The Efficacy of an Intervention to Strengthen School Leaders' Instructional Leadership Practice

• In Event: Park Central Roundtable Session 5
  In Roundtable Session: Leaders Influencing School Culture in Uncharted Territory: Technology and Diversity

Abstract

We report the efficacy of a team-based instructional leadership intervention designed to increase middle school math and science teachers’ use of technology to present multiple representations of content to foster their students’ conceptual understandings. In this quasi-experimental design, 48 leadership team members and 101 grade 6-8 teachers and their students were divided among 5 treatment and 5 matched comparison schools. Each school’s leadership team comprised an administrator, a technology instructional specialist role, and a math and a science teacher leader. Treatment effects include leaders completing a wider variety of tasks, teacher participation in a wider variety of types of learning experiences and uses of technology in the classroom, and increased student learning in science and math.

Authors

• Sara L. Dexter, University of Virginia

• Emily A. Barton, University of Virginia