Instructional Leadership Teams as a Strategy for Improving Teaching and Learning in High-Poverty High Schools: Learning From District and School Leaders

• In Event: Collaboration for Change: Multiple Voices and Stakeholders in School Improvement

Abstract

This study examines the potential for central office administrators to encourage and support instructional leadership teams (ILTs) as a strategy for improving instruction and student learning in high-poverty high schools. ILTs have the potential to improve educational opportunities for historically underserved students by creating a structure in which teachers and administrators work collaboratively to support school improvement efforts. I examine how central office administrators in a large urban district aim to develop instructional leadership broadly in high-poverty high schools by working directly with both principals and their ILTs in developing organizational cultures in their schools where principals and teachers work collaboratively to lead instructional improvement.

Author

• Elizabeth Leisy Stosich, Fordham Graduate School of Education