Leadership Content Knowledge: How Can We Support Improvement in Teachers' Mathematics Questioning Through Instructional Supervision?

• In Event: 28.089 - MTCC Roundtable Session 10
  In Roundtable Session: 28.089-8 - The Use of Teacher Supervision and Evaluation to Improve Instruction

Abstract

The importance of leadership content knowledge (LCK) is well documented in the research on principals' instructional supervision. The role of principals' LCK to support teachers' growth has been elevated during the context of policy-driven teacher supervision and evaluation policies under No Child Left Behind (NCLB) and Race to the Top (RTTT). Looking ahead to a post-NCLB and RTTT supervision and evaluation environment under the Every Student Succeeds Act (ESSA), this article: 1) presents a conceptual framework for mathematical questioning that complements existing models of LCK, and 2) builds capacity for school leaders' continued use of instructional practice protocols and rubrics. Focused on secondary mathematics instructional supervision, this framework provides more specific guidance to support principals' instructional supervision of mathematics instruction.

Authors

• Esther Alice Enright, Boise State University

• Douglas M. Wieczorek, Iowa State University