Organizing for Learning: Principal Leadership Practices That Support Ambitious Teaching

• In Event: Poster Session 3
  In Poster Session: Division A Section 1 Poster Session

Abstract

This qualitative analysis investigates the instructional leadership practices of school principals that aim to support instructional improvement in mathematics. Using observations, interviews, and artifact analysis, we examine: leadership practices, norms and routines established by leaders to support teacher learning, the learning of the instructional leaders themselves, and the organizational conditions that challenge or support the success of instructional leaders. This study adds to what is currently an inchoate theory of leadership for instructional improvement, elaborating specifically on what instructional leaders need to know and be able to do to organize their schools to support teachers’ learning and, therefore, instructional improvement.

Authors

• Jessica Rigby, University of Washington

• Elham Kazemi, University of Washington

• Anita K. Lenges, Evergreen State College

• Rebecca Lewis, University of Washington - Seattle

• Lynsey K. Gibbons, University of Washington

• Emily Nitz-Ritter, University of Washington - Seattle

• Stephanie Forman, University of Washington - Seattle