Subject-Specific Leadership: What the Literature Implies for Consideration in Preparation and Development

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Abstract

In this paper, we present findings from a systematic review of the literature. We draw upon empirical studies to reveal what content-specific leadership behaviors look like in mathematics and science and how principal development opportunities (i.e., preparation programs and professional development) might support them. We synthesize successful behaviors of school leaders using a recently articulated leadership typology by Hitt & Tucker (2015). Furthermore, we describe the potential for distributing leadership to promote instructional improvement across these content areas especially on the occasions when there is a lack content expertise. Following this synthesis, we develop implications for leadership preparation and development activities. Collectively, our review stresses the importance of practicing distributing leadership to facilitate improvement across mathematics and science.

Authors

• Kathleen M. Winn, University Council for Educational Administration (UCEA)/University of Virginia

• Chad Lochmiller, Indiana University