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In this thought paper, read about the evidence base supporting the appropriateness and capacity of a widely used survey and system improvement framework for guiding districtwide and schoolwide improvement efforts.

Nearly all schools and districts aim to improve—even those designated as high-performing already. And although improvement is attainable, finding the right areas of focus and implementing the most effective strategies can be extremely challenging. One source for guidance is the Four Domains for Rapid School Improvement: A Systems Framework, developed by WestEd’s Center for School Turnaround and Improvement. Many schools and districts that use the framework also draw on the Four Domains Comprehensive Assessment of Leadership for Learning (CALL) system. CALL includes a comprehensive survey that assesses fundamental leadership practices in schools, districts, and states, and it can aid education leaders in identifying opportunities for intervention and improvement.

In reviewing the validity of the Four Domains CALL survey, this paper presents five assertions supported by evidence to demonstrate that the survey measures what it claims to measure and can guide school improvement efforts effectively. The evidence includes a literature review that supports the content of the survey questions and their alignment with research findings. The paper also highlights practices within each of the four domains that are associated with contributions to school improvement.

Through the review, this paper provides insights into using an evidence-based approach for school improvement and offers practical guidance for educators and leaders looking to drive positive change in schools and districts by addressing key domains identified through research.