explains that not all change occurs in the same order. Depending on the student, classroom, and/or leader, the change may manifest in different orders. MCREL elucidates that in a “first order” change the change is more recognizable and more accepted by all involved in the change. A “second order” or perhaps “third order” change may not be as obvious for the students, teachers, etc. involved in the change. In these instances, student achievement could be reflected either positively or negatively.
Overall, the Mid- Continent Research for Education and Learning (MCREL) research was thought to be a sufficient foundation for improving student achievement through the identification of concise leadership skills. Though this research did not only identify leadership skills necessary to effectively influencing student achievement, it also discusses various strategic ways to enforce change. MCREL also highlighted issues concerning positive and negative influences in achievement. With the research that has been done by MCREL, it is felt that the suggested leadership skills will continue to help foster and strengthen student achievement in school.